ANTI-BULLYING STATEMENT
Surrey County Council believes that all bullying behaviour is unacceptable, whether at home, school, college or work.
All children, young people and staff are entitled to a safe, caring and friendly environment. Providing a safe and happy place to learn, for children and young people is essential for: achieving school improvement; raising achievement and attendance; promoting equality and diversity; developing resilience; ensuring the safety and well-being of the pupils and the school community. Similarly, children receiving care away from their home for day or residential purposes, need to feel safe and secure from bullying.
Surrey County Council will support schools and establishments to take a preventative approach to bullying, and to have policies and procedures in place to respond where it does occur, promptly and firmly.
FOREWORD
Our children and young people in Surrey are entitled to a high standard of education in an environment where they feel safe and secure, in an environment of inclusion, following Safer Surrey Guidance. Bullying is the one fear which children and young people raise more than any other when asked for their views about safety. It is therefore recognised that anti-bullying should be a priority for all schools and services.
A whole school approach is essential for successful implementation for anti-bullying policy, procedures and preventative strategies. Bullying is also a concern for parents and carers, and impacts on the school and wider community. Cyberbullying has extended and increased bullying beyond the school day into home and private space, effecting both pupil, staff and parents.
Schools need to involve pupils, parents/carers, teachers, non-teaching staff, governors and agencies that support the school in developing their policy, and an ethos in which all forms of bullying are strongly opposed.
The statement of intent and the associated guidance cover both how schools should: embed preventative strategies to develop resilience and strengthen relationships and how to respond to all types of bullying.
C O N T E N T S
Section 1: CONTEXT...... 1
Introduction...... 1 Context ...... 1 Legal responsibilities...... 3 Inspection frameworks...... 5 Definitions of bullying...... 5 Behaviours...... 6 Signs of bullying...... 6 Different roles in bullying...... 7 Vulnerable groups...... 7
Hate crime ...... 10
Section 2: DEVELOPING AN ANTI-BULLYING POLICY...... 12
Principles ...... …..12 The Written Policy...... 13
Developing an anti-bullying policy: the process ...... 13
Section 3: DEALING WITH BULLYING ...... 15
Preventative measures ...... 15
Strategies for reducing bullying including cyberbullying...... 16
Process for dealing with incidents...... 17
Section 4: ANTI-BULLYING SUPPORT...... 19
Support for surrey schools...... 19
National websites...... 19
Appendix 1 – Cyberbullying …………………………………………………………..20
Section 1: / CONTEXTINTRODUCTION
The government has made tackling bullying in schools a key priority. (Ofsted 2012 and Preventing and Tackling bullying 2017 DoE). One of Surrey’s Children and Young People’s Plan priorities is “reduced levels of discrimination and bullying” and that Surrey children and young people will be safe where they live, work and play.
There is also evidence (Ditch the Label, Stonewall, NSPCC, ChildLine, ABA) that a substantial amount of bullying is fueled by prejudice – racial, religious, homophobic – and against children with special needs or disabilities, or who are perceived as different in some way. We all have a responsibility to support schools in preventing and tackling bullying of all kinds in order to protect the well-being of the most vulnerable, and to promote stronger communities in which diversity is valued and the weak protected.
This Guidance has been developed in partnership with representatives from schools, parents and young people. This process of partnership work will continue to support the development of Surrey’s Anti-Bullying work.
We recommend that you use this guidance with the publications:
1. Preventing and tackling bullying (DfE July 2017)
2. Cyberbullying: Advice for Head teachers and School Staff (DfE Nov 2014)
3. Advice for parents and carers on cyberbullying (DfE – Nov 2014)
4. Report on Prejudice related incidents
CONTEXT
Why are anti-bullying strategies important?
· 1.5 million young people have been bullied within the past year, 19% of these were bullied every day, 44% experienced depression, 41% experienced social anxiety and 33% experienced suicidal thoughts (Ditch the Label Anti-Bullying Annual Survey 2016).
