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Anti-Bullying Policy

Anti-bullying Policy 2022-2023

Policy details

Date created - August 2022

Staff consultation: Autumn term 1 2022

Pupil consultation: Autumn term 1 2022

Parent consultation: Autumn term 1 2022

Governor ratification:

To be reviewed: October 2024

Introduction

Everyone at Co-op Academy Brownhill has the right to feel welcome, safe, and happy. We provide a secure, caring, and friendly climate for learning for all our pupils to improve their life chances and help them maximise their potential. We also create an inclusive environment for all pupils where differences between people are acknowledged and celebrated.

 

We expect pupils to act safely and feel safe in school. We contribute to this by developing pupils’ knowledge of bullying. We strive to ensure that they feel confident seeking support from school should they feel unsafe or witness unacceptable behaviour towards themselves or their peers. We also want parents to feel confident that their children are safe and cared for in school and that incidents, if and when they do arise, are dealt with promptly and effectively.

We are careful in our language, as it can be very emotive and can ‘label’ children, suggesting permanence. Instead of ‘victim,’ we say the person (child) who is being bullied, and instead of ‘bully,’ we say the person (child) who is using bullying behaviours/doing the bullying. In this way, we are labelling behaviours and roles, not people.

Anti-Bullying policy aims

This policy outlines the different types of bullying and indicators to look for when identifying bullying. It also provides the procedures staff will implement when they suspect bullying could be evident or when they receive a report of alleged bullying.

We understand that bullying is damaging and potentially has adverse effects on adults for those who have experienced bullying. We also know that children who engage in bullying are often experiencing difficult circumstances and low self-esteem. Therefore, we do all we can to prevent it by developing a school ethos in which bullying is unacceptable.

Our curriculum is designed to raise awareness and develop an understanding of bullying (particularly PSHE, history, computing, the book spine, and assemblies). We aim to produce a safe and secure environment where all can learn without anxiety.

In line with the Co-op Ways of Being, we want our school to be a place where all children and adults feel safe, happy, and successful. We know that the consistent application of this policy is key to this. We aim to make all those connected with the school aware of our opposition to bullying and make clear each person’s responsibilities regarding the eradication of bullying in our school. 

Legal and statutory requirements

This policy is based on advice from the Department for Education (DfE) on:

·     Behaviour and discipline in schools

·     The Equality Act 2010

·     Supporting pupils with medical conditions at school

It is also based on the Special Educational Needs and Disability (SEND) code of practice.

  • Schedule 1 of the Education (Independent School Standards) Regulations 2014; paragraph 7 outlines a school’s duty to safeguard and promote the welfare of children, paragraph 9 requires the school to have a written behaviour policy, and paragraph 10 requires the school to have an anti-bullying strategy
  • DfE guidance explains that academies should publish their behaviour policy and anti-bullying strategy online.
  • This policy complies with our funding agreement and articles of association.

Consultation Process

This policy was formulated in consultation with the whole school community with input from:

  • Members of staff through Inset in September 2022
  • Governors, through discussion at meetings and ratification of the policy (September 2022)
  • Parents/carers through discussion  parent forum on Parentmail  ( September 2022)
  • Children and young people through the pupil council and PSHE/circle time discussions (September 2022)
  • Advice and guidance from other external agencies, including the Anti-Bullying Alliance and the NSPCC

Definitions

Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.

Occasionally, an incident may be deemed to be bullying even if the behaviour has not been repeated or persistent—if it fulfils all other descriptions of bullying. This possibility should be considered, particularly in cases of hate crime-related bullying and cyberbullying.

Bullying can take place between:

  • young people
  • Young people and staff
  • between staff
  • individuals or groups

At our academy, bullying by pupils is viewed as ‘zero tolerance behaviour’ (see Behaviour Policy). Bullying by staff is dealt with under the disciplinary policy and is viewed as misconduct.

Although bullying can occur between individuals, it can often take place in the presence (virtually or physically) of others who become the ‘bystanders’ or ‘accessories’.

Bullying is not confined to the school premises. It also persists outside school, in the local community, on the journey to and from school. The school acknowledges its responsibility to support families if bullying occurs off the premises.

Type of bullying

Definition

Emotional

Being unfriendly, excluding, tormenting

Physical

Hitting, kicking, pushing, taking another’s belongings, any use of violence

Racial

Racial taunts, graffiti, gestures

Sexual

Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching. This includes online behaviours.

Direct or indirect verbal

Name-calling, sarcasm, spreading rumours, teasing

Cyber-bullying

Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites.

Cyberbullying can include:

  • hacking into someone’s accounts/sites
  • Posting prejudice / hate messages
  • Impersonating someone online
  • Public posting of images
  • Exclusion
  • Threats and manipulation
  • Stalking

Behaviours associated with bullying:

Baiting

Baiting can be used in bullying, both online and offline. It can be used to bully someone to get 'a rise' out of them, and it can be used to antagonise those who might be bullying others to get them to bully. Sometimes, baiting is used secretly to try and get a person to explode in a rage or react negatively/loudly so that they get into trouble.

