Anti-Bullying Policy (appendix to Behaviour Policy)

“Bullies are found in every age group and they learn that their behaviour gets them what they want.  Like aggression, bullying is a learned behaviour.” [Besag 1989]
 
Definition of bullying Bullying is the intention to hurt, frighten or intimidate another person.
Bullying can manifest itself in many forms and can be difficult to identify because serious sustained bullying is very secretive. It is also deliberate and persistent. It is not isolated incidents.
 
Common forms of bullying
Physical intimidation: pushing, poking, tripping, punching, kicking, hair pulling, pinching.  Verbal intimidation: name calling, threats of violence. 

Social isolation: no participation in games or friendship groups, no partners in school activities. Emotional abuse: withdrawal of affection, taunting with affections, emotional isolation, “no one loves you” (predominantly family members). 

Abuse of property: hiding items, destroying items, ‘trashing’ items. 

Cyber intimidation: bullying by e-mail, text, on line communication (Face book, MSN, My Space). Homophobic bullying:  bullying motivated by prejudice against a persons sexuality; against a person who may not act like other boys and girls; verbal abuse e.g. “those trainers are so gay”.
 
Signs that a child is being bullied

• Withdrawn behaviour. 
• Failure to thrive (academically and socially). 
• Lack of interest and motivation. 
• Loss of self-confidence. 
• Unwillingness to go to school (headaches, stomach aches). 
• Displaying ‘retaliation’ behaviour; adopting ‘bullying’ behaviour but at random. 
• Attention seeking behaviour as a cry for help.

 
Our Policy for Behaviour and Discipline states that at Silver End we aim to provide a structured, stimulating and secure environment where all children feel safe, respected and free to learn. Bullying will not be tolerated at Silver End Academy because a child who is being bullied does not feel safe, respected or free to learn. We take all reported cases of bullying type behaviour very seriously. All staff are very vigilant and the Behaviour Team, is responsible for all procedures dealing with this. Pupil voice is given a very high priority at Silver End and this is very apparent in all systems and procedures, including those in place for bullying. PSHE lessons for all year groups tackle bullying and children are consulted when formulating an anti-bullying policy.
 
Information for Parents/Children A ‘Who can help’ information leaflet identifies members of staff who have responsibility for dealing with behavioural issues, including bullying. A Behaviour improvement sheet outlines procedures within the school and encourages the parents to come in. Information is also included in the school prospectus and newsletters.

 Procedures used in the management of bullying at Silver End Academy. During Establishment at the beginning of each academic year the procedures for all behaviour issues are explained to the children so they are aware of where to go and who to talk to if they have concerns. Children will be taught to understand the definition of bullying and will be taught to understand that it refers to persistent incidents not one off friendship disputes. The school has become part of the Peer Mediation Scheme, whereby children in year 5 undergo 2 days training by the Behaviour Lead in dealing with minor friendship issues. Very often children find it easier in the first instance to share concerns with their peers.
 
‘The Victim’ When a child informs us they are experiencing difficulties with a certain child or children:

• He/she talks with an adult experienced in dealing with these difficulties. 
• Friends are detailed to ‘keep an eye’ on the him/her, and to ensure they always have someone to play with, sit with at lunchtimes etc. 
• An M.D.A. is detailed to monitor him/her, ensuring he/she is safe at all times on the playground at lunchtimes. 
• ALL staff receive a memo explaining that he/she needs to be monitored for a set period.
• Any incidents involving him/her will be reported to a member of the Behaviour Team. 
• Meetings are arranged with his/her parents, where all procedures are explained, anxieties allayed and confidence boosted. 
• Parents are given regular updates of developments.

 
Talk sessions with members of staff These are vitally important in helping children cope with bullying because they:

• Reassure the child that the bullying WILL stop. 
• Show the child that someone will listen and take their problems seriously. 
• Allow the child’s fears and frustrations to be expressed in a non-threatening situation.
• Gives the child increased self-confidence to face the situation. 
• Allows the child to talk through the bullying with an experienced members of staff who can offer strategies to make the bullying irrelevant.

 
During these sessions the member of staff will work on raising the child’s self -esteem by re-enforcing their strengths and talents. The taunts and abuse are discussed and the child is made to believe they are irrelevant and must be rejected. It is explained that if the bully sees a ‘submissive’ reaction to his/her taunts it gives the message that even the ‘victim’ in a way believes the taunts. Once the victim is able to reject them the bully has lost his/her weapons. The ‘victim’ is also offered the opportunity to ‘face the bully’, to express face to face how they feel (This is very carefully supervised by experienced staff).
 
‘The Bully’ When a child has been identified as a bully:

• He/She will be interviewed by a member of staff, experienced in dealing with this type of behaviour (see separate section). 
• It is possible he/she will be removed from the playground at Morning break and lunchtime until we feel it is safe for him/her to be re-introduced [this is the Headteacher’s decision]. 
• They will be able to socialise with chosen peers in the behaviour room during this time. 
• When re-introduced to the playground, he/she will be monitored for a set period by a designated M.D.A. 
• All staff are notified that he/she needs to be carefully monitored for a set period. 
• His/Her parents may be asked to attend a meeting, where all procedures and consequences are explained. 
• If deemed necessary, he/she will be delivered to and collected from the school office/class teacher by parents each day. 
• He/She will attend a ‘face to face’ session with the victim [at the victim’s request] to LISTEN to how the victim feels. 
• If the ‘bullying has affected a large number of children within a class and there is group responsibility, the ‘leader’ of the group will be identified and measures taken to stop the bullying. If necessary the ‘leader’ may be isolated from the rest of the class for a set period, and the other members of the group given strategies to resist the control.
• Interviewing the bully Bullies are often very unhappy, insecure individuals, who bully others to make themselves feel more powerful. They often choose victims that have abilities or attributes that they would love to have themselves. It is therefore vital to raise the bully’s self-esteem so there is no longer the need to bully.

 
At the interview the bully will:

• Be told the bullying WILL stop and procedures and consequences explained. 
• Discuss the effects of his/her bullying on the victim and ways he/she can help that person feel safe again. 
• Have a ‘face to face’ session explained. 
• Be allowed to talk about why he/she feels the need to bully.
• Questions will be asked to determine whether he/she is being bullied inside or outside school.
• The member of staff will spend time looking at the strengths of the bully and how these can be used in a positive way to raise the bully’s self-esteem.