“Positive Relationships-PR
an Anti-Bullying and
Victimisation Policy”
For Pupils, Parents and Staff
Updated DECember 2010
Contents
PAGE1
2
3
4
5
6
7 / Background and Rationale
- Definitions
- Evidence from our own research
Policy Aims
Implementation Strategies
- Guidelines for- staff, pupils and parents
- signs, symptoms, identifying and recognising the problem
- ways of dealing with victims,
- perpetrators - how will we change behaviour?
- A Quick Guide for Dealing with Incidents including
STAFF DEVELOPMENT AND RESOURCES
POLICY EVALUATION AND REVIEW
Appendices
- A quick reference guide for dealing with incidents
- Referral forms, letters etc
- leaflets for staff, pupils and parents, posters
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4
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5
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7
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1.Background and Rationale
POSITIVE RELATIONSHIPS - “PR”, AN ANTI-BULLYING & Victimisation POLICY
“All pupils have a right to feel safe and free from harassment”
Why do we need a school policy on anti-bullying?
The Legal situation – The Safety and Supervision of Pupils (Scotland) Regulation 3, 1990, states that “every authority shall take reasonable care for the protection and safety of all pupils
Quotes:
“ No one in Scotland should be targeted or victimised ……We want to challengethe negative attitudes within society that make some people think it’s OK to harass or bully,……bullying is completely unacceptable, whether in schools, the work place or any other environment”
Nicola Sturgeon MSP, Deputy First Minister for Scotland.
“The Scottish Government wants all children in Scotland to become successful learners, confident individuals, effective contributors and responsible citizens. To achieve this all our young people need to have equal opportunities to learn and demonstrate respect for each other and themselves. Scotland’s schools must be inclusive welcoming places
where everyone can learn.”
Maureen Watt, Minister for Schools and Skills.
The curriculum is a totality of experiences that are planned for young people and it is not the job of any one person alone to deal with the problems of bullying. Teachers often have to react to the effects of bullying and all staff have to be involved to counteract bullying.
Sadly bullying is a very common problem in our schools, but research has shown that adult intervention can have a significant and positive effect.
Before we can discuss what we can do about it, we need to think about why it happens. Before that, we need to work out what it is, but first, we need to establish what we think about bullying.
Strathclyde carried out a survey of 14 thousand pupils, which showed that:
50% of pupils thought that there was a bullying problem in their school.
20% stated that this was a problem for them.
10% stated that this kept them from working at school/attending school.
5% stated that it had been going on for months and years and they had not done anything about it.
CHILDLINE SCOTLAND STATED THAT:
Age 11, (ie the transition time to Secondary School) is a very vulnerable time for children in relation to Bullying
Involvement by adults is key to supporting and empowering the victim
The following are what pupils calling Childline say helps
-a supportive school environment
-adults who listen and take young people seriously
-friends, teachers and parents
-avoidance strategies / being able to stand up for themselves / work to improve self esteem
-confidential sources of support and advice
-school’s training programme and curriculum
-anything that helps the victim to recognise they have a problem.
DEFINITIONS
What is bullying?
Bullying happens in a relationship between one person and another person or between groups when someone is significantly hurt by the actions of others, fears that this will happen again and feels powerless to prevent this.
The following are the most usual forms:
-(verbal)name calling
-(social)being left out
-(mental) being threatened or forced to do something
-(physical)being assaulted or hit
-(material)having possessions stolen or damaged
-(homophobia and homophobic)victimised or targeted because of sexual orientation
New Age bullying or cyber bullying, through use of mobile phones and the internet has become an unwelcome new dimension.
“bullying is the wilful, conscious desire to hurt or threaten or frighten someone else” / / 33% of children have reported to Childnet that they have been bullied on the internet or mobile phoneQUALIFYING FEATURES OF BULLYING
The intent to harm
Happens regularly.
Is continual over a length of time
Victims feeling trapped/unable to do anything about it
Can be done subtly
EVIDENCE FROM OUR OWN RESEARCH
Prior to the development of a school policy, a survey was conducted at ELLONACADEMY among pupils, parents, and staff, which showed:
- 79% of pupils thought there was a bullying problem in and around the school
- 53% of pupils admitted to being bullied
- 38% of parents thought their child had been bullied
- 66% did not tell anyone in school about the bullying
- 48% did not tell anyone at home about the bullying
2.SCHOOL AIMS
1. Achievement and Attainment
We have the highest expectations for every single young person who enters EllonAcademy. All our young people are given every encouragement to aim for the highest possible levels of achievement in educational attainment and life skills.
2. Framework for Learning
We aim to provide quality learning and teaching experiences for all our pupils, based on their unique aptitudes, needs and abilities, delivered by a professional and highly dedicated staff. By constantly reviewing and evaluating our curriculum, we aim to ensure that the needs of all learners are addressed. We see each individual as unique and make every effort to make them aware of the school’s responsibilities to them and also their responsibilities to the school, fellow pupils and the local community. Also, we have very high expectations for the learning that takes place in every classroom, and for each pupil’s contribution to this. Good classroom relationships are crucial to developing a positive school ethos, firmly built on positive relationships between all partners.
