In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of Knockanore National School has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013. This policy was drawn up by a sub-committee consisting of two teachers (Eleanor Ronayne & Emmet Cronin), two members of the Board of Management (Catherine Baldwin & David Stewart) and two members of the Parents Association (Bridget Hunt & Aine Ormonde), in consultation with the Staff and the pupils.
2. The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour: (a) A positive school culture and climate which
is welcoming of difference and diversity and is based on inclusivity;
encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
promotes respectful relationships across the school community;
(b) Effective leadership (c) A school-wide approach (d) A shared understanding of what bullying is and its impact (e) Implementation of education and prevention strategies (including awareness raising measures) that-
build empathy, respect and resilience in pupils; and
explicitly address the issues of cyber-bullying. Identity-based bullying including in particular, homophobic and transphobic bullying will be addressed as the need arises and in an age-appropriate manner.
effective supervision and monitoring of pupils;
(f) Effective supervision and monitoring of pupils (g) Supports for staff (h) Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and (i) On-going evaluation of the effectiveness of the anti-bullying policy.
3. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows: Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time.
The following types of bullying behaviour are included in the definition of bullying:
deliberate exclusion, malicious gossip and other forms of relational bullying,
cyber-bullying and
identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.
Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour. However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour. Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour. Examples of bullying behaviours General behaviours which apply to all types of bullying
Harassment based on any of the nine grounds in the equality legislation e.g. sexual harassment, homophobic bullying, racist bullying etc.
Physical aggression
Damage to personal property – clothing, books, equipment etc.
Damage to school property
Stealing
Name calling
Slagging
The production, display or circulation of written words, pictures or other materials aimed at intimidating another person
Offensive graffiti
Extortion
Intimidation
Insulting or offensive gestures
The “look”
Invasion of personal space
A combination of any of the types listed.
Cyber
the use of Information Communications Technology, particularly mobile phones and the Internet
to cause hurt
spread malicious rumours
to hurt a person’s reputation
cf. Parental Responsibilities - Appendix 1
Identity Based Behaviours Including any of the nine discriminatory grounds mentioned in Equality Legislation (gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community).
Homophobic and Transgender
Name calling e.g. Gay, queer, lesbian...used in a derogatory manner
Race, nationality, ethnic background and membership of the Traveller community
Discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious beliefs, ethnic or traveller background
Exclusion on the basis of any of the above
Relational
This involves manipulating relationships as a means of bullying. Behaviours include:
Malicious gossip
Isolation & exclusion
Ignoring
Excluding from the group
Taking someone’s friends away
Spreading rumours
Breaking confidence
Talking loud enough so that the victim can hear
The “look”
Use or terminology such as ‘nerd’ in a derogatory way
Sexual
Unwelcome or inappropriate sexual comments or touching
Harassment
Special Educational Needs, Disability
Name calling
Taunting others because of their disability or learning needs
Taking advantage of some pupils’ vulnerabilities and limited capacity to recognise and defend themselves against bullying
Taking advantage of some pupils’ vulnerabilities and limited capacity to understand social situations and social cues.
Mimicking a person’s disability
Setting others up for ridicule
4. The relevant teacher(s) for investigating and dealing with bullying is (are) as follows: The Relevant Teachers in this school are: Class Teachers
Any teacher may act as a relevant teacher if circumstances warrant it.
5. The education and prevention strategies that will be used by the school are as follows
Education and prevention strategies
School-wide approach
A school-wide approach to the fostering of respect for all members of the school community.
The promotion of the value of diversity to address issues of prejudice and stereotyping, and highlight the unacceptability of bullying behaviour.
The fostering and enhancing of the self-esteem of all our pupils through both curricular and extracurricular activities. Pupils will be provided with opportunities to develop a positive sense of self-worth through formal and informal interactions.
Whole staff professional development on bullying to ensure that all staff develops an awareness of what bullying is, how it impacts on pupils’ lives and the need to respond to it-prevention and intervention.
An annual audit of professional development needs with a view to assessing staff requirements through internal staff knowledge/expertise and external sources
Professional development with specific focus on the training of the relevant teacher(s)
School wide awareness raising and training on all aspects of bullying, to include pupils, parent(s)/guardian(s) and the wider school community.
Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra- curricular activities. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.
Hot Spots: School yard, toilets, hall, around the corner of pre-fab, behind the shed, ‘up the field’, changing rooms, near the universal entrance in front yard Hot Times: Before school in the front yard, breaks, assembly, dismissal, P.E./coaching, matches, training, when doing jobs in groups, while teacher is working with class.
Development and promotion of an Anti-Bullying code for the school-to be included in student journals and displayed publicly in classrooms and in common areas of the school.
The school’s anti-bullying policy is discussed with pupils and all parent(s)/guardian(s)s are given a copy as part of the Code of Behaviour of the school.
The implementation of regular whole school awareness measures e.g. yearly lessons & assemblies once a term.
Encourage a culture of telling, with particular emphasis on the importance of bystanders. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.
Ensuring that pupils know who to tell and how to tell, e.g.:
Direct approach to teacher at an appropriate time, for example break-time.
Leave note on Teacher’s desk.
Get a parent(s)/guardian(s) or friend to tell on your behalf.
Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.
Identify clear protocols to encourage parent(s)/guardian(s) to approach the school if they suspect that their child is being bullied. cf. Procedures Pg. 7
The Acceptable Use Policy in the school includes the necessary steps to ensure that the access to technology within the school is strictly monitored.
Implementation of curricula
The full implementation of the SPHE and the RSE and Stay Safe Programmes.
