1.03 ANTI-BULLYING POLICY

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1 1.03 ANTI-BULLYING POLICY Definition of Bullying: Bullying is behaviour by an individual or a group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms (including, cyber-bullying via text messages or the internet), and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, or because a child is adopted or has caring responsibilities. It might be motivated by actual or perceived differences between individuals. Stopping violence and ensuring immediate physical safety is obviously a school s first priority but emotional bullying can be more damaging than physical; teachers and schools have to make their own judgements about each specific case. DfE Preventing and Tackling Bullying The DfE publication Prevention and Tackling Bullying states as follows: Bullying includes: name-calling; taunting; mocking; making offensive comments; kicking; hitting; pushing; taking belongings; inappropriate text messaging and ing; sending offensive or degrading images by phone or via the internet; producing offensive graffiti; gossiping; excluding people from groups; and spreading hurtful and untruthful rumours. Although sometimes occurring between two individuals in isolation, it quite often takes place in the presence of others. Bullying can seriously damage a young person s confidence and sense of self-worth, and they will often feel that they are at fault in some way. It can lead to serious and prolonged emotional damage for an individual, and, at its most extreme, suicide. Those who conduct the bullying or witness the bullying can also experience emotional harm, and the impact on parents and school staff can be significant. Bullying can include: (on the part of the target) physical distress, tearfulness, withdrawal from group activities, isolation in class, prep, dormitory, social activities. (on the part of the perpetrator/s) exclusion of others in class, prep, dormitory, social activities. Passing comments, sometimes apparently mild or joking or obvious silence in the presence of the victim/s. Date Approved: March 2014 Date of Renewal: September 2014 Reviewed by: LG and EJS Ownership: EJS / LG

2 1. PHILOSOPHY 1.1 Any form of bullying, whether verbal, physical or psychological, and whether oneoff, occasional or repeated, is completely unacceptable at Cranbrook School. 1.2 Cranbrook School accepts that as well as pupils bullying pupils, staff can be bullies, or the victims of bullying, as can parents. The school sees all incidents of bullying as unacceptable, and all known incidents are addressed with equal importance. 1.3 All members of the school community (parents, pupils, staff) have a responsibility to ensure that, when bullying does occur, it is dealt with effectively and in accordance with this policy. The aim of the community is to ensure that bullying does not happen; pupils who stand by and do not report bullying behaviour are in fact complying with and condoning it, as are staff who choose to ignore it. 1.4 The aim of the school is to create an atmosphere of trust and openness, where concerns are raised at an early stage and dealt with swiftly, fairly and with consistency as far as possible. It is acknowledged that all situations are different. 1.5 This aim is best set out as in DfE Preventing and Tackling Bullying: Schools which excel at tackling bullying have created an ethos of good behaviour where pupils treat one another and the school staff with respect because they know that this is the right way to behave. Values of respect for staff and other pupils, an understanding of the value of education, and a clear understanding of how our actions affect others permeate the whole school environment and are reinforced by staff and older pupils who set a good example to the rest. 2. BULLYING THE CRANBROOK APPROACH 2.1 Cranbrook approaches the issue of bullying through education, the pastoral system and sanctions. 2.2 Education: Awareness of bullying, and the school s stance against bullying, is raised in PSHE lessons and tutorials as part of a comprehensive and spiralling curriculum form Year 9 to 11. Discussion includes experiences of bullying, causes and strategies for coping, and methods of finding support, within school and externally. Other subject areas tackle the topic of bullying, with English and Drama in particular allowing an exploration of relevant aspects. 2.3 Pastoral Care Staff build pupils confidence and self-esteem by recognising the achievement and personal qualities of each individual, celebrating their success whether it be in sport, music, art, academic areas or otherwise. It is the aim of each lesson that every pupil is comfortable in the learning atmosphere and engaged and happy in their learning. Staff will not allow pupils to exclude others from activities, and will 2

3 make a point of expressing disapproval of unkind remarks or other negative behaviour. Staff responsibilities extend into less structured school time, such as breaktimes, lunchtime, social activities, trips, and life in the boarding section. During the school day and during boarding hours, staff will have the happiness and well-being of every pupil as a priority, and encourage positive behaviour and relationships at all times. Staff address bullying related aspects at Full School assembly, Sixth Form and Year 9 11 assemblies, House assemblies and via the tutorial programme. Tutors will be required to address bullying and coping strategies during National Anti Bullying Week each year, as a themed topic. The school s anti-bullying ethos is supported by visible posters, Student Listeners, the Drop-In Clinic, the Medical Centre, staff with specific pastoral responsibilities, teachers and all staff in the school. Student Supervisors and Student Listeners are trained on how to respond to bullying incidents as part of their induction. Pupils are regularly reminded of student support available via the student listeners. A Peer Mentoring group will be inducted in the management of bullying incidents from a peer-based level, in conjunction with the student listener project. There will be a designated peer mentor in each House. An older Peer Mentor will be assigned to the Year 9 boys boarding house, School Lodge. These mentors play the role of sibling counsellors, able to listen and speak to pupils but aware at all times of the need to inform the responsible staff member (Head of House, Child Protection Coordinator, Deputy Head Pastoral). Staff set a good example of behaviour and courtesy, both in their behaviour towards each other and in their behaviour towards students. All staff are vigilant for possible signs of bullying, and will pass on concerns, no matter how trivial, to Tutors and Heads of House at an early stage. Where in any doubt as to the potential seriousness of the incident in question, staff will inform the Child Protection Coordinator and Deputy Head Pastoral as a matter of urgency. Pupils can report incidents to Student Listeners and Supervisors, any member of staff they trust, to their tutor, to the Head of Pupil Development, to the Deputy Head or the Head Teacher. Such reports are always acted on. The procedures are set out in the staff handbook 2.4 Sanctions Bullying is treated very seriously at Cranbrook School. However bullying may take many forms, and merit different sanctions depending on the specific situation. Sanctions range from interviews with the perpetrator and with the victim, meetings between victim and perpetrator to move forwards, parental communication and 3

