Tackling Bullying in Bedford Borough Schools and Settings
|
|
- Percival Douglas
- 7 years ago
- Views:
Transcription
1 Tackling Bullying in Bedford Borough Schools and Settings The Local Authority s Anti-Bullying Strategy November 2009
2 Tackling Bullying in Bedford Borough Schools and Settings 1 Contents: Page A. Context... 3 Aim of the Borough Anti-Bullying Strategy... 3 What is bullying?... 4 Why is bullying a national issue?... 4 Dealing with bullying in Bedford Borough... 6 B. Bedford Borough s Strategy... 7 Guiding Principles... 7 Effective Strategic Partnerships... 8 Responsibility for the Implementation of the Strategy... 9 C. Operational Development Strand 1 : Policy Making Strand 2 : Encouraging Best Practice Strand 3 : Participation of Children and Young People Strand 4 : Information, Guidance and Support Strand 5 : Communication (Internal and External) Strand 6 : Collection and Management of Data Settings refers to those environments such as early years settings, sports and youth clubs, residential homes where the Local Authority has responsibility for the safeguarding of children and young people.
3 A. Context Aim of the Borough Anti-Bullying Strategy The overall aim of this strategy is to develop and establish an effective and sustainable framework within which Children's Services, Schools and Families will work together with schools and settings to reduce the incidence of bullying amongst children and young people as part of our safeguarding responsibility create safe, supportive and healthy environments in which they can flourish ensure positive learning experiences support all children and young people to maximise their attainment or achievement develop an empowered, skilled workforce to address the issue of bullying with confidence While schools and settings are each responsible for dealing with bullying in their own context, the Local Authority recognises that if bullying is to be successfully reduced, all must play a part. Tackling bullying is the responsibility of all who work with, or are responsible for, the children and young people in our care. Bullying is not just a school issue. Keeping children safe from harm is a key responsibility for all who work with children and young people, and tackling bullying is part of this duty of care. This Anti-Bullying Strategy describes the activities of the Local Authority to support schools and settings in their efforts to reduce bullying. Each school and setting is still required to develop their own Anti-Bullying policy and programme. Extensive guidance 2 and training is provided to schools and settings to help them with this process. 2 An example is the Effective Action Standards toolkit issued to all Bedford Borough schools Page 3
4 What is bullying? Bedford Borough works within the DCSF definition of bullying as behaviour by an individual or a group, usually repeated over time, which intentionally hurts another individual or group either physically or emotionally (DCSF definition from Safe to Learn, 2007). Bullying behaviours take many forms but children and young people describe the most common ones to be physical e.g. hitting, kicking or theft using physical aggression verbal e.g. racist or homophobic remarks, hurtful comments or threats indirect/emotional e.g. spreading rumours, isolating individuals from their social settings cyber e.g. using technology to hurt another via text messages, e mails or defamation on social network sites The scope of this Strategy encompasses all types of bullying including prejudice based bullying such as homophobic bullying - bullying based on someone s actual or perceived sexual orientation racist bullying - bullying based on someone s colour, ethnicity, culture or national origin bullying based on disability or special educational need sexist bullying -bullying based on someone s gender bullying related to someone s appearance or health conditions which affect appearance or behaviour It is recognised from research that children and young people from vulnerable groups are more likely to be bullied than others. Why is bullying a national issue? Bullying is among the top concerns that parents have about their children s safety and wellbeing... Bullying is also a top concern of children and young people. Bullying makes lives a misery; it undermines their confidence and selfesteem and destroys their sense of security. Bullying impacts on attendance Page 4
5 and attainment at school; marginalises those groups who may be particular targets for bullies and can have a life-long impact on some young people s lives. (Safe to Learn, National Anti-Bullying Guidance 2007). Tackling bullying is a key priority for the Government, hence the development of legislation and a raft of guidance with Safe to Learn at the centre. 3 Keeping children and young people free from harm and harassment is part of the wider national focus on safeguarding. National initiatives such as National Behaviour and Attendance Strategies, Social Emotional Aspects of Learning (SEAL), the National Healthy Schools Scheme and Every Child Matters, all place emphasis on the importance of promoting the safety and welfare of children and young people through addressing bullying. The Education and Inspections Act 2006 brought together existing and new provisions relating to Anti-Bullying within one piece of legislation. It stated that Children s Services Authorities must promote cooperation between the authority, its partners and others with a view to improving the wellbeing of children in their area. (that is, their physical and mental health, emotional wellbeing, protection from harm and educational and social wellbeing) ensure that their functions are discharged having regard to the need to safeguard and promote the welfare of children Tackling bullying also supports a number of local and national priorities around inclusion and equalities, and promotes cohesive communities. 3 Every Child Matters and the Children s Act, Behaviour and Attendance National Strategies, National Healthy Schools Scheme, The Education and Inspection Act 2006, The Equality Act 2006, Disability Equality Duty 2006, DCSF Safe to Learn: Embedding Anti-Bullying work in schools 2007 (and supporting supplementary guidance on specific types of bullying), DCSF Guidance on the Duty to promote Community Cohesion 2007, DCSF Pupil Well-being Indicators 2009 Page 5
