Foreland Fields School

Anti-Bullying Policy

 

January 2017

Ratified by Full Governing Body March 2017

 

This policy outlines what we do at Foreland Fields School to prevent and tackle bullying.

 

Aim

For Foreland Fields School to have an anti-bullying culture whereby no bullying will be tolerated, including between adults, between children/young people or between adults and children/young people.

 

Objectives

 

What is Bullying?

Bullying is defined as “Behaviour by an individual or a group, usually repeated over time, that intentionally hurts another individual either physically or emotionally”.  

 

An alternative ‘easy to read’ definition of bullying is: ‘People do nasty or unkind things to you on purpose, more than once, which is difficult to stop’ (Anti-Bullying Alliance).

 

Bullying can involve verbal taunts, name calling, physical injury, and damage to property, rumour spreading, shunning or ridicule.  It can be manipulative, making the victim do something they should not, or deliberately engineering their discomfort or isolation.  It can be done through mobile phones, websites and email (cyber bullying).

 

Some of our pupils may not recognise that they are being bullied or that their own behaviour may be seen by someone else as bullying.

 

Many of our pupils, from time to time, display behaviour that can physically or verbally affect others. Unless this becomes part of a repeated and deliberate pattern, this behaviour is not considered as bullying and is dealt with according to the procedures laid down in the school’s Behaviour Policy.  

If bullying is identified, it will still need to be dealt with according to the guidelines on acceptable and non-acceptable rewards and sanctions detailed in that policy.

 

It is important to recognise that despite the learning difficulties and disabilities of the pupils at Foreland Fields School, bullying can happen and indeed has happened. Instances have included

 

Whether there are mitigating factors (e.g. the pupil’s ASD) or not, the pupils affected must be supported and action taken to remove or alleviate the effect of the “offending” behaviour.

 

In addition, some pupils at Foreland Fields School may exhibit behaviour that causes distress or discomfort; be intimidating; or causes actual harm to others. In most cases this is behaviour that is internal to the individual and therefore not aimed at others. Examples may be

 

If however any pupil is consistently or regularly affected by such behaviour (albeit that there is not intent on the part of the perpetrator), the pupil can be said to be experiencing something that feels like bullying. This should be recognised and acknowledged by all and supported accordingly.

 

 At Foreland Fields School, pupils may also:

 

 

Approaches

Preventative work must be ongoing and sustained, providing a consistent ethos and framework, while responsive work comes into effect in dealing with bullying behaviour.

 

Preventing 

 

Identifying

 

Responding

 

 

Teaching pupils and students about bullying

It is a particular concern that our pupils and students may be vulnerable to being bullied in social situations outside the school, including being made to take part in inappropriate or unwanted activities. 

 

Throughout the school, pupils are encouraged to abide by the school rules which are emphasised in class teaching as well as other activities and assemblies.  Positive interactions are promoted at all times as well as being encouraged through discrete teaching in PSHE.  Therefore, as pupils progress through the school, there is an increasing emphasis in the PSHE curriculum on standing up for one-self and resisting peer-group pressure.

 

In the Early Years and Foundation Stage (EYFS), an emphasis is placed on developing awareness of the needs, views and feelings of others, playing alongside others and building relationships through gesture and talk.

 

In Key Stage 1, topics focus on playing alongside other children and the importance of playing co-operatively.

 

In Key Stage 2, pupils explore acceptable and unacceptable boundaries of behaviour such as aggression and personal touch.

 

In Key Stage 3, work on developing good relationships and respecting the differences between people enables pupils to take part in focused work on peer pressure.

 

In Key Stage 4 this is further developed in units which focus on developing a healthy, safer life-style.

 

In Sixth Form, a “Self-Advocacy and Citizen” module teaches students the ability to use information to make intelligent decisions appropriate to their personal needs and wishes.

 

 

Involvement of pupils 

At Foreland Fields School we will:

 

 

Liaison with parents and carers  

At Foreland Fields School we will:

 

 

Dealing with Incidents

The following steps may be taken when dealing with all incidents of bullying reported to the school:

 

Supporting Pupils

Pupils who have been bullied will be supported by:

 

Pupils who have bullied will be helped by:

 

Supporting Adults

Adults (staff and parents) who have been bullied or affected will be supported by:

 

Adults (staff and parents) who have bullied will be helped by:

 

Recording and Reporting incidences of Bullying

In cases when bullying is identified, teachers must complete a Bullying Record and Plan, detailing details of the bullying and short and longer term strategies to safeguard the victim and address the behaviour of the person displaying bullying behaviour. 

 

Copies of this must be sent to the school office and these will be logged as a record of the incident of bullying and monitored at school Behaviour Clinics.

 

Vulnerability to Radicalisation or Extreme View Points from the Internet

Prevent

Prevent is 1 of the 4 elements of CONTEST, the government’s counter-terrorism strategy. It aims to stop people becoming terrorists or supporting terrorism.

 

The Prevent strategy:

 

The School recognises its duty to protect pupils from any form of extreme ideology which may lead to the harm of self or others. This is particularly important because of the electronic information available through the internet and the obvious vulnerabilities of many of our pupils and students. The school will therefore educate pupils on the concepts of radicalisation and extreme ideology and ensure staff know what action to take if they are concerned about an individual who might be vulnerable to radicalisation.

 

Responsibilities 

It is the responsibility of:

 

The named Governor with lead responsibility for this policy is: Safeguarding Lead Governor – Jason Gerlack.

 

The named member of staff with lead responsibility for this policy is: Deputy Headteacher - Paula Miller.

 

The Headteacher will report on a regular basis to the governing body on incidents of bullying and outcomes. The school will ensure that they regularly monitor and evaluate mechanisms to ensure that the policy is being consistently applied. Any issues identified will be incorporated into the school’s action planning.

 

Links with other school policies and practices

This Policy links with a number of other school policies, practices and action plans including:

 

Links to legislation

There are a number of pieces of legislation which set out measures and actions for schools in response to bullying as well as criminal law. These may include:

 

Supporting Organisations and Guidance

 

Cyberbullying

 

LGBT

 

SEND

 

Racism and Hate

 

 

January 2017

 

 

Governing Body Approval

 

Scrutinised by the Learning and Development Team on 9th January 2017

 

Ratified by the Full Governing Body on 15th March 2017

 

To be scrutinised by the Learning and Development Team annually or as changes in legislation/policy dictates.

 

To be ratified by the Full Governing Body thereafter.

 

To be displayed on main School Web Site? Yes

Term Dates
Headteacher Welcome