4 meeting, formal written warning of exclusion, gatings and detentions, temporary and permanent exclusions. This list is not exhaustive. It is the intention of the school that sanctions will as far as possible be accompanied by supportive initiatives, such as counselling or mentoring, as available. Bullying by staff is addressed under the grievance procedures of the school. 2.5 Training Regular training, including training Safeguarding and Child Protection issues, is provided to staff, and to senior students, especially those in roles of responsibility such as Student Listeners, Peer Mentors, Supervisors, House Captains and the Senior Four. All new staff, teaching and non-teaching, are appraised of the Anti- Bullying Policy and asked to support the school s anti-bullying ethos. It is the aim of the school to provide training to parents on how to deal with a bullied child, or a perceived bullying situation. 2.6 Recording of incidents A record of all incidents of bullying (register) is kept by the Head s PA. All relevant incidents occurring within the school day for day and boarding pupils, are recorded on SIMs. Bullying incidents involving day pupils which take place outside of school (eg cyber- bullying) are recorded as above. Bullying incidents within the boarding community outside of school are recorded on Boarding House records, on the pupil file, in the House Behaviour Book, on the Boarding house MIS and also logged on the central bullying register. 2.7 Review of Bullying at Cranbrook The school community is consulted annually or as required in order to monitor perceptions of bullying at Cranbrook. This is usually conducted through an online survey. Pupils are engaged in the question process, and pupils of all backgrounds are consulted, including SEN pupils, and minorities to ensure the full range of Cranbrook pupils are involved. Data reports are run on a regular basis of bullying incidents logged on SIMs and otherwise recorded, in order to maintain an overview. This information is shared with the Leadership Group, Extended Leadership Group and all staff through the meeting cycle. 3. ACTION 4

5 It is not possible to set out generic guidance for dealing with bullying. It should at all times be remembered that some complaints of bullying are the result of normal albeit distressing changes in friendships, the result of stress or friction within a friendship group about a particular issue. Such complaints may be best resolved in a low key manner, with a minimum of disruption to pupil s progress. In such situations, parents may not be automatically informed. It is important to bear in mind that, on occasions, an allegation may be unfounded, or based on a misperception of behaviour. It is vital that all parties concerned learn from the situation. The bullet points below are suggested and possible approaches. When a bullying incident is witnessed; in the first instance the teacher or other adult should remove both parties from the situation or the classroom, and both sides of the story must be heard. As soon as possible a written record of the incident should be made. Very minor incidents may be dealt with swiftly and verbally, and may require no further action nonetheless positive action by staff is necessary. When a pupil complains of being bullied, they will be taken seriously and listened to. Any specific incidents will be noted down in writing, as well as a record of the pupil s general feelings. When a parent raises an initial concern, the same process applies. It is essential at all times that a calm, unbiased and reflective investigation is carried out of any allegations made, in consultation with all parties involved. The school should remain impartial, and make any decision regarding further action based on the balance of probabilities established by the evidence. If possible both parties should be reintegrated into the group/classroom as soon as possible. If not the parties should be taken to a safe place where a suitable adult can stay with them until a senior member of staff attends. With reported, or hearsay incidents of bullying, the tutor, Head of House or the Head of Pupil Development in liaison with the Deputy Head Pastoral will interview the pupils involved, and any relevant witnesses, as soon as possible. Care must be taken to keep the identity of the reporter of the incident confidential so they do not suffer as a consequence of their action. In cases of cyber-bullying, any evidence in the form of text messages or other postings should be retained, in consultation with the IT staff. Senior staff including the Deputy Head Pastoral should be involved in all such instances. If necessary all parties will meet again at the earliest possible opportunity to try to find a solution, and agree a plan of action to prevent such incidents happening again. It is often helpful to have an impartial witness as such meetings, such as another member of staff. All incidents of bullying should be reported to the tutors concerned, via a written report on SIMS and to / conversation with the member of staff. In addition 5