Continuous Professional Development for staff in delivering these programmes.
School wide delivery of lessons on bullying from evidence based programmes, e.g. Anti-Bullying Campaign.ie, Stay Safe Programme, The Walk Tall Programme, Be Safe – Be Web Wise, Garda SPHE Programme visit etc.
Stories and Poems relating to Bullying will be recorded by class teachers in SPHE notes.
Delivery of the Garda SPHE Programmes at primary level. These lessons, delivered by Community Gardai, cover issues around personal safety and cyber-bullying
The school will specifically consider the additional needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.
Links to other policies
School policies, practices and activities that are particularly relevant to bullying, e.g. Code of Behaviour, Child Protection policy, Supervision of pupils, Acceptable Use policy, Attendance Policy, Data Protection Policy.
6. The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows
6.8.9. Procedures for Investigating and Dealing with Bullying
The primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame);
Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand this approach from the outset.
Reporting bullying behaviour
Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school.
All reports, including anonymous reports of bullying, will be investigated and dealt with by the relevant teacher.
Teaching and non-teaching staff such as secretaries, special needs assistants (SNAs), bus escorts, caretakers, cleaners, clergy must report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher;
Investigating and dealing with incidents: Style of approach In investigating and dealing with bullying, the relevant teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;
Parent(s)/guardian(s) and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible;
Teachers should take a calm, unemotional problem-solving approach.
Where possible incidents should be investigated outside the classroom situation to ensure the privacy of all involved;
All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way;
When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner;
If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved may be met as a group.
At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements;
Each member of a group should be supported through the possible pressures that may face them from the other members of the group after the interview by the teacher;
It may also be appropriate or helpful to ask those involved to write down their account of the incident(s)
In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parent(s)/guardian(s) of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parent(s)/guardian(s) an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports provided to the pupils;
Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied;
It must also be made clear to all involved (each set of pupils and parent(s)/guardian(s)) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parent(s)/guardian(s) and the school;
Follow up and recording
In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:
- Whether the bullying behaviour has ceased; - Whether any issues between the parties have been resolved as far as is practicable; -Whether the relationships between the parties have been restored as far as is practicable; -Any feedback received from the parties involved, their parent(s)/guardian(s)s or the school Principal or Deputy Principal
Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable.
Where a parent(s)/guardian(s) is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent(s)/guardian(s) must be referred, as appropriate, to the school’s complaints procedures. (available on request)
In the event that a parent(s)/guardian(s) has exhausted the school's complaints procedures and is still not satisfied, the school must advise the parent(s)/guardian(s) of their right to make a complaint to the Ombudsman for Children.
Recording of bullying behaviour
It is imperative that all recording of bullying incidents must be done in an objective and factual manner.
The school’s procedures for noting and reporting bullying behaviour are as follows:
Once a report of any unwanted negative behaviour i.e. bullying has been received by a Teacher or observed by a member of staff it will be recorded and the following procedure will be initiated. Stage 1: Investigation
The relevant teacher must inform the principal of all incidents being investigated.
The relevant teacher/two teachers will investigate and establish whether or not bullying has taken place. The relevant teacher will keep a written record of the reports, the actions taken and any discussions with those involved regarding same.
Stage 2: Resolution
If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.
Parents will be informed
Behaviour will be monitored for 20 school days
Stage 3: No resolution If not resolved after 20 school days the relevant teacher will use the recording template at Appendix 3 to record the bullying behaviour and it will be dealt with according to the school’s Code of Behaviour. When the recording template is used, it must be retained by the relevant teacher and a copy retained by the Principal in the filing cabinet in the office indefinitely. The Principal and the Secretary are the only people with access to this filing cabinet.
Intervention strategies
Teacher interviews with all pupils
Negotiating agreements between pupils and following these up by monitoring progress. This can be on an informal basis or implemented through a more structured mediation process
Working with parent(s)/guardian(s)s to support school interventions
No Blame Approach
Circle Time
Restorative interviews
Restorative conferencing
The traditional disciplinary approach
Strengthening the victim
Restorative Practice
The Method of Shared Concern
Positive Behaviour/Friendship Week
7. The school’s programme of support for working with pupils affected by bullying is as follows
All in-school supports and opportunities will be provided for the pupils affected by bullying to participate in activities designed to raise their self-esteem, to develop friendships and social skills and build resilience e.g.
- Pastoral care system – Class Teacher & Learning Support Teacher - Group work such as circle time
If pupils require counselling of further supports the school will endeavour to liaise with the appropriate agencies to organise same. This may be for the pupil affected by bullying or involved in the bullying behaviour.
Pupils should understand that there are no innocent bystanders and that all incidents of bullying behaviour must be reported to a teacher. 8. Data Protection When the recording template is used, it must be retained by the relevant teacher and a copy retained by the principal in a secure, locked filing cabinet in the office indefinitely.
9. Supervision and Monitoring of Pupils The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.
- 10. Prevention of Harassment The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
11. This policy was adopted by the Board of Management on ________________ [date].
12. This policy has been made available to school personnel, will be made accessible to parents and provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.
13. This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, be readily accessible to parents and provided to the Parents’ Association (where one exists). A record of the review and its outcome will be made available, if requested, to the patron and the Department.
Signed: Fr. Patrick Condon Signed: Eleanor Ronayne (Chairperson of Board of Management) (Principal)
Date: 13/05/14 Date: 13/05/14
Amended with reference to Data Protection Policy and ratified by the Board of Management on May 12th 2015
Signed: Fr. Patrick Condon Date: 12/05/15 Chairperson Board of Management