Anti-bullying

Bullying of any sort is wrong and is damaging to children. This will not be tolerated. We do all we can to prevent bullying by developing a school ethos where bullying is regarded as unacceptable by all.

Our policy aims to produce a consistent school response to any bullying incidents that may occur. We aim to make all those in our school community aware of our opposition to bullying and we make clear each person’s responsibilities regarding the eradication of bullying.

Definition of Bullying

To help children identify and report on rare incidents of bullying, all Cirrus schools use the STOP acronym, which stands for "Several Times On Purpose." This helps children and parents understand our definition of bullying. Bullying can take many forms, including name-calling, intentional unkindness, and physical or emotional harm. Bullying is not tolerated at Cirrus schools.

Bullying can be persistent and repetitive. It is deliberate, unjustifiable and unprovoked and is a recurring and deliberate abuse of power and control. It causes physical and/or emotional harm to the victim. It violates a person’s freedom and rights.

• Bullying can be perpetrated by an individual or a group and between pupil and pupil, staff and pupil, and staff to staff.

• Bullying is recognised as a form of child-on-child abuse. We will take allegations of bullying seriously and recognise that it can lead to poor mental health and wellbeing of individuals, and is a safeguarding concern.

• Bullying involves dominance, is premeditated and is a pattern of behaviour, rather than an isolated incident. Bullies are usually aware of the consequences of their actions. We also point out to children that they must have the courage to report concerns and not be a ‘bystander’, someone who looks on, but does nothing to stop what is going on.

• Bullying is detrimental to the ethos of the school and therefore against everything we are working towards and stand for.

• Although identification of bullying depends on the specific context of the behaviour, examples include:
  • Emotional being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures) harassment and discrimination
  • Physical pushing, kicking, hitting, punching or any use of violence
  • Racist racial taunts, graffiti, gestures
  • Prejudice-based and discriminatory deliberate exclusion targeted at protected characteristics (age, disability, gender, religion or belief, sex, sexual orientation, gender reassignment)
  • Sexual unwanted physical contact or sexually abusive comments
  • Verbal name-calling, sarcasm, spreading rumours, teasing, harassment and discrimination
  • Cyber all areas of internet, such as email & social media misuse, mobile threats by text messaging & calls. Misuse of associated technology, i.e. camera & video facilities
  • Child on Child abuse (see Child Protection & Safeguarding Procedure Policy for measures on how we prevent child-on-child abuse and our response to incidents of such abuse)

Bullying is not:

• An occasional argument or disagreement
• An argument between two groups of friends
• Accidently bumping into someone
• Accidently hurting someone
• Being ‘bossy’ and inflexible in play or collaborative working
• A single act of aggression or unkindness
• Giving someone a funny look

Positive Strategies - Prevention

There is a clear, consistent message that bullying must be reported to a trusted adult.

• Rushy Meadow Primary Academy is committed to a whole school approach against bullying. Staff, parents and pupils give consistent messages to each other regarding positive relationships and seeking help if concerned.
• Members of school and community are aware of and understand the School Anti-Bullying Policy by raising awareness with staff, children, Local Committee Governing Board and parents.
• The Local Committee Governing Board will support and challenge the school to ensure anti-bullying policy is followed.
• Children are made aware of anti-bullying strategies through PHSE lessons and circle times, assemblies, anti- bullying workshops, use of anti-bullying alliance materials, participation in National anti-bullying week
• All classrooms have an anti-bullying display with the numbers for Childline/NSPCC and the pupil anti-bullying policy on it.
• We work with children to develop their understanding of what bullying is, aiming to develop self-esteem and self- confidence.
• The school safeguarding lead and PSHE lead will have responsibility for coordinating the school’s anti- bullying work.
• We seize the opportunities to reward co-operative behaviour.
• Regular (at least annual) parent and pupil surveys with targeted questions about behaviour, safety and bullying.
• All behaviour and anti-bullying information and policies are made available to parents online and paper copies given on request.
• We use assemblies to communicate our message:

We will not knowingly tolerate bullying at Rushy Meadow Primary Academy

• Any suggestion that bullying may be taking place will be investigated in the first instance by the class teacher or phase leader and supported by the senior leadership team including the safeguarding lead. They will endeavour to:
• Take action as quickly as possible
• Ascertain the facts as fully as possible documenting what the child has said, and any other statements sought

Bullying Flowchart

1. Parent or child alleges that bullying is taking place.
2. Discussion between class teacher and parent, supported by phase or senior leader.
3. Investigation – this will involve speaking to the child who alleges that bullying is taking place to determine what incidents have taken place and when. Where appropriate, these incidents will be discussed with the alleged bully and their parent. Other children may need to be spoken to as witnesses.
4. Naming behaviour – the alleged bully will be spoken to and the specific behaviour that is causing upset will be named. This ensures the child is aware that the behaviour is not acceptable.
5. Monitoring - we will usually recommend that a period of monitoring take place. This should be focused on when and where the concern behaviour is taking place. It may include observing interactions in class or in the playground. Monitoring may take place earlier in the flowchart if a concern is raised but parents are unsure if it meets the bullying definition.
6. Preventing recurrence - to prevent recurrence of behaviour, senior leaders may suggest that a contract be put in place. This will explicitly share expectations for interactions between pupils. This may state that one pupil is not to approach another or may lead to zoning at playtime. Preventing recurrence will usually include pastoral intervention at an individual or class level.    

In some circumstances, we have found that upon investigation, two or more children will allege inappropriate behaviour against each other. In these cases, behaviour will be monitored and a contract between the pupils may be put in place. This may specify for example, that children are not to be sat next to each other in class, must not approach each other at play time or are dismissed separately at the end of the day etc.

If the bullying is one-sided and substantiated:

• The Headteacher, Designated Safeguarding Lead (DSL) or another appropriate member of leadership staff will interview all parties involved.
• A clear and precise account of the concerns raised will be recorded by the school. This will include recording appropriate details regarding decisions and action taken.
• We will reassure the victim.
• Instigate consequences for the bully.
• Write to / discuss the matter with the parents of both bully and victim.

Supporting Pupils

Pupils who have been bullied will be supported by:

• Reassuring the pupil and providing immediate pastoral support.
• Offering an immediate opportunity to discuss the experience with their teacher, the DSL, or a member of staff of their choice.
• Being advised to keep a record of the bullying as evidence and discuss how to respond to any further concerns.
• Working towards restoring self-esteem and confidence.
• Providing ongoing support. This may include working and speaking with staff, offering formal counselling, engaging with parents and carers.
• Where necessary, working with the wider community and local/national organisations to provide further or specialist advice and guidance; this could include support through Sutton’s Children’s First Contact Service.

Pupils who have perpetrated bullying will be helped by:

• Discussing what happened, establishing the concern and the need to change.
• Informing parents/carers to help change the attitude and behaviour of the child.
• Providing appropriate education and support regarding their behaviour or actions.
• If online, requesting that content be removed and reporting accounts/content to service provider.
• Sanctioning, in line with school Behaviour Policy. This may include:
  • official warnings
  • internal
  • removal of privileges (including online access when encountering cyberbullying concerns)
  • in extreme or repeated cases, external suspensions or permanent exclusions.

Where necessary, working with the wider community and local/national organisations to provide further or specialist advice and guidance; this may include involvement from the police or referrals to Sutton’s Children’s First Contact Service.