Anti-Bullying Policy St James’s Primary
1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of St James’s Primary School has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-PrimarySchools which were published in September 2013.
2. The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:
(a) A positive school culture and climate which
- is welcoming of difference and diversity and is based on inclusivity
- encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment
- promotes respectful relationships across the school community
(b) Effective leadership: The Principal and/or the Deputy Principal and Behaviour Post Holder
will be available to support class teachers
(c) A school-wide approach: Lessons are addressed in each class and incidental circle time done on issues. School displays and posters are used
(d) A shared understanding of what bullying is and its impact
(e) Implementation of education and prevention strategies (including awareness raising measures) that:
- build empathy, respect and resilience in pupils
- explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying
- effective supervision and monitoring of pupils
(f) Effective supervision and monitoring of pupils: Supervision rotas are drawn up for morning and break time supervision
(g) Supports for staff: School policies, CPD from SESS,PDST and other relevant sources including colleagues
(h) Consistent recording, investigation and follow up of bullying behaviour, including use of established intervention strategies
(i) On-going evaluation of the effectiveness of the anti-bullying policy.
3. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:
Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time.
The following types of bullying behaviour are included in the definition of bullying:
- deliberate exclusion, malicious gossip and other forms of relational bullying
- cyber-bullying and
- identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller Community and bullying of those with disabilities or special educational needs
Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
Examples of bullying behaviours
| General behaviours which apply to all types of bullying
|Identity Based BehavioursIncluding any of the nine discriminatory grounds mentioned in Equality Legislation (gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller Community).|
| Homophobic and Transgender
|Race, nationality, ethnic background and membership of the Traveller community||
|This involves manipulating relationships as a means of bullying. Behaviours include:
|Special Educational Needs,Disability||
4. The relevant teacher(s) for investigating and dealing with bullying are
All class teachers
Any teacher may act as a relevant teacher if circumstances warrant it.
Education and Prevention Strategies
Creation of a culture of “telling”.
Raising the awareness of bullying as a form of unacceptable behaviour by:
Procedures for Investigating and Dealing with Bullying
The primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame)
Reporting bullying behaviour
Investigating and dealing with incidents: Style of approach
Those involved may, if appropriate, be asked to write down their account of the incident(s)
Follow up and recording
– Whether the bullying behaviour has ceased
– Whether any issues between the parties have been resolved as far as is practicable
-Whether the relationships between the parties have been restored as far as is practicable
-Any feedback received from the parties involved, their parent(s)/guardian(s)s or the school Principal or Deputy Principal
Recording of bullying behaviour
The recording of bullying incidents will be done in an objective and factual manner.
The school’s procedures for noting and reporting bullying behaviour are as follows:
Informal- pre-determination that bullying has occurred
Formal Stage 1-determination that bullying has occurred
Formal Stage 2-Appendix 1
The relevant teacher must use the recording template at Appendix 1 to record the bullying behaviour in the following circumstances:
in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred
When the recording template is used, it must be retained by the relevant teacher in question and a copy retained by the Principal.
Records will be retained by the Principal at the end of the year and stored until the pupil is leaving the school.
Established intervention strategies
The school’s programme of support for working with pupils affected by bullying is as follows:
- All in-school supports and opportunities will be provided for the pupils affected by bullying to participate in activities designed to raise their self-esteem, to develop friendships and social skills and build resilience e.g. school based activities as part of the SPHE programme to build self esteem and to develop coping strategies for those affected by bullying behaviour.
Support through Early Focus
Help from outside agencies, may be needed – some children/adult may require professional counselling
Supervision and Monitoring of Pupils
The Board of Management confirms that appropriate Supervision and Monitoring Policies and
Practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.
Prevention of Harassment
The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller Community.
10. This policy was adopted by the Board of Management on 14th May 2014.
11. This policy has been made available to school personnel and published on the school website. A copy of this policy will be made available to the Department and the patron if requested.
12. This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel. A record of the review and its outcome will be made available, if requested, to the patron and the Department.
Signed: ____________________________________ Signed: ___________________________
(Chairperson of Board of Management) (Principal)
Date: ______________ Date: __________________
Date of next review: _______________
Appendix 1 Template for recording bullying behaviour
1. Name of pupil being bullied and class group
2. Name(s) and class(es) of pupil(s) engaged in bullying behaviour
|3. Source of bullying concern/report (tick relevant box(es))*||4. Location of incidents (tick relevant box(es))*|
5. Name of person(s) who reported the bullying concern
6. Type of Bullying Behaviour (tick relevant box(es)) *
|Damage to Property||Intimidation|
|Name Calling||Other (specify)|
7. Where behaviour is regarded as identity-based bullying, indicate the relevant category:
|Homophobic||Disability/SEN related||Racist||Membership of Traveller Community||Other (specify)|
8. Brief Description of bullying behaviour and its impact
- Details of actions taken
Signed ______________________________ (Relevant Teacher) Date ___________________________
Date submitted to Principal ___________________