3. Inclusion and Equality
EllonAcademy has a tradition of being a fully inclusive school. We aim to help every individual pupil to benefit from education, and take pride in the support we continue to provide for pupils of all abilities and needs, within a framework of equal opportunities. We aim to be a caring community, providing the highest possible levels of support for all pupils. All members of the EllonAcademy community are valued and respected.
4. Values and Citizenship
Promoting Education at EllonAcademy is firmly founded on a partnership that aims to teach pupils respect for themselves and one another. It also aims to make pupils aware of their rights and responsibilities both within the school community and as part of society generally, thus developing effective skills of citizenship and an awareness of the need to care for and value our environment.
5. Learning for Life
EllonAcademy aims to create a learning environment that enables pupils to develop creativity, ambition, enterprise, and the skills and attitudes required for success in life in the 21st Century.
3.POLICY AIMS
This policy specifically relates to the following School Aims;
2. Framework for Learning
3. Inclusion and Equality
4. Values and Citizenship
Ellon Academy Prospectus states:EllonAcademy is built on a set of beliefs and values, which must underpin all that
goes on in the school. It is important that every member of the community understands the aims and values of the school and works to ensure they are achieved.
We value
The Staff aim / - each young person as an individual
- equality of opportunity
- the opinions of both pupils and staff
- relationships within the community
- to provide a happy working environment based on mutual respect
- to develop a tolerance and respect for others
4.IMPLEMENTATION STRATEGIES
Pupils surveyed at EllonAcademy stated that bullying happened in public places,but private or ignored by onlookers and adults.
- 49% said bullying occurred in corridors
- 45% said bullying occurred in the playground/social areas
- 43% said bullying occurred in the classroom
Ourpolicy aims to address concerns by:
involving all staff, parents and pupils as a positive resource to ‘bullyproof our school’ and to prevent victimisation.
using the PSE curriculum and, when appropriate the wider school curriculum to raise awareness as a means of educating pupils to help them to bring about change
giving help and ongoing support to victims
giving help and ongoing support to perpetrators to change their behaviour
providing guidance for staff to allow us to work towards eliminating any kind of bullying
GUIDELINES FOR STAFF, PUPILS AND PARENTS
a)Signs, symptoms, identifying and recognising the problem. These issues are addressed in the following leaflets
- ADVICE TO PUPILS
- ADVICE TO PARENTS
- ADVICE TO STAFF
In addition staff have information in their staff planner and pupils in their organiser.Copies of leaflets and other support material are available from PTGs. These leaflets also appear as appendices to this policy.
There are 3 pre-requisites for the development of successful strategies within a Positive Anti-bullying policy:
1. HONESTY
2. OPEN-NESS
3. INVOLVEMENT
b)Ways of dealing with victims and perpetrators- how will we change behaviour?
Within the Policy ‘PROMOTING EDUCATION AT ELLONACADEMY’, the following are desirable and supportive to pupils:
PRO-ACTIVE APPROACHES
- setting the right climate
- classroom poster charter and ‘actions’
- guidelines for pupils, parents and staff, including insets into staff and pupil organisers
- acknowledge and analyse the problem (e.g. parent and pupil surveys)
- training
- classroom activities
REACTIVE SOLUTIONS
- shared concern approach
- school behaviour management policy
- bully-proofing strategies including discussions with pupils, sanctions, action or punishment as appropriate
- restorative practices.
5.POLICY CONSULTATION PROCESS
This Policy has been subject to consultation with teaching and non-teaching staff and will be reviewed as required and formally as part of the Ellon Academy policy review cycle as outlined in the School Improvement Plan.
6. STAFF DEVELOPMENT AND RESOURCES
The main resource implication for this policy is;
- Staff familiarisation with this policy
7.POLICY EVALUATION AND REVIEW
Evaluation and review of this policy will help the school to identify CPD needs and future improvement plan priorities to assist us in our continuous improvement drive towards excellence.
8. APPENDICES
Appendix 1 – A QUICK REFERENCE GUIDE FOR DEALING WITH INCIDENTS
Appendix 2- Bullying Incident Checklist
Appendix 3 –Promoting Education, Incident form
Appendix 4 – Promoting Education, Record of Meeting (PR1)
Appendix 5 – Letter to parent/carer (PR2)
Appendix 6 - ADVICE TO PUPILS
Appendix 7 -ADVICE TO PARENTS
Appendix 8 - ADVICE TO STAFF
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Appendix 1
PROMOTING POSITIVE BEHAVIOUR AT ELLON ACADEMY
POSITIVE RELATIONSHIPS
(A CLIMATE OF ANTI-BULLYING)
A QUICK REFERENCE GUIDE FOR DEALING WITH INCIDENTS
This should be used in conjunction with leaflet ‘ADVICE TO STAFF’
Incident / Action1 / Any recognition of the potential for bullying (see page 4of policy for definitions and page 7) / If appropriate emphasise “The Charter for Learning” with pupil(s)and refer to “PR- Advice to Staff”, leaflets and posters. Monitor the situation closely, take any opportunity in or out of class to reinforce positive relationships, discuss with another colleague, PTG or DHT.
