Reporting and Dealing with Identity Based Bullying in North Somerset Schools

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1 Reporting and Dealing with Identity Based Bullying in North Somerset Schools Schools are where we can do the most positive preventative action because young people don t stay in school forever. They come out into society and they should come out tolerant, respectful and valuing all differences in all types of people. Parent s thank you letter to EACH (Educational Action Challenging Homophobia), June 2011

2 Version: July 2012

3 Purpose of this guidance... 1 The Equality Act 2010 and schools... 1 Overview of the procedure Identify incident as identity based bullying... 4 Categories of bullying... 4 Identity based bullying... 4 Who can report an incident of identity based bullying?... 5 When should you report an incident of identity based bullying?... 5 Understand the issue Initial response... 7 Notifying others... 9 What is the impact of identity based bullying Investigate Further response Monitoring and Recording RHINS (Reporting Hate Incidents in North Somerset) Follow through Staff professional development Governor support Working with other agencies Anti-bullying strategies References Appendix One Identity Based Bullying Form Appendix Two Protected characteristics Appendix Three Satisfaction survey for parents Appendix Four Local support agencies Appendix Five National support agencies Appendix Six Toolkits... 27

4 Purpose of this guidance This guidance is available to all schools within North Somerset. The aim is to provide schools with clear guidance on how to identify, tackle and report identity based bullying. It is important to have a consistent approach throughout North Somerset which will benefit both pupils and staff moving between schools. This guidance should be read in conjunction with existing schools antibullying policies and behaviour policies. The Equality Act 2010 and schools All schools in England, Wales and Scotland, irrespective of how they are funded or managed, have obligations under the Equality Act The responsible body for a school is liable for the actions of its employees and agents of the school unless it can show that it took all reasonable steps to prevent the discrimination, harassment or victimisation from taking place. EHRC guidance for schools There is a guide available which has been written by the Equality and Human Rights Commission to explain what you must do to meet the requirements of equality law. This supports the introduction of the Equality Act This Act brings together lots of different equality laws, many of which we have had for a long time. By doing this, the Act makes equality law simpler and easier to understand. Available from: Ofsted guidance Ofsted Inspections should consider types, rates and patterns of bullying and the effectiveness of the school s actions to prevent and tackle all forms of bullying and harassment. Ofsted grade descriptors for Behaviour and Safety state: Outstanding Instances of bullying, including cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability are extremely rare. Pupils are acutely aware of different forms of bullying and actively try to prevent it from occurring. The school has an active and highly effective approach to identifying and tackling bullying. All groups of pupils feel safe at school at all times. Good Instances of bullying, including cyber-bullying and prejudicebased bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability, are rare. Pupils have a good awareness of different forms of bullying and take active steps to prevent it from occurring. The school swiftly and successfully addresses any incidents of bullying that do occur, thus 1

5 gaining the full confidence of pupils, parents and carers. Pupils feel safe at school. Satisfactory - Instances of bullying, including cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability, are infrequent and pupils are aware of different forms of bullying and the importance of preventing them. The school generally deals with any incidents of bullying promptly and effectively thus gaining the confidence of pupils, parents and carers. Pupils feel safe at school. Inadequate - Incidents of bullying overall or specific types of bullying including cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability, are frequent or pupils have little confidence in the school s ability to address bullying successfully. Pupils or specific groups of pupils do not feel safe. Ofsted, 2011, p.15 2

6 Overview of the procedure 1 Identify incident as identity based bullying Can the behaviour be categorised as bullying? Is it perceived to be based upon a protected characteristic? Understand the issue. 2 Initial response Treat the issue seriously. Respond immediately. Reinforce the school s behaviour and anti-bullying policies. Focus on the perpetrator s behaviour (rather than the person). Connect with pupils feelings. Support and affirm the victim. 3 Investigate Senior Manager to lead. Listen to all parties. Address underlying issues and make sure discriminatory issues are covered. Be able to explain why it is identity based bullying. 4 Further response Inform and involve tutors / class teachers. Follow through with both victim and perpetrator. Address the perpetrator s discriminatory behaviour and correct misconceptions. Consider mediation between all parties. Inform the carers of the victim and the perpetrators. 5 Record and report Complete a Identity Incident Reporting Form and: Keep one copy in the designated folder Send one copy to the Identity Based Bullying Officer. 6 Follow through Present monitoring returns to staff and governors to ensure regular discussion and development of good practice. Work with other agencies to promote good relations. Consider anti-bullying strategies. 3

