ANTI-BULLYING POLICY
DIVINE MERCY JNS
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 Divine Mercy JNS 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-Primary Schools 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 positive school culture and climate which
A school-wide approach
A shared understanding of what bullying is and its impact
Implementation of education and prevention strategies (including awareness raising measures) that
* build empathy, respect and resilience in pupils and
* explicitly address the issues of cyber-bullying and identity-based bullying
Including in particular homophobic and transphobic bullying
* effective supervision and monitoring of pupils
Effective supervision and monitoring of pupils
Supports for staff
Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
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:
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.
4. The relevant teachers for investigating and dealing with bullying are:
The Class teacher/Resource teacher/Learning Support teacher
The Principal/Deputy Principal
Any teacher may act as a relevant teacher if circumstances warrant it.
5. The education and prevention strategies (including strategies specifically aimed at cyber- bullying, homophobic and transphobic bullying) that will be used by the school are as follows:
School-wide approach
Code of Behaviour, Child Protection Policy, Supervision of Pupils, Acceptable Use Policy, Attendance.
6. The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows:
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.
The school’s procedures must be consistent with the following approach.
Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand the following approach from the outset.
Reporting bullying behaviour
Follow up and recording
Recording of bullying behaviour
It is imperative that all recording of bullying incidents must 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
The relevant teacher must use the official recording template to record the bullying behaviour in the following circumstances:
a) 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. It must be recorded by the relevant teacher using the recording template in Appendix 3 of the DES Anti-Bullying Procedures.
b) Serious cases of bullying behaviour, where there is an immediate threat to the health and welfare of others, must be recorded and reported immediately to the Principal or Deputy Principal, in line with the school’s Code of Behaviour.
When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the Principal. These records will be retained by the Principal until the children concerned reach the age of twenty-one. Teacher’s records must be destroyed when the children leave the school.
Established intervention strategies
- HSE
- Relevant outside agencies
- Group work such as Circle Time
APPENDIX 1
Examples of bullying behaviours
General behaviours which apply to all types of bullying
This involves manipulating relationships as a means of bullying. Behaviours include:
Special Educational Needs
Disability
Appendix 2 Template for recording bullying behaviour
1. Name of pupil being bullied and class group
Name __________________________________ Class ____________________
2. Name(s) and class(es) of pupil(s) engaged in bullying behaviour
3. Source of bullying concern/report 4. Location of incidents
(tick relevant box(es)* (tick relevant box(es)
Playground
Classroom
Corridor
Toilets
School Bus
Other
Pupil concerned
Other Pupil
Parent
Teacher
Other
5. Name of person(s) who reported the bullying concern
6. Type of Bullying Behaviour (tick relevant box(es) *
Physical Aggression
Cyber-bullying
Damage to Property
Intimidation
Isolation/Exclusion
Malicious Gossip
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
9. Details of action taken
Signed _______________________________ (Relevant Teacher ) Date _______________
*Note: The categories listed in the tables 3,4 & 6 are suggested and schools may add to or amend these to suit their own circumstances.
DIVINE MERCY JNS
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 Divine Mercy JNS 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-Primary Schools 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 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 and
- Promotes respectful relationships across the school community
A school-wide approach
A shared understanding of what bullying is and its impact
Implementation of education and prevention strategies (including awareness raising measures) that
* build empathy, respect and resilience in pupils and
* explicitly address the issues of cyber-bullying and identity-based bullying
Including in particular homophobic and transphobic bullying
* effective supervision and monitoring of pupils
Effective supervision and monitoring of pupils
Supports for staff
Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
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.
4. The relevant teachers for investigating and dealing with bullying are:
The Class teacher/Resource teacher/Learning Support teacher
The Principal/Deputy Principal
Any teacher may act as a relevant teacher if circumstances warrant it.
5. The education and prevention strategies (including strategies specifically aimed at cyber- bullying, homophobic and transphobic bullying) that will be used by the school are as follows:
School-wide approach
- A school-wide approach to the fostering of respect for all members of the school community.
- Code of Behaviour (DFL) based on clear positive rules with agreed rewards and sanctions that is consistently implemented throughout the school.
- The promotion of the value of diversity to address issues of prejudice and stereotyping, and highlight the unacceptability of bullying behaviour.
- The opportunity to celebrate our multicultural school community during our Annual Culture Week.
- The fostering and enhancing of the self-esteem of all our pupils through both curricular and extracurricular activities. Pupils will be provided with opportunities to develop a positive sense of self-worth through formal and informal interactions.
- Whole staff professional development on bullying to ensure that all staff develops an awareness of what bullying is, how it impacts on pupils’ lives and the need to respond to it-prevention and intervention.