· Based on their own definition 14% of young people admit to bullying somebody, 12% say they bully people daily while 20% of all young people have physically attacked somebody (Ditch the Label Anti-Bullying Annual Survey 2016)
· ChildLine reported a sharp increase in the number of counselling sessions where children talked about being subjected to racist or religious bullying at the time of terrorist attacks around the world in 2015/16 (ChildLine Annual Report 2015/16).
· More than half (55%) of lesbian, gay and bisexual young people experience homophobic bullying in Britain’s schools. Even if not bullied themselves, almost all (99%) of lesbian, gay and bisexual young people hear phrases such as ‘that’s so gay’ or ‘you’re so gay’ in school and 96% hear other insulting homophobic remarks, such as ‘poof’ or ‘lezza’, (Stonewall: ‘The School Report’, 2012)
· Children and young people who experience homophobic bullying tell ChildLine that school life can be unbearable, how they are desperate to leave school and often avoid lessons or avoid school entirely (ChildLine Annual Report 2015/16).
· Bullying is the main reason under 11s contact ChildLine accounting for 24% of their contacts with the service (ChildLine Annual Report 2015/16).
Developing effective anti-bullying practice is essential because it promotes:
Individual wellbeing
Inclusive practices
Safer Surrey processes
Develops resilience in pupils, providing them with strategies to take into adulthood
Increases educational attainment
Good attendance
Positive behaviour
Reduction in truancy and disaffection
A reduction in crime rates
The school as a caring establishment
A safe, secure and happy environment
A consistent approach for all members of the school and wider community
Early intervention to support a change in patterns of behaviour
A coherent management strategy
Active citizenship by increasing participation of pupils, staff, and parent carers.
LEGAL RESPONSIBILITIES
There are a number of statutory requirements regarding the responsibilities of local authorities, schools and governors in regard to preventing and managing bullying.
Children’s Services Authorities must make arrangements
To promote co-operation between the authority, its partners and others with a view to improving the wellbeing of children in their area… and
For ensuring that their functions are discharged, having regard to the need to safeguard and promote the welfare of children (Children Act 2004 s10, 11).
Guidance underpinning those arrangements, contained in “Working Together to Safeguard Children” HM Government 2006, broadens attention on bullying beyond schools to say that “all settings in which children are provided with services or are living away from home should have in place rigorously enforced anti-bullying strategies.”
The Equality Act 2010
The Equality Act 2010 replaces previous anti-discrimination laws with a single Act. A key provision is a new public sector Equality Duty, which came into force on 5 April 2011. It replaces the three previous public sector equality duties for race, disability and gender, and covers age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex and sexual orientation. The Duty has three aims. It requires public bodies to have due regard to the need to:
§ eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the act
§ advance equality of opportunity between people who share a protected characteristic and people who do not share it
§ foster good relations between people who share a protected characteristic and people who do not share it.
Maintained schools and Academies are required to comply with the new Equality Duty. Part 6 of the Act makes it unlawful for the responsible body of a school to discriminate against, harass or victimise a pupil or potential pupil in relation to admissions, the way it provides education for pupils, provision of pupil access to any benefit, facility or service, or by excluding a pupil or subjecting them to any other detriment. In England and Wales Part 6 of the Act applies to maintained schools and Academies and to other independent schools.
School Governing bodies must:
Make, and from time to time review, a written statement of general principles to guide the headteacher in determining measures to promote good behaviour (s88(2)(a) Education and Inspections Act 2006)
Consult the headteacher, other appropriate members of staff, parents and all other pupils in their schools (Ed Act 2002)
Promote the well-being of pupils in their schools (s10 Ed Act 2002)
Exercise their functions with a view to safeguarding and promoting the welfare of pupils (s11 Ed Act 2002)
Schools need to make reasonable adjustments to ensure that SEND pupils are not disadvantaged (in line with SEND 2015) and also a duty under Part 3 of the Children and Families Act 2014, to ensure that pupils with SEND engage in the activities of the school together (including after school clubs and outings) with children who do not have SEND.
Establish procedures for dealing with complaints about bullying, and all matters relating to the school, and publicise these procedures (s 29 EA 2002 This does not apply to PRUs).