7 1 Identify incident as identity based bullying Identity crimes and incidents are taken to mean any crime or incident where the perpetrator s hostility or prejudice against an identifiable group of people is a factor in determining who is victimised. The victim could be a child or an adult. Any criminal behaviour should be reported to the police in line with normal procedures. The reporting form in Appendix One should also be used. Categories of bullying Bullying can encompass a variety of behaviours. These can be categorised in the following ways: 1. Verbal, such as name-calling, teasing, threatening. 2. Physical, such as hitting, punching, kicking, inappropriate touching. 3. Relational, such as ignoring, leaving out, spreading rumours. 4. Indirect, such as stealing, damaging belongings, targeted graffiti. 5. Cyberbullying, that is victimisation or harassment carried out through electronic forms of communication e.g. social networking sites, , text messages etc. (This is not an exhaustive list and new types of incidents regularly emerge). Identity based bullying 4 EHRC (2010a) Bullying can be identified as identity based if the perception is that it is based upon a protected characteristic (see Appendix Two). The Equality Act 2010 informs us that the protected characteristics for the schools provisions are: Figures indicate that children in Disability England who reported being bullied Gender reassignment did 15% worse at GCSE and were Pregnancy and maternity twice as likely to be NEET at aged Race 16. Religion or belief (EHRC, 2010b) Sex Sexual orientation Age and being married or in a civil partnership are not protected characteristics for the schools provisions. EHRC (2010c) Definition of an identity based bullying incident In the publication of the report of the inquiry into the murder of Stephen Lawrence, Recommendation 12 was that the definition of a racist incident should be:

8 any incident which is perceived to be racist by the victim or any other person. this definition is not to prejudge the question of whether a perpetrator s motive was racist or not... The purpose of the definition is rather to ensure that investigations take full account of the possibility of a racist dimension to the incident and that statistics are collated on a uniform basis. Source: Code of Practice on Reporting and Recording Racist Incidents, Home Office. (May 2000). An identity based bullying incident is defined as: Any incident, which is perceived to be discriminatory by the victim or any other person (that is directed to impact upon those known or perceived to be). This includes verbal abuse, property damage, threats and actual assaults. This definition is also designed to take account of the fact that there is underreporting of identity based bullying incidents and provides a starting point for schools in addressing the wide range of behaviours which could be motivated by discrimination. If there is any doubt whether an incident should be recorded as identity based bullying please contact the Identity Based Bullying Officer for guidance: Peter Noble Tel: Fax: educationwelfare.careconnect@n-somerset.gov.uk Who can report an incident of identity based bullying? Reports can be made by the person who has experienced the bullying, by anyone who has witnessed the bullying or by anyone who has had an incident disclosed to them. This can include a pupil, parent or carer, teacher or a member of the nonteaching staff. When should you report an incident of identity based bullying? An incident report form (Appendix One) must be completed by the school if the incident is deemed serious enough to notify the parents. It is up to the individual school if they wish to complete a report form in all instances. The form should be completed at the time of the incident and returned to the Identity Based Bullying Officer. Understand the issue There are many situations you may not be familiar with and it is a good idea to find out more. Below are examples of issues that are less well understood. Transgenderism Although schools may think that they have no transgender people to worry about, that is statistically 5 Living in a male body hurts beyond belief. I sometimes feel as if I will go crazy with the sadness and desperateness of it, extract of a letter by a young transgender woman. (GIRES, 2008)