- Regular and frequent discussions between teacher and pupils reinforcing the message that it is important to ‘tell’ an adult if you feel that you are being bullied.
- Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra- curricular activities. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers.
- Promotion of the development of positive relationships through play.
- The school’s anti-bullying policy is discussed with pupils on a regular basis and all parent(s)/guardian(s) s are given a copy as part of the Code of Behaviour of the school on enrolment.
- Encourage a culture of telling, with particular emphasis on the importance of bystanders. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.
- Ensuring that pupils know who to tell and how to tell e.g.
- Direct approach to teacher at an appropriate time
- Hand up a note with homework
- Get a parent/guardian or friend to tell on your behalf
- Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place
- Parent(s)/guardian(s) are encouraged to approach the school if they suspect that their child is being bullied.
- Our Acceptable Use Policy includes the necessary steps to ensure that the access to technology within the school is strictly monitored.
- Pupils are not allowed to use mobile phones in school.
- All teachers discuss and highlight our Anti-bullying policy with the children throughout the year specifically at the beginning of each term in conjunction with the revision of our Code of Behaviour (DFL) placing particular emphasis on promoting positive relationships.
- The full implementation of the SPHE and curriculum and the RSE and Stay Safe Programmes.
- Continuous Professional Development for staff in delivering these programmes e.g. PDST Anti-bullying Seminars.
- School wide delivery of lessons on bullying from evidence based programmes, e.g. Stay Safe Programme, The Walk Tall Programme.
- The school differentiates for the needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.
Code of Behaviour, Child Protection Policy, Supervision of Pupils, Acceptable Use Policy, Attendance.
6. The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows:
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.
The school’s procedures must be consistent with the following approach.
Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand the following approach from the outset.
Reporting bullying behaviour
- Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school.
- All reports, including anonymous reports of bullying, will be investigated and dealt with by the relevant teacher.
- Teaching and non-teaching staff such as secretary, special needs assistants (SNAs), caretaker and cleaners must report any incidents of bullying behaviour witnessed by them or mentioned to them, to the relevant teacher.
- In investigating and dealing with bullying, the relevant teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved.
- Parent(s)/guardian(s) and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible. Parents/Guardians are advised not to approach other children as this is inappropriate.
- Teachers should take a calm, unemotional problem-solving approach.
- Where possible incidents should be investigated outside the classroom situation to ensure the privacy of all involved.
- All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way.
- When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner.
- If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements.
- Each member of a group should be supported through the possible pressures that may face them from the other members of the group after the interview by the teacher; It may also be appropriate or helpful to ask those involved to write down their account of the incident(s)
- In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parent(s)/guardian(s) of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parent(s)/guardian(s) an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports provided to the pupils.
- Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied;
- It must also be made clear to all involved (each set of pupils and parent(s)/guardian(s)) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parent(s)/guardian(s) and the school.
- in cases where the relevant teacher 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 it must be recorded by the relevant teacher using the recording template in appendix 3 of the DES Anti-bullying Procedures.
Follow up and recording
- In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account.
- 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) or the school Principal or Deputy Principal.
- Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable.
- Where a parent(s)/guardian(s) is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent(s)/guardian(s) must be referred, as appropriate, to the school’s complaints procedures.
- In the event that a parent(s)/guardian(s) has exhausted the school's complaints procedures and is still not satisfied, the school must advise the parent(s)/guardian(s) of their right to make a complaint to the Ombudsman for Children.
Recording of bullying behaviour
It is imperative that all recording of bullying incidents must 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
- All staff must keep a written record of any incidents witnessed by them or notified to them. These records must be kept securely in the children’s files. All incidents must be reported to the relevant teacher.
- While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher must keep a written record of the reports, the actions taken and any discussions with those involved regarding same
- The relevant teacher must inform the principal of all incidents being investigated.
Formal Stage 1-determination that bullying has occurred
- If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.
- These records must be retained securely in the children’s files by the relevant teacher.
The relevant teacher must use the official recording template to record the bullying behaviour in the following circumstances:
a) 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. It must be recorded by the relevant teacher using the recording template in Appendix 3 of the DES Anti-Bullying Procedures.
b) Serious cases of bullying behaviour, where there is an immediate threat to the health and welfare of others, must be recorded and reported immediately to the Principal or Deputy Principal, in line with the school’s Code of Behaviour.
When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the Principal. These records will be retained by the Principal until the children concerned reach the age of twenty-one. Teacher’s records must be destroyed when the children leave the school.
Established intervention strategies
- Teacher interviews with all pupils
- