SCHOOL ANTI-BULLYING ASSESSMENT SCHOOL SELF-REVIEW MAPPING AND PLANNING TOOL SHORT VERSION

Transcription

1 SCHOOL ANTI-BULLYING ASSESSMENT SCHOOL SELF-REVIEW MAPPING AND PLANNING TOOL SHORT VERSION Tackling bullying is the shared responsibility of every member of the school community. Everyone has an interest in developing strategies that promote positive behaviour for learning and enhancing the quality of relationships, between staff, children and members of the school and its community. The audit that follows is intended to help schools recognise good practice and build on, as well as focus on, those areas which warrant further attention. The audit will work best when used as part of a schools regular school improvement cycle, reviewing the impact of current procedures. The audit has nine sections detailed on the overview score sheet. Each section is scored on a 1-4 rating scale as detailed below and schools are then asked to make an overall assessment based on a 1-4 rating scale. School Assessment Scores Section Assessment 1. Outstanding The school is able to demonstrate that it matches the section statement 2. Good The school largely matches the section statement but has identified areas it needs to further develop and is actively working to address the issues. It has identified the priorities 3. In need of some improvement The school has recognized that there are significant issues to be addressed if it is to match the section statement. It has identified the priorities but there no significant progress being made 4. In need of significant improvement The school does not match the section statement and there are significant issues that are not being addressed. Overall Assessment 1. Outstanding (Green) The school is able to demonstrate effective anti-bullying policy, strategies and practice. 2. Good (Amber) - The school is able to demonstrate good progress in developing and reviewing its anti-bullying policy, strategies and practice and is actively working to address the priorities it has identified within a defined timescale 3. In need of some improvement (Red) - The school has recognised that it needs to address bullying and has identified the key issues need to be addressed. It has an improvement strategy and action plan but progress is limited and the timescale is not defined 4. In need of significant improvement (Purple) The school policy, strategies and practice need to be reviewed as a matter of urgency and there are significant issues relating to bullying that are not been addressed. *The following toolkit has been adapted from the Anti-Bullying Alliance schools assessment tool

2 Name of School School Representative/ Anti-bullying Lead ASSESSMENT OF PROGRESS Impact Indicators Assessment 1 Priorities Assessment 2 Priorities Final Scores (1-4) (mark with a X) Scores (1-4) (mark with a X) Scores (1-4) Date: Date: Date: 1) School Leadership 2) School Policy 3) Data Collection and Analysis 4) Prevention 5) Responding/ Intervention 6) Involving Pupils 7) Engaging Parents/ Carers 8) Staff Training and Development 9) Partnership Working Overall score average (1- Outstanding, 2 Good, 3, Some improvement, 4 significant improvement)

3 1) SCHOOL LEADERSHIP Evidence Comments Senior lead for bullying Lead Governor for bullying Co-ordinator School Action Plan

4 2) SCHOOL ANTI-BULLYING POLICY Evidence Comments Clearly defines bullying and makes a clear statement of the unacceptability of bullying Details staff, pupil and parent/carer responsibilities Defines ALL methods, practices and possible targets of bullying (e.g. homophobic, gender based, racism and religion, SEN and disabilities) References bullying outside of school (e.g. journeys to and from school, extended services, cyberbullying) Includes prevention methods Details reporting procedures Includes response strategies Involved pupil consultation Reviewed in last 12 months Policy is promoted Links to other policies

5 3) DATA COLLECTION Evidence Comments Pupil perception survey in last 12 months Recording system for bullying incidents Analysis of incidents to inform action plan and details reported to governors 4) PREVENTION Evidence Comments Awareness raising activities in last term Up to date equality policies that reference bullying (DDA, Race, Gender) Behaviour policy that references bullying and related sanctions School physical environment, range of supervised activities and staff supervision assessed in last 12 months Curriculum lessons that relate to bullying

6 5) RESPONSE Evidence Comments Reporting systems in place Range of interventions/sanctions Referral to outside agencies where appropriate Parent/carer engagement 6) INVOLVING STUDENTS Evidence Comments Peer support programmes Campaigning and awareness raising Celebration (e.g. Diana Award) Assessment (please cicle)

7 7) WORKING WITH PARENTS AND CARERS Evidence Comments Parents/carers consulted and informed about policy through awareness raising Parent perception survey in last 12 months Reporting system Parents/carers engaged when their child is involved in bullying and supported Complaints procedure 8) STAFF TRAINING AND DEVELOPMENT Evidence Comments Senior staff trained All staff trained Included in CPD annual programme

8 9) PARTNERSHIP WORKING Evidence Comments Engaged with LA anti-bullying strategy Work with feeder primaries (e.g. transition work, shared anti-bullying policies and action plans) Work with other schools in the area (e.g. shared anti-bullying policies and action plans) Work with the community (e.g. shared anti-bullying policies and action plans, community involvement) Additional notes