9 unlikely. In any school of 1,000 pupils there are likely to be 6 who will experience transgenderism throughout their lives. There are likely to be others who have a transgender parent or close relative. Among pre-pubertal pupils, there are likely to be 60 in 1,000 who will experience atypical sexual orientation that may be difficult to distinguish from atypical gender identity. There is likely to be one transgender person in 170 members of staff. Gypsies and travellers GIRES, 2008 A group has an ethnic origin if it has a long shared history and a cultural tradition. Other relevant characteristics are a common geographical origin or descent from a small number of ancestors, a common language, a common literature, a common religion and being a minority or in an oppressed or dominant group in a large community. Gypsies, Roma and Travellers are examples of ethnic groups according to the courts and are covered by the Equality Act 2010 under its provisions for Race. Although there is some evidence of growing economically and educationally successful Gypsy, Roma and Traveller communities (Ryder and Greenfield, forthcoming), there is still concern that Gypsy, Roma and Traveller pupils are reported to be amongst the lowest achieving ethnic groups within schools in England, are more likely to be identified as having special educational needs (SEN), and are four times more likely than any other group to be excluded from school as a result of their behaviour Homophobia DfE, 2010a Homophobic bullying can be hard to identify because it may be going on in secret. Sometimes, pupils may not want to tell anyone about it in case teachers/staff or other adults assume they are gay. A recent study found that three in five gay pupils never tell anyone (either at home or school) when they are being bullied. The fact that young people are particularly reluctant to tell is a distinctive aspect of homophobic bullying... Casual homophobic language is common in schools but, if it not challenged, pupils may think that homophobic bullying is acceptable. It is therefore important to challenge homophobic language when it occurs DCSF, 2007 I was coming out of the toilets when a group of girls started giving me grief for being a lesbian. I told them to leave alone, and then one punched me in the face. I reported it to the teachers but they didn t sort out the problem completely so I went to the police. 16 year old girl DCSF,

10 2 Initial response It is vital that schools create a climate in which pupils and carers feel able to report identity based bullying and to expect prompt, appropriate and consistent responses from all members of staff. Figure 1: Allport's scale of prejudice Allport s scale describes 5 stages of escalation. If behaviour at the lowest level is not addressed adequately then problems could occur at the higher levels. While many people would never move from antilocution to avoidance; or from avoidance to active discrimination, or higher on the scale, still it is true that activity on one level makes transition to a more intense level easier. Reporting systems A range of easy to access, confidential reporting systems should be made available for pupils and parents/carers to use, these could include: Bully Boxes, which are emptied daily Confidential web-based reporting systems Text or systems Confidential phone numbers Buddies Adult counsellors Allport (1979) DCSF (2007) 7

11 Dealing with pupils who have experienced bullying Pupils should be confident that: Their concerns are taken seriously and will be acted upon promptly. Any action taken will not make their situation worse. Actions will happen to an agreed timescale. Actions taken will be in accordance with the school s anti-bullying and behaviour policies. They know how to take further action if they are not happy with the outcome. Any malicious reporting could incur sanctions. There are local and national agencies they can be referred to for support - see Appendices Four and Five for details. Pupils should not have to face situations where they could be alone with the pupil who has bullied them. Any disruption to their learning should be kept to a minimum, as much as possible they should remain with their friendship groups. Finally, it is recommended that they are informed of the penalties that the pupil who bullied them will receive. 8 DCSF (2007) p.27 Engage with parents promptly when issues of identity based bullying come to light. Schools are legally required to have a complaints procedure and to make parents aware of this procedure. Staff should be confident in dealing with issues such as race, sexuality etc. Training on relevant issues should be available to all staff. If schools would like more information about training opportunities they can contact the council s Equality and Diversity Manager. Louise Roberts Tel: louise.roberts@nsomerset.gov.uk Dealing with pupils who bully Disciplinary penalties have three main purposes, namely to: 1. Impress on the perpetrator that what he/she has done is unacceptable; 2. Deter him/her from repeating that behaviour; and Pupils being bullied may demonstrate emotional and behavioural problems, physical problems such as headaches and stomach pains, or signs of depression. Bullying is a deeply damaging activity, for both the person being bullied and the person conducting the bullying, and its legacy can follow young people into adulthood. DCSF (2007) 3. Signal to other pupils that the behaviour is unacceptable and deter them from doing it. Sanctions for bullying are intended to hold pupils who bully to account for their behaviour and ensure that they face up to the harm they have caused and learn

12 from it. They also provide an opportunity for the pupil to put right the harm they have caused. DCSF (2007) p.27 It should be made clear that failure to deal with what can be a minor incident, could be seen as condoning identity based bullying and may well lead to more serious incidents in the future. Engage with parents promptly when issues of identity-based bullying come to light. Schools are legally required to have a complaints procedure and to make parents aware of this procedure. Notifying others Classroom teachers and tutors of all involved parties should be informed of the incident. Parents of involved parties should be given information on: support agencies available (victim) school s complaint procedure (both victim and perpetrator) school policy on behaviour (perpetrator) school policy on anti-bullying (both victim and perpetrator) What is the impact of identity based bullying Stonewall notes that bullying can cause permanent damage to young people and blights the schools and colleges where it takes place. Anti-bullying campaigns need to understand and address this. Making all young people feel included and valued is a major opportunity for our educational system to transform the lives of a significant number of pupils and students. Hawker and Boulter (2000) found that outcomes caused by bullying included loss of self-esteem, anxiety, depression, difficulties with school work, reluctance to attend school, and, in more extreme cases, self-harm and suicide. 9