2 / An incident occurs which you recognise as bullying and requires additional action or support / ASAP record the incident using “CAUSE FOR CONCERN” SLIP and pass to PTG(s).
3 / PTG(s) / House DHT(s) discuss and agree action and outcomes / (i) incident initially reported on PR1, additional use of Bullying Incident Checklist
(ii) victim(s) contacted and given immediate, intermediate support
(iii)further actions could include action using PPB policy, involvement of parents, letter to parents (PR2), shared concern approach, further support for victim/bullies, joint and/or individual interviews, group and individual agreement and target setting, SFL referral or support.
(iv)DHT to save ckecklists electronically in Bullying Log
4 / Follow -up / (i) report back to teacher
(ii)) follow up with pupils and others as necessary
5 / Monitoring / PTG discusses situation with all parties individually to assess situation
If a bullying related incident is reported completing this checklist will be important to provide a
record / aide-memoir. This should be stored in the SMT Bullying Log.
Name of Pupil(s):Class/es: / Reported By:
Date:
This form should be copied and passed on as necessary
/Completed
/ DateTime
/ Signature / Comments1. Acknowledge the problem and offer support
2. Record noted on Incident Form, detailing: action taken and/or recommended action.
3. This checklist (copied and) passed to DHT(s) /PTG(s) as necessary
4. Discuss /meet (as necessary) with appropriate PTG(s) /PTG(s) /House DHTs to pass on information
5. Meeting (attended by all necessary to agree actions and outcomes – these should be recorded on PRI (Record of Meeting) and should include:
i)Agreement by all to keep clear records
ii)Victim(s) being contacted and given immediate support
iii)Distinguishing bullying from ‘other behaviour’
iv)If across years/house groups details of any necessary co-ordination
v)Consideration of Page 6 of PR Policy and the detailed actions as outlined on Page 7 (e.g. contact with parents, types of approach, behaviour management)
vi)Details re ‘Follow-up’ or preventative work
vii)Monitoring procedures
6. Any necessary ‘follow up’, details received/in place
7. Evidence of monitoring
8. Consideration of any other necessary action in relation to pupils
9. Consideration of any other necessary action or review of process/policy
10. This form stored in bullying log (Action DHT)
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PROMOTING EDUCATION AT ELLON ACADEMY
INCIDENT FORM
INFORMATION FORPTG - Cheyne Forbes Keith McDonald Sinclair
SMT GM JM KH LM
PTs PTsSFL Register Teacher Nurse
FROM:DHT /
Date:13/05/12
NAME(S): CLASS(ES):
INCIDENT DETAILS:
Progress Logging
* Bullying Discipline
Medical PEPS
Other
*Please complete bullyingincident checklist
ACTION TAKEN/SUGGESTED ACTION/OTHER DETAILS:
PLEASE COPY TO GUIDANCE STAFF AS SOON AS POSSIBLE
PR1
RECORD OF MEETING CALLED BY:
NAME OF PUPIL / CLASS / HOUSE
DATE / TIME / VENUE
PRESENT:
REASON FOR MEETING: / ADDITIONAL DETAILS
PROGESS
DISCIPLINE
BULLYING
PEPS
CENTRAL LOGGING
MEDICAL
OTHER
AGREED ACTION POINTS / WHO / WHEN
NOTES
COPIED TO:PTs GUIDANCE: C F K M S
PTs SFLNurse
BOS: TM GMJM LM KH Parents/carers
Appendix 5
PR2
Date
Parent/Guardian
Address
Dear <parent/guardian>
<pupil name<class>
I write to inform you that <first name> was part of a meeting that I convened to discuss a sensitive problem that has arisen in school. I would urge you to discuss this at home.
I must stress that <first name> is not being singled out in any way, but rather is being helpful in finding a solution to this situation and to any misunderstanding which might have arisen.
We have found that in these situations that by creating a climate of openness and trust, where we use nationally recognised strategies and well tried out approaches that we can all work together towards a happy and agreeable outcome.
If you would like to discuss this with me in more detail, please do not hesitate to contact me.
Please complete and return the ‘tear-off’ slip to me ASAP to show that you have received this letter.
Yours sincerely,
Deputy Head/FORBES HOUSEpt guidance/FORBES HOUSE
PR2
PLEASE RETURN THIS SLIP ASAP TO <first name>’s Deputy Head Teacher
POSITIVE RELATIONSHIPS
<PUPIL NAME<CLASS>
I have received and read the enclosed letter about <first name>
SIGNED...... DATE......
Comment:
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G:\Common\SMT\school policies\Promoting Relationships-Anti bullying\PR Policy updated nov 2010.doc