6 Dealing with bullying in Bedford Borough Bedford Borough s consultation document for the Children and Young People s Plan identifies tackling bullying in schools and settings as a priority. In line with national findings, young people within Bedford Borough have consistently identified bullying as an issue that concerns them. Up to date data on bullying is gathered via incidents logged by local schools on the Behaviour Management System and the findings of a number of local and national surveys 4. The 2008 Tellus survey of young people in school years 6, 8 and 10 showed that bullying levels in Bedfordshire were largely in line with national trends. 49% of pupils said they had never been bullied (compared to the national average of 56%) while 10% reported that they were bullied at least once a week, sometimes most days. An in-depth bullying survey of pupils in 4 of our middle schools in 2008 showed that 60% had not been bullied in the 12 months prior to the survey. 91% of our pupils felt safe in their schools and 84% described their school as a happy and caring place. 11% of pupils surveyed felt that bullying was not a problem in their school, and 30% felt that their school dealt with bullying very well or quite well. However, 46% felt that their school could deal with bullying better than currently. In our local survey 46% of bullied pupils who had informed someone felt that no action was taken as a result. In 31% of cases, action taken after bullying was reported had been successful in stopping the bullying. Boys are most likely to not tell anyone they are being bullied. In the academic year , 352 bullying incidents (or behavioural incidents with a bullying element) were logged by 27 schools. The most common forms that 4 the Tellus survey, Bedford Borough s Anti-Bullying Pupil Perception Survey, the Behaviour Management System and a survey of schools Anti-Bullying Champions. Page 6
7 bullying took were aggressive behaviour, verbal and physical abuse. Boys were involved in 4 times as many bullying incidents than girls. Our response The Local Authority has been active in responding to the need to tackle bullying in schools and settings. Key actions in the last few years include a support and development programme has been implemented to help school improve their practice the Effective Action Standards Toolkit has been locally developed, rolled out to schools through training and recognised nationally as good practice an Anti-Bullying Co-ordinator has been in place since 2007 an Anti-Bullying Strategy Steering Group has overseen an annual action plan where most goals have been achieved National Anti-Bullying Week is marked each year with a range of high profile activities good practice is shared amongst schools through ABC Update Newsletter student Anti-Bullying Champions have worked with the Anti-Bullying coordinator B. Bedford Borough s Strategy Guiding Principles This strategy builds on our existing good practice. It identifies key priorities, areas for development and activities within the framework of the existing agreed guiding principles. Having a clear and agreed strategy will enable the successful implementation of a programme of actions that will positively impact on individual lives. We as a Local Authority believe that bullying is unacceptable and should never be tolerated. There should always be a consequence for bullying behaviour. Page 7
8 We see reducing bullying as part of our duty of care to safeguard children and young people. We recognise that bullying can happen to anyone, in any setting. Whilst this strategy is aimed primarily at supporting all children and young people in our schools and settings, it is important that policies and procedures are also in place to protect and support all staff and adults as we deliver services. We support restorative approaches to bullying behaviour where appropriate. Together with our partners, we promote equality, care, respect and cooperation and value diversity. The Local Authority recognises that an effective Anti-Bullying programme consists of four interdependent elements namely recognising bullying, preventing bullying arising in the first place wherever possible, responding when it does occur, and evaluating our efforts. We are committed to supporting efforts to tackle bullying and to challenge where schools and settings are not meeting their commitments to safeguard children and young people. We endorse government, statutory and voluntary guidance and initiatives which address Anti-Bullying and which can support our efforts. Effective Strategic Partnerships Partnership working is essential for in the development, implementation and review of the Anti-Bullying Strategy. Children, young people, and their families and carers are key partners in tackling bullying, and their views and experiences are taken seriously. Key strategic partnerships include Children s Services, Schools and Families Directorate, specifically o School Improvement services o Youth Offending services o IT Schools services (Behaviour Management System) Page 8
9 o Integrated Youth services o Psychology and Specialist Support services o Education Welfare services o Ethnic Minority and Traveller Support services o Children's Social Care services Local Safeguarding Children Board Bedford Borough Children s Trust Board Schools, early years settings and colleges Bedfordshire Police National Healthy Schools Scheme Children and Adolescence Mental Health Service (CAMHS) Voluntary Sector and community groupings It is anticipated that our partners will endorse and support this Anti-Bullying Strategy and include Anti-Bullying for young people within their respective planning processes hold shared values, purposes and goals linked to the relevant strands within the Anti-Bullying Strategy work collaboratively in sharing best practice, sharing Anti-Bullying data and promoting new initiatives Responsibility for the Implementation of the Strategy The Executive Director for Children s Services, Schools and Families has ultimate responsibility for the support and challenge we offer to schools around Anti-Bullying. Because we place a high priority on safeguarding, and Anti-Bullying as part of that, lead responsibility for monitoring Anti-Bullying in the Borough will be taken by the Bedford Borough Children s Trust Board and the Local Safeguarding Children Board (though the Stay Safe Strategic Implementation group. The Borough Anti-Bullying Co-ordinator will report regularly to this group the on the progress of the Strategy. Page 9
10 The Borough Anti-Bullying Co-ordinator in consultation with the Anti-Bullying Steering Group will co-ordinate the implementation of the Strategy through a regularly reviewed action plan. The Key Activities in the Strategy will form the basis of benchmark indicators to measure the success of the Strategy. Regular analysis of data collected from schools and settings, services within the Children s Services, Schools and Families directorate, and our partners will highlight trends and emerging priorities, and enable evaluation of the efficacy of the Strategy. C. Operational Development Six key operational strands underpin the Anti-Bullying Strategy (and hence the work of the Borough Anti-Bullying Co-ordinator and Anti-Bullying Steering Group). These are 1. Policy Making 2. Encouraging Best Practice 3. Participation of Children and Young People 4. Information, Guidance and Support 5. Communication (Internal and External) 6. Collection and Management of Data Strand 1 : Policy Making All Services who work with children and young people, including schools and settings, are required to promote the emotional health and well-being of all children and young people. Preventing and reducing bullying is part of this duty. Effective behaviour and Anti-Bullying policies and programmes should be in place. Effective policymaking in a school or setting is characterised by a named Anti-Bullying Champion (adult) leads on Anti-Bullying work in their school or setting Page 10