6 an should be sent outlining the incident to the Deputy Head Pastoral and the Headmaster s PA, for the central register. More severe cases of bullying will be reported to the Head of House, the Head of Pupil Development, the Deputy Head Pastoral or Headmaster. The Headmaster and Senior staff will decide whether to refer any serious incidents to governors or the Police. A positive result from a bullying incident, or a reported incident of bullying, might be both parties agreeing to coping strategies to avoid further incidents, and an agreement to abide by the school s anti-bullying ethos. 3.1 Parents Parents will be involved early in the process, and their support requested and desired. Regular communication will play a key part in resolving an incident. In low key issues as highlighted above parents may not be informed unless it becomes clear that the situation remains an issue. 3.2 Sanctions and support Sanctions against bullies include removal from a class, tutor group or House on a short term or permanent basis; removal from a club or a team for an agreed length of time or perm; behaviour detention/s; short term exclusion or, for very serious and repeated incidents of bullying, permanent exclusion. Cranbrook School will offer support and counselling to bullies who repeat their antisocial actions to try to prevent permanent exclusion. This could involve Student Listeners, the Drop-In Clinic, the Head of Pupil Development or outside agencies (at parents expense). Victims of bullying will also be offered pastoral support by the school, including Student Listeners and attached Peer Mentors, monitoring and support by the Head of Pupil Development, outside agencies as available and possibly a parent s expense, and other possible methods. All incidents of bullying will be reported to parents/guardians; either by the student s tutor or Head of House; or for more serious incidents by the Head of Pupil Development or the Head Teacher. Parents support will be asked for, to help to prevent further incidents of bullying or antisocial behaviour. 3.2 Cyber bullying Staff should refer to the Managing Behaviour policy, and the Cyber Bullying Policy for guidance. Pupils who have used their phones in an inappropriate fashion may be required to hand their phones in each morning to Front Office, and collect them at the end of the day, for a period up to two weeks. 4. ROLES AND RESPONSIBILITIES 6

7 4.1 The Leadership Group, Head of Pupil Development and Heads of House deal quickly and effectively with incidents. 4.2 All staff and senior students have a vital role in preventing bullying within the school; and in dealing with incidents themselves (teachers) or reporting incidents (support staff and senior students). 4.3 All staff will receive training on this policy and the related procedures in their first term at school, and there is annual re-training about this policy for all teaching staff. 4.4 Governors review the policy and are involved through the disciplinary committee with the most serious incidents. 5. MONITORING AND EVALUATION 5.1 The Governing body reviews the Anti-Bullying Policy every three years, and Leadership Group annually. 5.2 Students, especially the Student Councils and the Healthy School Core team regularly evaluate this policy as does the School Safeguarding Review team and the Pastoral Committee. 5.3 A confidential record of bullying incidents is held by the Head s Personal Assistant. Access is permitted if it will help in dealing with new or repeated incidents of bullying. 6. LEGAL POSITION This policy is amended and reviewed in accordance with current guidance from the DfE set out in the DfE Preventing and Tackling Bullying. The Education and Inspections Act 2006 provides that every school must have measures to encourage good behaviour and prevent all forms of bullying amongst pupils. These measures should be part of the school s behaviour policy which must be communicated to all pupils, staff and parents; gives head teachers the ability to ensure that pupils behave when they are not on school premises or under the lawful control of school staff. Head teachers have a specific statutory power to discipline pupils for poor behaviour outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives head teachers the power to regulate pupils conduct when they are not on school premises and are not under the lawful control or charge of a member of school staff (this legislation does not apply to independent schools). This can relate to any bullying incidents occurring anywhere off the school premises, such as on school or public transport, outside the local shops, or in a town or village centre. 7

8 Where bullying outside school is reported to school staff, it should be investigated and acted on. The head teacher should also consider whether it is appropriate to notify the police or anti-social behaviour coordinator in their local authority of the actions taken against a pupil. If the misbehaviour could be criminal or poses a serious threat to a member of the public, the police should always be informed. The Equality Act 2010 the school complies with the three aims of the Equality Duty as follows: Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Act; Advance equality of opportunity between people who share a protected characteristic and people who do not share it; and Foster good relations between people who share a protected characteristic and people who do not share it. The Act also makes it unlawful for the responsible body of a school to discriminate against, harass or victimise a pupil or potential pupil in relation to admissions, the way it provides education for pupils, provision of pupil access to any benefit, facility or service, or by excluding a pupil or subjecting them to any other detriment. Safeguarding Children and Young People Under the Children Act 1989 a bullying incident should be addressed as a child protection concern when there is reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm. Where this is the case, the school staff should report their concerns to their local authority children s social care. Even where safeguarding is not considered to be an issue, schools may need to draw on a range of external services to support the pupil who is experiencing bullying, or to tackle any underlying issue which has contributed to a child doing the bullying. Criminal Law Although bullying in itself is not a specific criminal offence in the UK, it is important to bear in mind that some types of harassing or threatening behaviour or communications could be a criminal offence, for example under the Protection from Harassment Act 1997, the Malicious Communications Act 1988, the Communications Act 2003, and the Public Order Act If school staff feel that an offence may have been committed they should seek assistance from the police. For example, under the Malicious Communication Act 1988, it is an offence for a person to send an electronic communication to another person with the intent to cause distress or anxiety or to send an electronic communication which conveys a message which is indecent or grossly offensive, a threat, or information which is false and known or believed to be false by the sender. 8