13 3 Investigate A designated member of the Senior Management Team should have responsibility for identity based bullying. This person should be informed of all incidents and coordinate any investigation. There may be incidents of identity based bullying that have occurred outside of the school. These may need to be investigated and tackled by the school if any of the involved parties are, or have been, involved in the school. It is very important to gain a clear picture of all the incidents that have occurred. An investigation may be needed if the reported incident is linked to other incidents this could indicate that there are further underlying causes which need to be identified and dealt with. 10

14 4 Further response Schools should review over two or three months whether the action has prevented recurrence of the bullying and ensure that the pupil being bullied feels safe again (DCSF, 2007, p.31). An Ofsted inspector would consider how safe pupils and groups of pupils feel (Ofsted, 2011, p.17). An example of best practice would be to conduct a simple interview with the pupils involved or the school could engage the parents using a standard review letter to gather judgments on their satisfaction with how the bullying was dealt with (a sample letter is included in Appendix Three of the guidance document). If the response indicates the bullying has not stopped or the pupil does not feel safe, then this would lead to further discussions or actions. 11

15 5 Monitoring and Recording An important aspect of actions to address identity based bullying is the monitoring of identity incidents. It is a legal requirement that schools record all racist incidents and inform the local authority (LA) regularly. The Identity Based Bullying Form (see Appendix One) can be used for reporting to the LA and also for internal use. If schools currently use a book to record incidents, this can be replaced by a loose-leaf folder with completed forms. It is important that all schools record and monitor all identity based bullying for the following reasons: To manage individual cases effectively; To measure the effectiveness of measures taken by schools in responding to identity based bullying incidents; To obtain a full picture of the frequency, trends and nature of identity based bullying and to gather intelligence to inform preventative measures; To target resources to combat identity based bullying; To identify repeat victims or perpetrators of identity based bullying; To provide schools and the LA with a statistical base for analysis of identity based bullying and inform future action planning with schools; To celebrate the anti-bullying work of the school; To demonstrate defensible decision making in the event of complaints being made. Consistency in recording and monitoring of identity based bullying in schools will be a significant element of fulfilling the requirements within the legal framework. All of the above should be dealt with in accordance with Data Protection Act and confidentiality should be maintained at all times. A separate form should be completed and returned promptly to the Identity Based Bullying Officer for every identity based bullying that occurs in a school. Please remove the names of the involved parties before sending the form to the LA. Peter Noble Tel: Fax: educationwelfare.careconnect@n-somerset.gov.uk The LA will produce statistics and give feedback on overall data to schools on an annual basis. The reports are included in the data considered by the RHINS partnership and are useful to see what is happening throughout the county. RHINS (Reporting Hate Incidents in North Somerset) This is a partnership group which consists of a variety of organisations: Alliance Housing Avon and Somerset Police 12

16 Avon and Wiltshire Mental Health Partnership Avon Fire and Rescue Educational Action Challenging Homophobia (EACH) NHS North Somerset North Somerset Citizens Advice Bureau North Somerset Council Registered social landlords representatives Somerset Racial Equality Council (SREC) Support Against Racist Incidents (SARI) Knightstone Housing Victim Support Weston College The group meet regularly to discuss identity based trends and issues that have been identified within North Somerset and the group s resources are used to tackle identified issues. 13