11 whole school sign-up to a charter such as the DCSF Anti-bullying-Charter for Action (or a localised equivalent) an agreed definition for bullying and where applicable a child-friendly definition which is age appropriate policies which are robust, up to date, fit for purpose and applied consistently all members of the school or setting community (Head teachers, managers, staff, parents, governors, children and young people) are fully aware of what their Anti-Bullying policy and procedures are, and their role in its successful implementation clear complaints procedures and guidance is freely provided to parents and carers all members of the school or setting community are consulted and involved when behaviour or Anti-Bullying policies are developed, monitored, and evaluated Key Activities for Policy Making The Local Authority will support all schools and settings to develop an effective behaviour/anti- Bullying policy that is owned, understood and implemented by the whole school community senior leadership, staff, parents, governors, children and young people ensure that information, guidance and support related to policy, practice and procedures is available to all parents and the wider community look for evidence of Anti-Bullying policy and practice as part of the Local Authority s commissioning of services for children and young people support schools and settings in undertaking regular evaluations of their Anti-Bullying policies and procedures in order to measure their effect on the lives of children and young people work in partnership with schools and settings to respond to complaints about bullying in order to meet our shared duty of care to children Page 11
12 Page 12
13 Strand 2 : Encouraging Best Practice Existing Anti-Bullying work based on the locally developed Good Practice Model has been well regarded. This Local Authority Anti-Bullying Strategy will provide further impetus to build on existing best practice in schools and settings to develop sustainable Anti-Bullying programmes. The Good Practice Model highlights four elements of a successful programme as Recognising bullying Preventing bullying Responding to bullying Evaluating practice Best practice and guidance can be identified and promoted by a number of groups and individuals the Anti-Bullying Strategic Steering Group Bedford Borough s Student Anti-Bullying Champions through Children and Young Peoples consultation and participation Primary and Secondary Behaviour and Attendance National Strategies National Healthy Schools Scheme Anti-Bullying Alliance Regional and National networks Primary and Secondary SEAL programme local collaborative initiatives data from the Behaviour Management System Key Activities for promoting Best Practice The Local Authority will undertake regular audits to identify and share local best practice identify best practice available, regionally and nationally and communicate this to partners co-ordinate training, support and information on effective Anti-Bullying programmes based on current best practice Page 13
14 develop a scheme which will provide quality assurance and recognition of best practice in all settings Strand 3 :Participation of Children and Young People The Local Authority supports the participation of children and young people in policy shaping at all levels. Their input to the Anti-Bullying programme has shaped this Strategy. Junior Anti-Bullying Champions in schools play a role in monitoring and evaluating the Strategy. The Borough Anti-Bullying Co-ordinator promotes and encourages direct student participation in Anti-Bullying initiatives, particularly peer- led programmes. Young people s views will also identify issues around bullying including evidence of best practice. Key Activities for Participation of Young People The Local authority will, through the Anti-Bullying coordinator seek regular and planned opportunities to promote the participation of children and young people in all aspects of Anti-Bullying work use a range of mechanisms to consult children and young people such as annual surveys, conferences, school councils, youth groups and the local Youth Parliament encourage and support young people to become involved in peer-led activities which impact on bullying behaviours, such as school councils, peer support, peer mediation, mentoring and befriending develop young people s forums to support the work of the Borough Anti- Bullying Co-ordinator, assist with the development of conferences and resources for students and act as Junior Anti-Bullying Champions to evaluate and promote the work of the Strategy Page 14
15 Strand 4 : Information, Guidance and Support All schools and settings and those delivering services to children and young people should have easy access to up to date and relevant information, guidance and advice. School-based Anti-Bullying Champions benefit from specialist training and support to increase their capacity to provide advice to colleagues and lead in the development of a robust Anti-Bullying programme within their setting. Training and awareness raising courses are also crucial for all staff working with children and young people. Parents and carers need easy, non-threatening access to information, guidance and support to help them deal with bullying incidents involving their own children. Key Activities for Information, Guidance and Support The Local Authority will develop information, guidance and advice in a range of forms such as newsletters, on-line information, and policy documents and make sure that this is easily available arrange a regular programme of specialist training courses and briefings for Anti-Bullying Champions to cascade information, guidance and support within their organisations provide information and guidance for Anti-Bullying Champions which will be up to date and relevant to the individuals and organisations concerned and based on best practice and national and local research make available general Anti-Bullying training courses for all who work with, or are involved with, children and young people further develop a library of resources available to support Anti-Bullying Champions make information guidance and support available to parents and carers in a variety of formats, including on-line Page 15
16 promote the use of restorative approaches to dealing with conflict issues in schools continue to encourage the implementation of SEAL (Social and Emotional Aspects of Learning) Programme into all schools Strand 5 : Communication (Internal and External) Communication within the Children s Services, Schools and Families directorate, to our schools and settings and to our partners is key to successfully implementing the principles and actions of the Anti-Bullying Strategy. School and Local Authority staff, parents/carers, children and young people need to be informed of local, regional and national Anti-Bullying initiatives and events. Keeping all stakeholders informed as to the progress of the Anti-Bullying Strategy and its actions will raise motivation to persist in tackling bullying, as well as allowing for feedback as to any amendments and alterations of activity. Key Activities for Communication The Local Authority will actively publicise and promote the Anti-Bullying Strategy and the activities of all involved in Anti-Bullying work both to partners and the community as a whole communicate key elements of the Anti-Bullying Strategy to schools and settings, within the Local Authority, parents, children and young people through channels such as Virtual Learning Environment, media releases, reports, newsletters, consultancy and Local Authority web pages communicate the Strategy externally to a range of audiences including DCSF, National Strategies, regional and national Anti-Bullying Alliance in order to gain recognition and support Page 16