 

Banter

The dictionary describes banter as: ‘the playful and friendly exchange of teasing remarks’.

Bullying is often justified as being just banter. It may start as banter, but some types of banter are bullying and need to be addressed as bullying.

Types of Banter:

  • Friendly Banter - There’s no intention to hurt, and everyone knows its limits
  • Ignorant Banter - crosses the line with no intention to hurt and will often say sorry.
  • Malicious Banter - Done to humiliate a person-often in public

Prejudice related bullying

Under the Equalities Act 2010, it is against the law to discriminate against anyone because of:

  • age
  • being or becoming a transsexual person
  • being married or in a civil partnership
  • being pregnant or having a child
  • disability
  • race including colour, nationality, ethnic or national origin, including Gypsy, Roma, Travellers
  • religion, belief or lack of religion/belief
  • sex/gender
  • sexual orientation

These are called ‘protected characteristics’.

As part of our work to promote fundamental British values, we do not accept derogatory and discriminatory language and behaviour, including racist, homophobic, biphobic, transphobic, and disability-related bullying. We will record these types of bullying, even those that represent a one-off incident, and report them to the local authority for monitoring. Our behaviour policy provides details of how such incidents are responded to.

Prejudice related language:

Racist, homophobic, biphobic, transphobic and disablist language includes terms of abuse used towards people because of their race/ethnicity/nationality; because they are lesbian, gay, bisexual, or transsexual, or are perceived to be, or have a parent/carer or sibling who is; because they have a learning or physical disability. Such language is generally used to refer to something or someone as inferior. This may also be used to taunt young people who are different in some way, such as their friends, family members, or parents/carers.

In the case of homophobic, biphobic and transphobic language mainly, dismissing it as banter is not helpful as even if these terms are not referring to a person’s sexual orientation or gender identity, they are using the terms to mean inferior, bad, broken or wrong. We will challenge prejudice-related language in our school, even if it appears to be used without intent. Persistent use of prejudice-related language and bullying will be dealt with as with any other form of bullying.

Roles and responsibilities

The Academy Governing Council:

The academy governing council is responsible for monitoring the effectiveness of this anti-bullying policy and holding the headteacher accountable for its implementation.

The Headteacher:

The headteacher is responsible for reviewing and approving this anti-bullying policy.

The headteacher will ensure that the school culture is open and positive and that staff effectively deal with allegations of bullying. The headteacher will also monitor how staff implement this policy to ensure that all processes are applied consistently.

Members of Staff:

Staff are responsible for:

  • Implementing the anti-bullying policy consistently
  • Ensuring all claims of bullying are taken seriously
  • Ensuring bullying is made to stop swiftly
  • Recording bullying incidents, reports and actions taken
  • Recognising that some pupils (inc those with SEND) can be more vulnerable to bullying
  • Recognising that bullying behaviours (for both those exhibiting and those receiving) can be an indication of an underlying safeguarding/child protection concern

The senior leadership team will support staff in responding to bullying allegations and incidents.

Parents/carers:

Parents are expected to:

  • Support their child in adhering to the pupil code of conduct
  • Support the academy to prevent and eradicate any form of bullying
  • Discuss any concerns with the class teacher promptly

Expectations

Our expectations are underpinned by the Co-op’s ‘Ways of Being’.

Being a Co-op is about creating an environment that celebrates difference. It is somewhere where pupils and colleagues feel responsible, valued, empowered, and trusted to do the right thing for each other and our community.

The four Ways of Being Co-op guide our future – no matter what we do, they’re how we do it. They are:

Our Pupil Behaviours help us define and explore each ‘Ways of Being’.

Vision and values

I care about the school and what we stand for. I show the values inside and outside of the academy.

Future focussed

I think about the future. I want to do well, and I want others to do well.

School improvement

I make sure that we all get better together. I know that my behaviour and actions impact others.

Improving myself

I focus on getting better. I improve how much I can learn.

My words

I talk openly and honestly and know how my words help or hurt others.

Inclusive

I can be friends with anyone and treat everyone with respect.

Co-operation

I work cooperatively with others. I share my ideas and listen to others.

Driving innovation

I am confident in using technology safely and sensibly.

Speaking up

I know my words can help others improve, so I speak up when I see bullying or poor behaviour.

Being a good friend and learner

I develop good friendships and work with my teachers to understand and support others.

Championing Co-op

I represent my academy through my behaviour and my actions.

Helping others

I support the learning of others to promote a positive learning environment.

Indicators of bullying

A pupil may indicate by signs or behaviour that he or she is being bullied. All adults should be aware of these possible signs and that they should investigate if a student:

● is frightened of walking to or from their school

● doesn't want to go into vulnerable areas of the school, i.e. toilets, library, dining hall

● is unwilling to go to school

● becomes withdrawn, anxious, or lacking

● changes in behaviours

These signs and behaviours could indicate other problems (including safeguarding/child protection concerns), but bullying should be considered a possibility and investigated.

