ANTI-BULLYING POLICY This policy refers to both Wellington Senior School and Wellington Prep School Headmaster Henry Price Author Henry Price Date Reviewed June 2016 Date of Next Review June 2017 Amendments Website Yes Anti-bullying policy June 2016 1
This policy is reviewed annually and after any major bullying incident. This is presented to the governor responsible for Welfare and Child protection and recommended to the governing body annually. Other relevant documents: Promoting Good Behaviour Policy Child Protection Policy Pastoral Care Policy Equality Pupils Staff Code of Conduct Capability and Disciplinary Procedures and the Grievance Procedures. E-Safety Policy Introduction: This policy has been updated with regard to Preventing and Tackling Bullying (October 2014) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/40906 1/preventing_and_tackling_bullying_october2014.pdf School Support for Children and Young People who are Bullied (March 2014) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/36813 5/supporting_bullied_children_factsheet_october2014.pdf Cyberbullying: Advice for Head teachers and school staff (November 2014) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/37485 0/Cyberbullying_Advice_for_Headteachers_and_School_Staff_121114.pdf The School has an obligation to comply with the Equality Act 2010 and the Children Act 2004 with particular regard to promoting equality of opportunity and fostering good relations between all members of the school; by protecting all members of the school from harassment or victimisation; and by safeguarding children from harmful behaviour. Although bullying is not a specific criminal offence, some types of harassing or threatening behaviour could be an offence under the Protection from Harassment Act 1997, Malicious Communications Act 1988, Communications Act 2003, Public Order Act 1986 Bullying Outside School Premises: Under the Education and Inspections Act 2006, schools have a statutory power to such extent as is reasonable to regulate pupils behaviour when off-site and not under the supervision of staff. This can relate to any bullying incidents off school premises. Heads are permitted to implement on-site sanctions. 2
Aims:- To ensure that all members of Wellington School understand the nature of bullying, its effects and how it may be avoided; To set out the schools measures to minimise the incidence of bullying behaviour; To set out the procedure for managing and recording suspected cases of bullying. Bullying is not acceptable. The effects of bullying can be potentially very serious, causing psychological damage and even suicide. Whilst bullying is very upsetting for the person being bullied, the School will consider the welfare of all parties. Bullying is behaviour by an individual or group, repeated over time that intentionally hurts another individual or group either physically or emotionally. It is often motivated by prejudice (e.g. on grounds of race, religion, gender, sexual orientation, or because a child is adopted or has caring responsibilities). It might be motivated by actual differences between children, or perceived differences. Bullying may involve an imbalance of power between the perpetrator and the victim. This could involve perpetrators of bullying having control over the relationship which makes it difficult for those they bully to defend themselves. The imbalance of power can manifest itself in several ways: it may be physical, psychological (knowing what upsets someone), derive from an intellectual imbalance, or from having access to the support of a group, or the capacity to socially isolate. It can result in the intimidation of a person or persons through the threat of violence or by isolating them either physically or online. Cyber-bullying Cyberbullying is bullying that takes place using technology. Whether on social media sites, through a mobile phone, or gaming sites, the effects can be devastating for the young person involved. There are ways to help prevent a child from being cyberbullied and to help them cope and stop the bullying if it does happen. Most children have been involved in cyberbullying in some way, either as a victim, perpetrator, or bystander. By its very nature, cyberbullying tends to involve a number of online bystanders and can quickly spiral out of control. Children and young people who bully others online do not need to be physically stronger and their methods can often be hidden and subtle. What the School will do when tackling cyber-bullying: Cyber-bullying will be managed as a bullying case. There is a separate E-Safety policy. Emotional bullying is when a victim is taunted, mocked, excluded from groups or the subject of hurtful and untruthful gossip and rumours. Often, he who engages in this form of behaviour does not consider it to be bullying, but considers it to be a joke. If the victim does not find teasing or taunting funny, then it is not. Emotional bullying can be more damaging than physical. 3
Physical bullying should not be seen merely in terms of a pupil being physically assaulted. It can include damage done to the victim s property, clothing or school work. Verbal bullying is name-calling or making insulting remarks which can be sexual/sexist, racial or homophobic in nature. Initiation ceremonies painful, humiliating or anxiety-causing rites of passage to mark acceptance into, e.g. boarding houses, are not tolerated at the School. It is not bullying, for example when: two people have an occasional dispute or a falling out; pupils engage in rough and tumble play; an individual exercises legitimate authority in directing the behaviour of another. School actions to minimise the incidence of bullying? Wellington School Maintains an ethos of respect where all pupils are valued, not only by the teaching staff, but also by their peers; Includes education on bullying and related themes in PSHEE, chapel services and assemblies; Raises staff awareness through training; Has a clear anti-bullying policy that is communicated to parents, pupils and staff; Encourage an ethos where all pupils will be prepared to refer and report bullying to staff, adults, or senior pupils; Briefs senior pupils, and especially those with responsibilities, on the need to be vigilant and to report any bullying behaviour; Deploys staff and sixth formers to patrol on duty during break and lunch periods; Ensures a regular adult presence in the house social areas; Ensures that all members of the community are willing and able to report concerns; Promotes the role of senior pupils as mentors to the lower school pupils; Publishes detailed guidance to pupils and parents in the school diary each term which includes: o o o Definition of bullying; What to do if you are being bullied; How to avoid bullying. 4
The Management of suspected bullying cases: 1. Listen and record concerns. 2. Promptly inform Housemaster/mistress and Head of Section of all parties. For cases that are judged to be serious, or repeat offences, the Pastoral Deputy Head must be informed before the management strategy is decided. 3. A strategy discussion will take place between the Head of Section and Housemaster/mistress which considers the wishes of the bullied child and will determine the course of action which may include: a. Discussion with the bully (or relevant group); b. Discreet monitoring of the bullied person or a member of staff; c. Discussion between the bully and victim that is moderated by a suitably skilled member of staff; d. Formal sanction in accordance with school policy; e. Restricted access to technology for a defined period. When bullying has occurred, a letter should be written, usually by Head of Section, to the parents of the bully which provides an overview of events and what action has been taken. It is good practice to clarify the likely disciplinary consequences of a further repeat of similar behaviour and what support is available to guide the behaviour of the perpetrator in the future. Action should be taken to ensure that the bully receives suitable guidance on how their behaviour is expected to change and what support they will be given to achieve this. The pastoral care arrangements will ensure that the wellbeing of all parties are monitored following established cases of bullying. Secondary interventions: parent visit to discuss the concerns; escalation of discussions (longer/more frequent); report card to monitor behaviour; restriction of freedom of movement to reduce likelihood of bullying behaviour; a higher level of formal sanction (detention (school/hm), exclusion (temporary or permanent)). Children s Social Care will be contacted if it is felt that a child may suffer significant harm. Records: The following records will be kept: (separately for the Senior and Prep Schools): Records will be kept in the Headmaster s pupil file (The Housemaster/ mistress is responsible for ensuring that the records are filed) For staff, records of all allegations, correspondence, evidence resulting from investigation, and any results of grievance or disciplinary procedures gained will be kept on staff files; 5
A central record is kept of all bullying allegations and incidents by the Pastoral Deputy Head as part of the House Pastoral Reports; Bullying records will be retained for a minimum period of 10 years after a pupil has left. How bullying will be monitored: Pupil questionnaires in boarding houses; Through the regular meetings of the Pastoral Deputy Head and the Heads of Section; Through the circulation and review of house pastoral reports; Staff vigilance; Annually in school council and house staff meetings chaired by the Pastoral Deputy Head. 6