17 6 Follow through Staff professional development All staff, including temporary staff and volunteers, should have access to the advice, training and development opportunities appropriate to their needs. These needs may be identified at induction or through self-evaluation and individual performance management reviews. Governor support Every governing body must ensure that its schools pursues policies designed to promote good behaviour and discipline among pupils, where everyone can participate and has the opportunity to fulfil their potential. The following information provides a useful framework for school governors to identify their role in providing an environment which promotes positive and responsible attitudes:- 'Tackling Bullying in Schools - a governors guide' - 'Ensuring Good Behaviour in Schools' - DfE Please contact North Somerset Governor Services for any further support and guidance. Governor Services Helpline Tel: Working with other agencies The RHINS partnership includes a range of organisations that can offer specialist support and training to schools or individuals in dealing with identity based bullying. Please refer to Appendix Four for more information. The RHINS partnership exists to record identity-based incidents throughout North Somerset. Figures are received from many organisations, including schools, which are used to produce regular reports. The partnership uses these reports to effectively target and manage resources. Anti-bullying strategies The data gathered from the reports should be used to evaluate the effectiveness of anti-bullying strategies. Some of the areas you may consider are: How incidents are reported; How comfortable are students with reporting incidents; Are incidents being dealt with consistently; Are reports being analysed to identify trends; How is the information being used in discussions with staff and students. 14

18 References Allport, G. (1979). The Nature of Prejudice. Reading, MA: Addison-Wesley. Department for Education (2010). A review of the Longitudinal Study of Young people in England (LSYPE) recommendations for a second cohort. Available from Accessed 27 Jun Department for Education (2010a). Improving the outcomes for Gypsy, Roma and Traveller pupils: final report. Available from Accessed 05 Aug Department for Children, Schools and Families (2007). Safe to Learn: Embedding anti-bullying work in schools. DCSF Publications. EHRC (2010a). Prevention and response to identity-based bullying among local authorities in England, Scotland and Wales. Available from: Accessed 27 Jun EHRC (2010b). How fair is Britain? The First Triennial Review Executive Summary. Available from: Accessed 29 Jun EHRC (2010c). What equality law means for you as an education provider: schools. Available from: Accessed 29 Jun GIRES (2008) Transphobic bullying toolkit. Available from Accessed 05 Aug Hawker, D.S.J. and Boulton, M.J. (2000) Twenty years research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41, pp Ofsted (2011) The draft evaluation schedule for the inspection of maintained schools and academies. Available from: Accessed 12/10/11. Stonewall (2005) Education for All. Available from: asp. Accessed 10 Oct

19 Appendix One Identity Based Bullying Form This form collects personal data, including some regarded as sensitive under the Data Protection Act The information should be treated in strictest confidence. Allegations of incidents as well as recognised incidents should be recorded. Table 1: Ethnic monitoring codes to be used AAO Any other Asian Mixed White and Black MWB background Caribbean ABA Bangladeshi NOT Info not obtained AIN Indian OEO Any other ethnic group APK Pakistani OEA Arab BLB Black Caribbean REF Refused BLF Black African WHA Any other White background BLG Any other Black background WHB White British CHE Chinese WHR White Irish MBA Mixed White and Black African WHT Traveller Irish Heritage MOT Any other Mixed background WRO Gypsy/Roma MWA Mixed White and Asian Please complete and send this form to: Peter Noble Identity Based Bullying Officer Weston Court, Oldmixon Crescent, Winterstoke Road, Weston-super-Mare BS24 9AU 16

20 IDENTITY BASED BULLYING REPORT FORM Date of incident: Nature of incident: Racist Homophobic Gender based Disabilist Other (please write in) Name of school: Incident reported by (name): Pupil Parent or carer Teaching staff Non-teaching staff Victim s name: (Please remove name from LA copy) Pupil Teaching staff Non-teaching staff Perpetrator s name: (Please remove name from LA copy) Pupil Teaching staff Non-teaching staff Nature of incident (please tick): Verbal (e.g. name-calling, teasing, threatening) Physical (e.g. hitting, punching, kicking, inappropriate touching) Relational (e.g. ignoring, leaving out, spreading rumours) Indirect (e.g. stealing, damaging belongings, targeted graffiti) Cyberbullying (victimisation or harassment carried out through electronic forms of communication e.g. social networking sites, , text messages etc) Other (please write in) Please give brief details of incident: Did incidents always take place at school? Yes No Has there been a previous incident involving this victim? Yes No Has there been a previous incident involving this perpetrator? Yes No 17