First responses to an allegation, suspicion or observation of bullying

If a pupil or parent reports child-on-child bullying, the member of staff receiving the concern will:

  • reassure the pupil or parent that bullying is taken very seriously
  • claims of bullying will be thoroughly investigated
  • it may be necessary to provide pupils and parents with the definition of bullying
  • gather detailed information about when and where incidents have occurred, who was involved, and who was present/witnessed the incident
  • write down the details gathered during the conversation and record them in class charts
  • take copies of any evidence (e.g. ask parents to email screenshots of cyber incidents to the generic office email)
  • tell the parent/pupil that you will investigate
  • arrange a time to report back to the parent/pupil (not longer than five working days)

The staff member receiving the concern will then investigate by speaking to all those involved, including any witnesses or potential witnesses. If appropriate, the staff member may wish to be supported by the learning mentor or senior leadership team members.

The staff member will record the initial concern and all investigation findings on Class Charts.

Any allegations of bullying by staff members should be passed to the headteacher, who will follow the Disciplinary Policy in addressing this. An allegation about the headteacher must be referred to the Chair of Governors.

Outcomes and following up

If bullying is proven, it is not accepted and is considered a zero-tolerance behaviour. The procedures and sanctions in the behaviour policy are used to ensure pupils and parents know that the behaviour is unacceptable. We will always consider whether the pupil exhibiting bullying behaviours needs support, particularly when sexualised language, harassment or violence is evident. Any incidents of sexually harmful behaviour will be referred to the Designated Safeguarding Lead and will be addressed through the Safeguarding and Child Protection Policy in conjunction with this policy and the Behaviour Policy.

If appropriate, a trusted member of staff will see whether the pupil on the receiving end of the bullying is comfortable explaining how they felt/are feeling to the pupil(s) who did the bullying. The trusted member of staff would support/facilitate this. The pupil(s) who did the bullying would then apologise and reassure the pupil that it would not happen again.

The parents of all those pupils involved are informed, and these conversations are recorded on Class Charts.

In cases where evidence is not found to substantiate claims of bullying, we acknowledge that it is still possible that bullying is taking place. The relationships between pupils will continue to be monitored in the following ways:

  • observations during lessons
  • observations during less structured times (inc break and dinner time, extra-curricular clubs, etc.)
  • check-ins with the pupil alleging being on the receiving end of the bullying at a frequency agreed with the pupil
  • Regular conversations (e.g. weekly) with the pupil's parent alleged to be on the receiving end of bullying to share the findings of the ongoing monitoring.

We will consider whether a friendship group or similar intervention is appropriate to support all parties.

All monitoring (including if nothing of note is observed) is recorded on Class Charts. When evidence (e.g. six weeks) indicates no bullying is taking place, the monitoring practices will stop.

Curriculum

Our curriculum is designed so that pupils:

  • know the definition of bullying
  • know the different forms of bullying
  • recognise bullying behaviours
  • have strategies to prevent and stop bullying, including telling their peers to stop and reporting to adults

The books in our book spine have been chosen to develop pupils’ empathy and understanding of pertinent issues, including equality and diversity.

Across the subjects, we have ensured that the chosen role models (including authors, artists, musicians, architects, and chefs) are diverse.

Assemblies are delivered on topics related to the Ways of Being, including kindness, anti-bullying, and being the best version of yourself.

Our history curriculum content has been chosen to develop pupils’ knowledge of discrimination and the exploitation of people over time. For example, pupils learn about the impact of explorers, the suffragettes, the civil rights movement and the Holocaust.

In PSHE, pupils learn explicitly about bullying and anti-bullying. They also learn about emotions and the impact of bullying. E-safety is covered in both PSHE and the computing curriculum.

We further raise awareness of bullying by:

Displaying posters: Pupils and teachers can both become involved in creating posters to display around school.

Childline and telephone helpline numbers will be displayed.

Childline – 0800 1111 (open 24hrs)

Leaflets: these can be displayed around the school and sent home.

 

Anti-Bullying Week

By focusing on bullying for a week each year, we keep the subject in the open and give children and Parents opportunities to understand what bullying is and how to report concerns.

Training

Our staff are trained in anti-bullying. We recognise that lunchtime staff manage pupils’ behaviour at the least structured point in the day, so intensive training is provided for this group of staff.

Monitoring/analysis of bullying behaviour

The Assistant Head will analyse bullying allegations and incidents half-termly to evaluate whether the policy is being implemented appropriately and whether any pupils require additional support.

Reporting to governors will take place termly within the Headteacher report.

Links with other policies

This policy links closely to our Behaviour Policy. This policy is closely connected to the academy’s Safeguarding and Child Protection policy.

This policy has direct links with policies for P.S.H.E., Special Educational Needs, Equality, Care and Control, and Health and Safety. Any supply teacher who does not work in school on a regular basis will be given a guide to the school containing a simplified version of this policy. If they have further questions about bullying, they will be asked to consult a teacher.

Co-op Academy Brownhill Anti-Bullying policy 2022-23