17 develop the existing Anti-Bullying web pages to signpost parents, children and young people to a range of Anti-Bullying resources, advice and support produce a regular Anti-Bullying Newsletter plan opportunities such as National Anti-Bullying Week to raise awareness, promote the Strategy and profile existing best practice both locally and nationally through the media Strand 6 : Collection and Management of Data Foundational to an effective Anti-Bullying Strategy is the provision of data and information in a clear, simple and centralised system. The government expects that schools and settings will collect data on bullying incidents and that this will be shared with the Local Authority in order to monitor trends and challenge poor practice. An annual benchmark will allow us to plot our progress against a number of indicators, including soft targets. Data collected by partners such as Healthy Schools and the Police provide useful additions to the data profile. Up to date and detailed data and information would give insights into current Anti-Bullying practice and its effectiveness pupil perception around bullying the scale and nature of bullying recorded as incidents individual and collective school needs and priorities the emotional health and wellbeing of pupils the safeguarding of vulnerable young people such as those with disabilities and Special Educational Needs the cohesiveness of our communities, with regard to prejudice related bullying Page 17
18 Key Activities for Collection and Management of Data The Local Authority, through the Anti-Bullying Coordinator and Anti- Bullying Steering group will gather, collate and analyse such information as is already available through the Local Authority or partners which would inform Anti-Bullying practice encourage the use of electronic logging across all schools as an effective system for monitoring and recording bullying incidents, and correlating this with other behaviour management data encourage schools and settings to collect and use data to monitor and evaluate the effectiveness of their Anti-Bullying programmes conduct pupil surveys as an adjunct to data gathering report data to the Stay Safe Strategic Implementation Group of the Children s Trust Page 18
Charles Williams Church in Wales Primary School. Bullying Prevention Policy. June 2014 Review date June 2016. A Definition Of Bullying
Charles Williams Church in Wales Primary School Bullying Prevention Policy June 2014 Review date June 2016 This Bullying Prevention Policy acknowledges the Welsh Government s Respecting Others: Anti- Bullying
More informationGRANGE TECHNOLOGY COLLEGE ANTI-BULLYING POLICY
GRANGE TECHNOLOGY COLLEGE ANTI-BULLYING POLICY Approved: 4 September 2014 Review Date: Page 1 of 7 GRANGE TECHNOLOGY COLLEGE ANTI-BULLYING POLICY Introduction Schools have a duty of care for pupils and
More informationSt. Gregory s Catholic Primary School Behaviour Policy
St. Gregory s Catholic Primary School Behaviour Policy We believe in Jesus Christ, through him, with him, in him, anything is possible Date approved: 01/11/2015 Frequency of review: HT free to determine
More informationCyber-bullying is covered by this policy: all members of the community need to be aware that
DUKE OF KENT SCHOOL A8 ANTI-BULLYING POLICY Aims and Objectives: Duke of Kent School values every individual in the community and believes each deserves to be treated with respect. Sensitivity to the feelings
More informationQuality Assessment Framework Core Service Objectives
Quality Assessment Framework Core Service Objectives NIHE Supporting People Contents C1.1 Assessment and Support Planning...3 C1.2 Security, Health and Safety..11 C1.3 Safeguarding and Protection from
More informationGREAT WALTHAM C of E PRIMARY SCHOOL
GREAT WALTHAM C of E PRIMARY SCHOOL CHILD PROTECTION POLICY JULY 2015 Approved by Staff July 2015 Adopted by Governors of the FGB Committee July 2015 Recommended Review Date July 2016 1 KEY CONTACTS WITHIN
More informationUTC READING Anti-Bullying Policy
UTC READING Anti-Bullying Policy Introduction Bullying may be defined as deliberately hurtful behaviour usually repeated over a period of time, where it is difficult for those bullied to defend themselves.
More informationNovember 2014 March 2015
November 2014 March 2015 April 2015 1 Executive Summary & Acknowledgements Background Aims Objectives National context Local context - Trafford School Nurse Service Methodology Project Outline Firs Primary
More informationANTI-BULLYING POLICY. Every ThreeYears. Ratified by Governors: January 2014 Review date: January 2017. One part of the Safeguarding Policy portfolio
ANTI-BULLYING POLICY Responsible Committee: Every ThreeYears Student & Community Ratified by Governors: January 2014 Review date: January 2017 Safeguarding Health & Safety Financial Equalities Legal One
More informationCippenham Infant School Anti-Bullying Policy
Cippenham Infant School Anti-Bullying Policy Objectives of this Policy This policy outlines what Cippenham Infant School will do to prevent and tackle bullying. We are committed to providing a caring,
More informationSERVICE SPECIFICATION
SERVICE SPECIFICATION Provision of a Service for Young Carers Wokingham Borough Council OFFICIAL - SENSITIVE Page 1 1. Introduction This is the service specification for the provision of a Young Carers
More informationANTI-BULLYING POLICY
ANTI-BULLYING POLICY Date last reviewed: 15.3.16 Review Date: Spring 2017 Responsible Committee: Full Governing Body Responsible person: Assistant Headteacher CONTENTS 1 - RATIONALE 2 - BULLYING IS 3 -
More informationBRIDGE HOUSE COLLEGE IKOYI, LAGOS knowledge for success
BRIDGE HOUSE COLLEGE IKOYI, LAGOS knowledge for success CHILD PROTECTION POLICY FOR BRIDGE HOUSE COLLEGE (BHC) KEY CONTACTS WITHIN THE BRIDGE HOUSE COLLEGE (SEPTEMBER 2013) DESIGNATED CHILD PROTECTION
More informationBardsey Primary School Equality and Diversity Statement
Bardsey Primary School Equality and Diversity Statement Contents Page 1. Mission statement 2 2. Actions to support this statement 2 3. Consultation and involvement 3 4. Equal opportunities for staff 3
More information2006 ANNUAL PERFORMANCE ASSESSMENT OF SERVICES FOR CHILDREN AND YOUNG PEOPLE IN BARKING AND DAGENHAM COUNCIL
Alexandra House 33 Kingsway London WC2B 6SE T 08456 404045 enquiries@ofsted.gov.uk www.ofsted.gov.uk Roger Luxton OBE Director of Children s Services London Borough of Barking & Dagenham Civic Centre Dagenham
More informationInspection dates 20/05/2014 to 22/05/2014
Residential report Starhurst School Starhurst School, Chart Lane South, DORKING, Surrey, RH5 4DB Inspection dates 20/05/2014 to 22/05/2014 Overall effectiveness Good 2 Outcomes for residential pupils Good
More informationScotland s National Action Plan to tackle Child Sexual Exploitation
Scotland s National Action Plan to tackle Child Sexual Exploitation Ministerial Foreword Aileen Campbell The safety and wellbeing of all children and young people is a key priority for the Scottish Government.