21 Action taken by school (please attach copies of any anonymised documentation e.g. letters) Victim: Has the victim been given details of support agencies? Avon and Somerset Police SARI (Support Against Racist Incidents) Victim Support EACH (Educational Action Challenging Homophobia) Other (please detail) Have the parents been informed? Yes No Have the parents been advised of the school s complaint procedure? Yes No Have their teachers / tutors been made aware of the incident? Yes No Have the police been informed of this incident (only need to do this where criminal activity has occurred)? Yes No Perpetrator: Have the parents been informed? Yes No Have the parents been advised of the school s complaint procedure? Yes No Have their teachers / tutors been made aware of the incident? Yes No Diversity monitoring information (of victim) Gender : Male Female Age: Disabled: Yes No Ethnic origin code: Headteacher: (signature) Date: 18

22 Appendix Two Protected characteristics Throughout the guidance you will see reference to 'protected characteristics'. This page gives you more information on each of the nine protected characteristics. Age (not a protected characteristic for the schools provision) Where this is referred to, it refers to a person belonging to a particular age (e.g. 32 year olds) or range of ages (e.g year olds). Disability A person has a disability if s/he has a physical or mental impairment which has a substantial and long-term adverse effect on that person's ability to carry out normal day-to-day activities. Gender reassignment The process of transitioning from one gender to another. Marriage and civil partnership (not a protected characteristic for the schools provision) Marriage is defined as a 'union between a man and a woman'. Same-sex couples can have their relationships legally recognised as 'civil partnerships'. Civil partners must be treated the same as married couples on a wide range of legal matters. Pregnancy and maternity including pupils at school Pregnancy is the condition of being pregnant or expecting a baby. Maternity refers to the period after the birth, and is linked to maternity leave in the employment context. In the non-work context, protection against maternity discrimination is for 26 weeks after giving birth, and this includes treating a woman unfavourably because she is breastfeeding. Race Refers to the protected characteristic of Race. It refers to a group of people defined by their race, colour, and nationality (including citizenship) ethnic or national origins. Religion and belief Religion has the meaning usually given to it but belief includes religious and philosophical beliefs including lack of belief (e.g. Atheism). Generally, a belief should affect your life choices or the way you live for it to be included in the definition. Sex A man or a woman. Sexual orientation Whether a person's sexual attraction is towards their own sex, the opposite sex or to both sexes 19

23 Appendix Three Satisfaction survey for parents Dear Parent / Carer Two months ago your child was subjected to identity based bullying behaviour. I am writing to seek your views on how well the school dealt with the problem. We will use this information confidentially within the school to inform our review of policy and practice. The individual details will not have any wider use unless we ask, and you give, your specific permission. How easy was it for your child / you to report the bullying? (circle one) (not easy) (very easy) Comment if we could improve: How satisfied are you with what we did to make your child feel safe? (circle one) (not easy) (very easy) Comment if we could improve: How satisfied are you with the support your child has had from the school since the bullying incident? (circle one) (not easy) (very easy) Comment if we could improve: 20

24 Overall how satisfied are you with the way in which the school deals with bullying incidents? (circle one) (not easy) (very easy) Comment if we could improve: Thank you for your help in completing this. We will use this information to think about what we do to tackle bullying and make our school one where pupils and parents are confident that we are honest about problems which happen, confident that we do not tolerate identity based bullying behaviour and confident that our systems support children. Yours sincerely Head teacher 21

25 Appendix Four Local support agencies EMTAS (Ethnic Minority and Traveller Achievement Service) EMTAS works in partnership with Traveller parents, mainstream schools and other professionals in order to provide children with access to and a continuity of education. They offer a support service to schools and Traveller families and also offer a range of educational resources. Tel: or TravellerUnit@southglos.gov.uk EACH (Educational Action Challenging Homophobia) EACH is an award-winning charity for adults and young people affected by homophobia or transphobia. It is also a not-for-profit training agency for employers and organisations committed to realising an equal and safe working environment for all regardless of age, sex, ability, ethnicity, faith, gender identity or sexuality. Consultancy and expert support is provided to schools. Their free phone Actionline for young people affected by homophobic or transphobic bullying in England is available 9.00am to 4.30pm weekdays. It gives callers the opportunity to receive confidential help and support. Tel: Website: SARI (Support Against Racist Incidents) SARI provides casework support for pupils, parents and staff suffering racial harassment. They undertake assemblies, staff training, classroom sessions, workshops and one-to-one sessions with pupils to raise awareness of racism and to help young people challenge racism. They facilitate one-to-one or group work with perpetrators and approach education agencies to examine their response to racist incidents. Tel: Website: SREC (Somerset Racial Equality Council) Somerset Racial Equality Council (SREC) is an independent voluntary sector organisation based in Weston-super-Mare. They work in partnership with individuals and organisations for a fair and just society which values diversity and gives everyone an equal chance to work, learn and live free from prejudice, discrimination and racism across the whole of North Somerset. Tel: nsomerset@srec.org.uk Website: 22

