Picture on front cover by Izzie
Year 7, PriestlandsSchool, Lymington

HIAS Healthy Schools websiteWhole-school anti-bullying policy template – March 20101

Key Stages 1 – 5

Name of school:
Policy approved and adopted:
Due for review (every two years):
Description of the setting:
A description of the geography and status of the setting, the age range, sex, religious, ethnic and cultural mix of children/young people, the family backgrounds of the children/young people, any special educational needs of the children/young people, and the role/involvement of the governors.
How the policy was formulated:
This should include membership of the working party, the process of developing the policy and issues considered.How were children/young people and parents/carers involved?
National guidance:
Eg: The policy was drawn up using a range of national documents including:Anti-bullying guidance for schools (National Healthy Schools Programme), Statement of purpose
(Anti-bullying Alliance), United Nations Convention on the Rights of the Child – Articles 12, 19 and 29, Children’s Act(2004), Education and Inspections Act(2006), Children’s Plan (DCSF, 2007) and Safe to learn (DCSF, 2007). Local guidance: Hampshire’s children and young people plan (HCC, 2009) and HCC’sChildren and young people’s anti-bullying policy(HCC, 2009).
Definitions and terminology:
Define what you mean by bullying, include references to types and forms of bullying, eg: homophobic, racial, gender, special educational needs/disability, looked-after children, young carers and their families, cyber-bullying.
NB: All partners in Hampshire agree with the government definition of bullying which is: “Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally …there is a power imbalance that makes it hard for the victim to defend themselves”.
Behaviour is bullying ifit …
Aims and objectives of the policy:
This will include a statement of belief about the role and nature of anti-bullying work, how this will be achieved, and how it reflects the whole-school ethos.
NB: The aim of HCC’sChildren and young people’s
anti-bullying policyis for all children/young to achieve the five Every child matters outcomes: be healthy, stay safe, enjoy and achieve their full potential, make a positive contribution, and achieve economic well-being.
Where and to whom the policy applies:
Eg: all staff, children/young people, parents/carers, governors and partner agencies working with schools.
NB: HCC’s Children and young people’s anti-bullying policystates: “This will have as much to do with changing attitudes of adults who live and work with children and young people as it will with strategies to intervene when bullying happens between them”.
Hampshire’s Safeguarding children procedures (2007) states: “Schools … must have in place rigorously enforced anti-bullying strategies”.
Content of PSHE programme and associated anti-bullying work, eg: social and emotional aspects of learning (SEAL):
This may list the programme or refer to an outline programme covering all years attached as an appendix. Linked
cross-curricular activities will be here also.
NB: HCC’sChildren and young people’s anti-bullying policystates:“Bullying is a form of behaviour that impacts on the emotional health and well-being of all involved”.
Resources
  • Helping children deal with bullying, by Jenny Mosley and Helen Sonnet.
  • Primary SEAL: Say “No” to bullying booklets/pictures/
    posters, Secondary SEAL materials.
  • Story books.
  • Anti-bullying Alliance materials, eg: Tackling bullying in schools.
  • Safe to learn guidance.
  • Healthy Schools guidance.
  • Help! I’m being bullied, by Dr Emily Lovegrove.

Staff support and training:
Outline induction and training for all staff, eg: governor training, SEAL training, continued professional development (CPD), promoting alternative thinking strategies (PATHS), emotional literacy support assistant (ELSA) supervision.
How is staff support and training evaluated?
Assessment, monitoring, evaluation and reviewing:
How will the teaching/interventions be monitored and assessed? Eg: surveys, questionnaires, School Council activities, personal, social and health education (PSHE) end of key stage statements, and drama.
How are children/young people and parents/carers involved in reviewing the policy?
What data and information is gathered and analysed to inform anti-bullying practice?
The needs of children/young people:
How are the wider pastoral needs of children/young people met and how are they made aware of the range of internal and external support structures?
How are children/young people involved in decisions which affect them?
External support:
List the local services and agencies, and national helplines/
websites.
See:HCC’s Bullyingleaflet (2009) – gives advice and information to parents/carers about bullying, Anti-bullying guidance for schools – page 45 (National Healthy Schools Programme),
Anti-bullying Alliance website/information.
Involvement of parents/carers:
How will the school consult with parents/carers around bullying?
See:Helping children deal with bullying – page 44, by Jenny Mosley and Helen Sonnet.
What use is made of parent support advisers to address bullying?
What workshops are on offer?
See the 10 strategies outlined in Help! I’m being bullied, by
Dr Emily Lovegrove.
Management of bullying incidents at school:
  • How will the school deal with bullying behaviours?
  • Outline strategies for responding to incidents.
  • Outline procedures for managing those exhibiting bullying behaviours and their victims.
  • Outline the agreed criteria for when police should be informed, consulted or involved.
  • Outline how bullying incidents are to be reported and recorded (see Hampshire’s Guidelines for recording bullying and racist incidents in schools).
  • Outline how those involved in being bullied/in bullying have their views heard, eg: use of mediation and other restorative practices.

Confidentiality:
All members of staff should ensure that they are familiar with the school’s confidentiality policy.
Linked policies:
Eg: behaviour, safeguarding, PSHE, confidentiality. Link to single equality schemes.
Dissemination of the policy:
How will the policy be made available? Will there be staff training? Will there be a parents/carers evening? How and where is it displayed for children/young people and whole-school community to see? (Eg: posters, flow diagrams, in school planners.)
Signed:
Dated:

HIAS Healthy Schools websiteWhole-school anti-bullying policy template – March 20101