More informationWork placement students undertaking work placement over a long period of time (one or two days per week over a period of two months or more)
Safeguarding Policy 1. Background In 2015 the Department for Education and Skills published a statutory guidance document Keeping Children Safe in Education on safeguarding and promoting the welfare of
More informationLiving and learning together as a Catholic community in Christ. Religion reason and kindness are at the heart of our ethos through education.
Living and learning together as a Catholic community in Christ. Religion reason and kindness are at the heart of our ethos through education. ST MICHAELS COLLEGE ANTI BULLYING POLICY 2015 As a Catholic
More informationPolicy statement: Assessment, recording and reporting achievement.
Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum
More informationChildren s Mental Health Matters. Provision of Primary School Counselling
Children s Mental Health Matters Provision of Primary School Counselling Place2Be is the UK's leading children's mental health charity providing in-school support and expert training to improve the emotional
More informationSPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY
SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY September 2015 Person responsible: SENCO Date approved: Review date: July 2016 Approved by: Buile Hill Visual Arts College Special Educational Needs and
More informationThe Sholing Technology College
The Sholing Technology College Inspection report Unique Reference Number 116451 Local Authority Southampton Inspection number 37960 Inspection dates 05 06 October 011 Reporting inspector Christopher Russell
More informationChildren s centre self-evaluation form guidance
Children s centre self-evaluation form guidance Age group: 0 5 Published: March 2010 Reference no: 100008 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects
More informationSt Teresa's Catholic Primary School
St Teresa's Catholic Primary School Inspection report Unique Reference Number 0032 Local Authority Wokingham Inspection number 337424 Inspection dates 4 5 May 200 Reporting inspector Jacqueline Marshall
More informationBullying Prevention and Intervention:
Bullying Prevention and Intervention: A Guide for the Individualized Education Program (IEP) Team Dr. Carol R. Johnson Superintendent Boston Public Schools 26 Court St. Boston, MA 02108-2528 www.bostonpublicschools.org
More informationReparation Protocol i
Reparation Protocol i ii Contents: Aims and Objectives of Reparation 5 1 Health and Safety 6 2 Risk Management 6 3 Safeguarding 6 4 Code of Conduct 7 5 Information Sharing 8 6 Reparation Process 8 7 Expectation
More informationEquality, Diversity & Inclusion (EDI) Policy Version 2.1
Equality, Diversity & Inclusion (EDI) Policy Version 2.1 Original Author: Ariana Henderson Version 2.1 updated August 2013 Contents Confetti Institute of Creative Technologies... 2 Mission Statement...
More informationSolihull Clinical Commissioning Group
Solihull Clinical Commissioning Group Business Continuity Policy Version v1 Ratified by SMT Date ratified 24 February 2014 Name of originator / author CSU Corporate Services Review date Annual Target audience
More informationSeptember 2015 2 A 8.1 - Anti Bullying (Cyber Bullying) version 9
Cyber-bullying The rapid development of, and widespread access to, technology has provided a new medium for virtual bullying, which can occur in or outside school. Cyber-bullying is a different form of
More informationWarrington Safeguarding Children Board Neglect Strategy
Warrington Safeguarding Children Board Neglect Strategy Every child and young person in Warrington should be able to grow up safe from maltreatment, neglect, bullying, discrimination and crime -receiving
More informationSafeguarding Policy for Children, Young People and Vulnerable Adults
Safeguarding Policy for Children, Young People and Vulnerable Adults CONTENTS Meeting your communication needs 3 Purpose of Policy 3 Policy Statement 3 Policy Application 3 Authors 3 Introduction 4 Safeguarding
More informationACTION AGAINST BULLYING POLICY
Page 1 of 13 ACTION AGAINST BULLYING POLICY We want our pupils to be: Eager, excited, curious and engaged in learning. Have a sense of self and are happy, confident and emotionally healthy. Able to co-operate
More information4. The Importance of Internet Use in the Primary Curriculum
Policy Contents 1. Introduction 2. Disability 3. Writing and Reviewing the e-safety Policy 4. The Importance of Internet Use in the Primary Curriculum 5. The Benefits of Using the Internet in Education
More informationValuing Diversity, Promoting Equality, Equal Opportunity and Inclusion
Safeguarding and Welfare Requirement: Equal Opportunities. Providers must have and implement a policy and procedure to promote equality of opportunity for children in their care, including support for
More information1. Introduction. 2. Roles & Responsibilities. Governing Body. Headteacher
Category Security Document Name E-safety Procedures Accountable Body Grafham Grange School Governing Body Reference SY.P2.01 Date Ratified 27 th August 2015 Version 1.0 Last Update August 2015 Related
More informatione-safety and Ofsted: Is your School Ready for Inspection? Rebecca Avery e-safety Officer, Kent County Council
e-safety and Ofsted: Is your School Ready for Inspection? Rebecca Avery e-safety Officer, Kent County Council Why e-safety & why now? e-safety is the school s ability: to protect and educate pupils and
More informationSuite Overview...2. Glossary...8. Functional Map.11. List of Standards..15. Youth Work Standards 16. Signposting to other Standards...