26 Supportive Parents Supportive Parents is a parent-led organisation providing the Parent Partnership Service for Bristol, South Gloucestershire and North Somerset. This service is confidential and provides independent parental support to parents of children with special educational needs. Information & Support Line: This service is available 10am - 2pm, Mon, Wed and Fri during term time only. Answer phone at all other times. mail@supportiveparents.org.uk Website: Victim Support They are the national charity giving free and confidential help to victims of crime, witnesses, their family, friends and anyone else affected across England and Wales. A crime does not have to have been reported to the police to get their help. Tel: Support line: Website: 23

27 Appendix Five National support agencies Equality and Human Rights Commission: The Equality and Human Rights Commission is the independent advocate for equality and human rights in Britain. It aims to reduce inequality, eliminate discrimination, strengthen good relations between people, and promote and protect human rights. The Equality and Human Rights Commission helplines advise both individuals and organisations such as employers and service providers. Website: Helpline England Telephone: Textphone: Fax: :00 18:00 Monday to Friday Acas The Independent Advisory, Conciliation and Arbitration Service Acas aims to improve organisations and working life through better employment relations. It provides impartial advice, training, information and a range of problem resolution services. Telephone: Website: The Alliance for Inclusive Education (Allfie) Allfie is a national network led by disabled people to promote inclusive education for all students. It provides a range of resources and training for educators and parents. Telephone: info@allfie.org.uk Web: Bullying UK BullyingUK is part of Family Lives a national charity providing help and support in all aspects of family life. They offer advice to parents, young people and schools and have a range of resources available. Telephone: (free) Web: Changing Faces Changing Faces is a UK charity that supports and represents people who have disfigurements of the face or body from any cause. They offer expert advice, resources and training programmes in education to enable teachers to understand and respond to the challenges facing children and young people with disfigurements. 24

28 Telephone: Website: Child Exploitation and Online Protection Centre (CEOP) You ll find films, presentations, games, lesson plans and posters that you can use with young people to cover a wide range of online issues. There is also a wealth of information about keeping safe online aimed at children of all ages and parents and carers. Web: Children s Rights Alliance for England (CRAE) CRAE is a charity working in England to protect the human rights of children by lobbying government, bringing or supporting test cases, and using regional and international human rights mechanisms. They provide free legal information and advice, raise awareness of children s human rights, and undertake research about children s access to their rights. Telephone: info@crae.org.uk Website: Microsite: The Council for Disabled Children (CDC) The Council for Disabled Children provides an information service to parents and professionals on the needs of disabled pre-school children, pupils and students. Telephone: cdc@ncb.org.uk Website: Gender Identity Research and Education Society (GIRES) GIRES provides a wide range of information and training for trans people, their families and professionals, including a Home Office-funded toolkit for education professionals to combat transphobic bullying. Telephone: info@gires.org.uk Website: Irish Travellers Movement in Britain (ITMB) The ITMB seeks to raise the profile of Irish Travellers in Britain and increase their say in decision-making processes and forums. The ITMB seeks to challenge discrimination and develop national policies that ensure the inclusion of Irish Travellers in all levels of society. Telephone: info@irishtraveller.org.uk Website: 25

29 Runnymede Runnymede is the UK s leading independent race equality think tank. Their work in education covers race equality policy which is brought together through the Transitions Programme and includes analysis of school choice, cohesion, segregation, achievement and exclusions from school, and support for schools to include greater ethnic diversity in the school curriculum which includes a range of curriculum-based resources. Telephone: info@runnymedetrust.org Website: Stonewall Stonewall is the UK s leading lesbian, gay and bisexual charity and carries out campaigning, lobbying and research work as well as providing a free information service for individuals, organisations and employers. It offers a range of resources including information for primary and secondary school teachers, youth workers, parents, local authorities and young people on homophobic bullying. Telephone: info@stonewall.org.uk Website: 26

30 Appendix Six Toolkits Anti-bullying Alliance toolkit Homophobic bullying toolkit YING.pdf Transphobic bullying toolkit 27

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