Headteachers must:
Determine the more detailed measures (rules, rewards, consequences, sanctions and behaviour management strategies) on behaviour and discipline that form the school’s behaviour policy, acting in accordance with the governing body’s statement of principles in so doing, and relevant to the chronological and emotional age of the child. (s89 Education and Inspections Act 2006) The policy determined by the headteacher must include measures to be taken with a view to “encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils.”
Publicise the measures in the behaviour policy and draw them to the attention of pupils, parents and staff at least once a year
Determine and ensure the implementation of a policy for the pastoral care of the pupils (School Teacher’s Pay and Conditions Doc 2006 63.13)
Ensure the maintenance of good order and discipline at all times during the school day (including the midday break) when pupils are present on the school premises or elsewhere (STPCD 63.14.2).
Teachers must:
Promote the general progress and well-being of individual pupils and of any class or group of pupils assigned to them (STPCD 76.2.1)
All staff must apply the school rewards and sanctions lawfully.
Legal Powers
The law empowers:
Members of school staff to impose disciplinary penalties for inappropriate behaviour ((s91 EIA 2006)
Headteachers, to such an extent as is reasonable, to regulate the behaviour of pupils when they are off school site (which is particularly pertinent to regulating cyberbullying) (s89(5) EIA 2006)
School staff to use physical force in certain circumstances (s93EIA 2006).
INSPECTION FRAMEWORKS
OFSTED – September 2015 Bullying intervention comes under a new heading: Personal Development Behaviour and Welfare.
All stakeholders working to prevent all forms of bullying, including online bullying and prejudice-based bullying: Staff and pupils deal effectively with instances of bullying behaviour and/or use of derogatory or aggressive language.
Schools need to be aware that inspectors, with reference to anti-bullying and pupil welfare will be considering the following: Playtimes Arrival at school Pupils’ views Documentary evidence Discussion with staff and leaders
DEFINITIONS OF BULLYING
Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms (for instance, cyber-bullying via text messages or the internet), and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, or because a child is adopted or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences. Stopping violence and ensuring immediate physical safety is obviously a school’s first priority but emotional bullying can be more damaging than physical; teachers and schools have to make their own judgements about each specific case (based on appropriate Guidance – Surrey and DfE)
Many experts say that bullying involves an imbalance of power between the perpetrator and the victim. This could involve perpetrators of bullying having control over the relationship which makes it difficult for those they bully to defend themselves. The imbalance of power can manifest itself in several ways, it may be physical, psychological (knowing what upsets someone), derive from an intellectual imbalance, or by having access to the support of a group, or the capacity to socially isolate. It can result in the intimidation of a person or persons through the threat of violence or by isolating them either physically or online.
Specific Types of bullying
• bullying related to race, religion or culture - motivated by a prejudice against colour, ethnicity, culture, faith, national origin or national status
• bullying related to special educational needs or disabilities - motivated by a prejudice against intellectual, physical or academic differences
• bullying related to appearance or health
• bullying relating to sexual orientation / transgender/homophobic
· bullying of young carers or looked after children or otherwise related to home circumstances
• sexist or sexual bullying
BEHAVIOURS
Bullying can include the following behaviours:
Physical: hitting, kicking, pushing, taking or damaging belongings
Verbal: name calling, taunting, mocking, insulting, making offensive remarks e.g. racist, sexist or homophobic remarks, repeated teasing, threats, sarcasm, gossiping
Relational: spreading nasty stories about someone, excluding someone from social groups, leaving notes, failure to speak to acknowledge a person, making someone the subject of malicious rumours
Cyberbullying inappropriate text messaging and emailing (including on social media and gaming) , sending offensive or degrading images by phone or the internet, producing offensive graffiti (see Appendix 1 for more detailed information and guidance)
SIGNS OF BULLYING
Physical: unexplained bruises, scratches, cuts, missing belongings, damaged clothes or schoolwork, loss of appetite, stomach aches, headaches, soiling/bedwetting