LSI YW00 Youth Work National Occupational Standards Introduction Youth Work National Occupational Standards Introduction Contents: Suite Overview...2 Glossary......8 Functional Map.11 List of Standards..15
More informationSPALDING GRAMMAR SCHOOL ANTI-BULLYING POLICY 2013
SPALDING GRAMMAR SCHOOL ANTI-BULLYING POLICY 2013 We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying
More informationHow To Prevent Bullying At The Beaconsfield School
ANTI-BULLYING POLICY 2015 Approved by the Governing Body: 25 th November 2015 Approved by the Learning & Development Committee: 21 st October 2015 Approved by Leadership Team: 8 th October 2015 Review
More informationTHE HALL SCHOOL Whole School Anti-Bullying Policy
THE HALL SCHOOL Whole School Anti-Bullying Policy AUTHOR: Paul Chapman Policy ratified by: SLT Date of publication: September 2015 Date of next review: September 2016 Governor responsible for policy: Patrick
More informationFinchley Catholic High School. Anti Bullying Policy
Finchley Catholic High School Anti Bullying Policy Bullying can occur through many types of anti-social behaviour: Physical A student can be physically punched, kicked, hit, spat at etc Verbal This can
More informationPSHE at key stages 1 4 Guidance on assessment, recording and reporting
PSHE at key stages 1 4 Guidance on assessment, recording and reporting October 2005 QCA/05/2183 Contents About this guidance...2 What is this guidance for?...2 Why is assessment important?...2 Who is this
More informationHealth and wellbeing Principles and practice
Health and wellbeing Principles and practice Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational
More informationGroup Manager Line management of a local team of 5-7 fte staff
Practice Manager Children s Social Care Role Profile: Practice Manager Grade: Grade 12 Accountable to: Accountable for: Role Context & Purpose Group Manager Line management of a local team of 5-7 fte staff
More informationSchool Child Protection & Safeguarding Policy 2014/2015
School Child Protection & Safeguarding Policy 2014/2015 Abbey Park Primary Academy Child Protection & Safeguarding Policy 2014/2015 The Acting Principal is Emme Ford This policy was developed on the 10
More informationCDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being
Child Care Occupational Standard MQF Level 5 CDC 501 Establish and develop working relationships CDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being
More informationF36D 04 (LMC B1) Lead and manage provision of care services that respects, protects and
Elements of competence LMC B1.1 LMC B1.2 LMC B1.3 Lead and manage provision that complies with legislation, registration, regulation and inspection requirements Lead and manage provision that promotes
More informationHealth and Education
Health and Education Working Together for all Children The Role of the School Health Nurse Summary Historically, the school nursing service has been perceived as one which offers advice to school age children
More informationAppendix 4 - Statutory Officers Protocol
Appendix 4 - Statutory Officers Protocol Accountability Protocol for role of Director of Children s Services within the London Borough of Barnet Introduction In September 2014, the Chief Executive of the
More informationMANAGEMENT OF STRESS AT WORK POLICY
MANAGEMENT OF STRESS AT WORK POLICY Co-ordinator: Director of HR Reviewer: Grampian Area Partnership Forum Approver: Grampian Area Partnership Forum Signature Signature Signature Identifier: NHS/OH&S/Pol
More informationEquality, Diversity and Inclusion Policy
1 Equality, Diversity and Inclusion Policy Owned By: Senior Management Issue Date: July 2015 This policy will be reviewed in six months 1 2 Equality, Diversity and Inclusion Policy Introduction ProCo NW
More informationBoothville Primary School. Dealing with Allegations against School Personnel, Volunteers, Headteacher or Pupils. Allegations
Dealing with against School Personnel, Volunteers, Headteacher or Pupils Dealing with against School Personnel, Volunteers, Headteacher or Pupils Date Sept 15 Review Date Sept 16 Designated Child Protection
More informationA Charter for Older People in Plymouth: Making a commitment to older people when they need care or support
Case Study 81 A Charter for Older People in Plymouth: Making a commitment to older people when they need care or support This case study looks at the work undertaken by Plymouth City Council s Adult Social
More informationMiddlesbrough Manager Competency Framework. Behaviours Business Skills Middlesbrough Manager
Middlesbrough Manager Competency Framework + = Behaviours Business Skills Middlesbrough Manager Middlesbrough Manager Competency Framework Background Middlesbrough Council is going through significant
More informationHow To Manage The Council
Mole Valley District Council Corporate Communications Strategy 2002-2005 CONTENTS Content Section 1: Introduction Section 2: Stakeholders Section 3: Objectives Section 4: Targets Section 5: Principles
More informationConsultation and Engagement Strategy
Consultation and Engagement Strategy Contents: 1. Introduction 2 2. Purpose 3 3. Aims and Objectives 4 4. Key principles 5 5. Delivery of the Strategy 6 6. Action Plan 2011-12 7 Appendix 1 Understanding
More informationEQUALITY AND DIVERSITY POLICY AND PROCEDURE
EQUALITY AND DIVERSITY POLICY AND PROCEDURE TABLE OF CONTENTS PAGE NUMBER : Corporate Statement 2 Forms of Discriminations 2 Harassment and Bullying 3 Policy Objectives 3 Policy Implementation 4 Commitment
More informationSCHOOL ONLINE SAFETY SELF REVIEW TOOL
SCHOOL ONLINE SAFETY SELF REVIEW TOOL UPDATED February 2016 The South West Grid for Learning, Belvedere House, Woodwater Park, Pynes Hill, Exeter, EX2 5WS. Tel: 0844 381 4772 Email: esafety@swgfl.org.uk
More informationA commitment from The Children s Plan Bullying involving Children with Special Educational Needs and Disabilities
A commitment from The Children s Plan Bullying involving Children with Special Educational Needs and Disabilities Safe to Learn: Embedding anti-bullying work in schools Acknowledgements This guidance was
More informationElective Home Education. Policy and Procedures
Elective Home Education Policy and Procedures Contents 1. Principles of Elective Home Education 2. Rationale 3. Parents Rights and Responsibilities The Law relating to EHE 4. Electing to home educate 5.
More informationGodley Community Primary School. Anti-Bullying Policy
Godley Community Primary School. Anti-Bullying Policy Delivering Excellence in a Happy and Nurturing Learning Environment Bullying is action taken by one or more children with the deliberate intention
More informationThe policy also aims to make clear the actions required when faced with evidence of work related stress.
STRESS MANAGEMENT POLICY 1.0 Introduction Stress related illness accounts for a significant proportion of sickness absence in workplaces in the UK. Stress can also be a contributing factor to a variety
More informationA client s experience
40 Rapid Action Project (RAP), Rainer, Essex Scheme of special merit award 2006 A client s experience Louis 1 was aged 11 years when police gave him a reprimand following a violent incident at school and
More informationQueens High School Education Review Report
Queens High School Education Review Report 26/06/2009 About The School The Education Review Office (ero) Evaluation The Focus Of The Review Areas Of National Interest Board Assurance On Compliance Areas
More informationDOMESTIC VIOLENCE POLICY
OXFORD CITY COUNCIL HOUSING SERVICES DOMESTIC VIOLENCE POLICY If you need a larger print copy, audiotape or other means to have a copy of this publication, please contact the number below Translation available
More informationWhinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012. April 2010 updated
Whinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012 April 2010 updated Contents Page Section 1 Introduction 3 Disability Discrimination Act Disability Equality Duty
More informationWoodfield School 2015 Anti Bullying & Cyber Bullying Policy
2015 Anti Bullying & Cyber Bullying Policy Woodfield School is a company limited by guarantee (company number 8905350, registered in England and Wales) that has its registered office at Woodfield School,
More informationJOB DESCRIPTION. Head of Learning and Standards. Salary grade: Management Scale 2 + 1
JOB DESCRIPTION Job Title: Responsible to: Head of Learning and Standards Director of Faculty Salary grade: Management Scale 2 + 1 Hours per week: 21.6 hours per week Main Purpose of the Role 1. To manage
More informationJohn Donne CofE Lower School
John Donne CofE Lower School Inspection report Unique reference number 109615 Local authority Central Bedfordshire Inspection number 377952 Inspection dates 8 9 March 2012 Lead inspector Susan Thomas-Pounce
More informationPOLICY 5111 ANTI-BULLYING/HARASSMENT/HATE
POLICY 5111 Purpose/Introduction: The Kenosha Unified School District strives to provide a safe, secure and respectful learning environment for all students in school buildings, on school grounds, in school
More informationRelated Policies & Documents. Reference Material. 1. Introduction. 2. Roles & Responsibilities
Category Security Document Name e-safety Procedures Accountable Body Brantridge School Governing Body Reference SY.P2.02 Date Ratified Version 2.1 Last Update March 2015 Related Policies & Documents Document
More informationAdvice for Schools. School reporting routes: a safeguarding perspective
This document outlines policy and practice considerations when implementing SWGfL Whisper anonymous reporting tool to ensure that it is used most effectively, covering School reporting routes: a safeguarding
More information360 Degree Safe Cymru SELF REVIEW TOOL
360 Degree Safe Cymru SELF REVIEW TOOL UPDATED OCTOBER 2014 The South West Grid for Learning Trust, Belvedere House, Woodwater Park, Pynes Hill, Exeter, EX2 5WS. Tel: 0845 601 3203 Email: enquiries@swgfl.org.uk
More informationThe Nine Grounds of Discrimination under the Equal Status Act. Sexual Orientation
The Nine Grounds of Discrimination under the Equal Status Act Sexual Orientation School Ethos Donabate/Portrane Educate Together National School operates under the direct patronage of Educate Together.
More informationThe post holder will be guided by general polices and regulations, but will need to establish the way in which these should be interpreted.
JOB DESCRIPTION Job Title: Membership and Events Manager Band: 7 Hours: 37.5 Location: Elms, Tatchbury Mount Accountable to: Head of Strategic Relationship Management 1. MAIN PURPOSE OF JOB The post holder
More informationCHILD PROTECTION POLICY. City of London School (CLS) City of London School for Girls (CLSG) City of London Freemen's School (CLFS)}
CHILD PROTECTION POLICY City of London School (CLS) City of London School for Girls (CLSG) City of London Freemen's School (CLFS)} Statement: We The School are committed to safeguarding and promoting the
More informationDiversity and Equality Policy
Diversity and Equality Policy For the attention of: All Staff Produced by: Director, Human Resources Approved by: SMT Date of publication: September 2013 Date of review: August 2015 Our Mission To provide
More informationThis inspection of the school was carried out under section 5 of the Education Act 2005.
Cedars Inspection report Unique reference number 131652 Local authority Staffordshire Inspection number 381384 Inspection dates 25 26 April 2012 Lead inspector Janet Thompson HMI This inspection of the
More informationGetting it right for children and families Maximising the school nursing team contribution The Vision and Call to Action
Getting it right for children and families Maximising the school nursing team contribution The Vision and Call to Action Delivering a 21 st century service Supporting young carers Wendy Nicholson Professional
More informationPrincipal Job Description
Anfield School Anfield International Kindergarten Anfield International Kindergarten & Nursery Principal Job Description RESPONSIBLE TO: The School Board INTRODUCTION: This job description is based on
More informationElectrical Training Trust. Safeguarding Vulnerable Groups Policy ETT SVGP 0211
Electrical Training Trust Safeguarding Vulnerable Groups Policy ETT SVGP 0211 Contents 1. Introduction 2. Key Principles 3. Safeguarding Code of Conduct 4. Supervision of Children and Young People 5. Recruitment
More informationInspection dates 19 21 March 2014. Effectiveness of leadership and management
Further Education and Skills inspection report Date published: 25 April 2014 Inspection Number: 429097 URN: 131959 Portland College Independent specialist college Inspection dates 19 21 March 2014 Overall
More informationHealth and Safety Policy and Procedures
Health and Safety Policy and Procedures Health & Safety Policy & Procedures Contents s REVISION AND AMENDMENT RECORD : Summary of Change Whole Policy 4.0 05 Nov 08 Complete re-issue Whole Policy 4.1 10
More informationInspecting e-safety in schools
David Brown HMI National Lead for ICT Wednesday 22 January 2014 The inspection of safeguarding and e-safety Safeguarding - a definition Ofsted adopts the definition of safeguarding used in the Children
More informationHEALTH AND SOCIAL CARE
2016 Suite Cambridge TECHNICALS LEVEL 3 HEALTH AND SOCIAL CARE Unit 2 Equality, diversity and rights in health and social care D/507/4366 Guided learning hours: 60 Version 2 Revised content March 2016
More informationInquiry into teenage pregnancy. Lanarkshire Sexual Health Strategy Group
Inquiry into teenage pregnancy Lanarkshire Sexual Health Strategy Group A. Do you have any views on the current policy direction being taken at the national level in Scotland to reduce rates of teenage
More informationIt is hard to express just how awful the whole situation was and the problems that it still brings us five years on.
Bullying of children with disabilities and Special Educational Needs in schools: briefing paper for parents on the views and experiences of other parents, carers and families Introduction This briefing
More informationSpecial Educational Needs & Disability Policy
Special Educational Needs & Disability Policy Date Review Date Special Needs Co-ordinator (SENCO) Nominated Director 23/12/15 01/12/16 Stacey White Director of Education This policy is written in line
More informationPERFORMANCE APPRAISAL AND DEVELOPMENT AND KSF ANNUAL REVIEW
SECTION: HUMAN RESOURCES POLICY AND PROCEDURE No: 10.16 NATURE AND SCOPE: SUBJECT: POLICY AND PROCEDURE TRUST WIDE PERFORMANCE APPRAISAL AND DEVELOPMENT AND KSF ANNUAL REVIEW This policy explains the Performance
More informationToronto District School Board
Toronto District School Board Title: GENDER-BASED VIOLENCE Policy P071 Adopted: April 14, 2010 Revised: Review: 1.0 OBJECTIVE To establish the Board s commitment to eliminating gender-based violence in
More informationSAFEGUARDING CHILDREN AND CHILD PROTECTION POLICY
SAFEGUARDING CHILDREN AND CHILD PROTECTION POLICY Our setting will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life.
More informationSt. Barnabas Church of England Aided Primary School
St. Barnabas Church of England Aided Primary School Vision: All children are created uniquely and loved by God. We are entrusted with the privilege of nurturing and developing these children. Providing
More informationJOB DESCRIPTION. Associate Director of Health Informatics
JOB DESCRIPTION Job Title: Band: Hours: Responsible to: Responsible for: Base: Associate Director of Health Informatics 8d 37.5hrs Director of Finance & Information Informatics function (to include IT,
More informationOUR WORKPLACE DIVERSITY PROGRAM. Diversity is important to AFSA.
OUR WORKPLACE DIVERSITY PROGRAM Diversity is important to AFSA. 2014 2017 OUR WORKPLACE DIVERSITY PROGRAM PAGE 1 OF 9 What is diversity? The concept of diversity encompasses acceptance and respect. It
More informationEquality, Diversity & Human Rights Strategy
Equality, Diversity & Human Rights Strategy 2015-2019 This document sets out the Surrey Police Equality, Diversity and Human Rights (EDHR) strategy. It will explain our legal duties, vision and priorities
More informationDERBY CITY COUNCIL S EQUALITY AND DIVERSITY POLICY
Achieving equality and valuing diversity DERBY CITY COUNCIL S EQUALITY AND DIVERSITY POLICY November 2009 Translations and making the booklet accessible This policy booklet gives details of the Council
More informationDraft Special Educational Needs (SEN) Code of Practice: for 0 to 25 years
Draft Special Educational Needs (SEN) Code of Practice: for 0 to 25 years Statutory guidance for organisations who work with and support children and young people with SEN October 2013 Contents 1 Introduction
More informationMiddlesbrough College : We re better without bullying THE FUTURE IS OURS SAFE, FUN AND CONNECTED
Middlesbrough College : We re better without bullying THE FUTURE IS OURS SAFE, FUN AND CONNECTED ANTI-BULLYING WEEK 18-22 NOVEMBER 2013 What is Bullying? Middlesbrough College students define bullying
More informationEquality and Diversity Policy. Deputy Director of HR Version Number: V.2.00 Date: 27/01/11
Equality and Diversity Policy Author: Deputy Director of HR Version Number: V.2.00 Date: 27/01/11 Approval and Authorisation Completion of the following signature blocks signifies the review and approval
More information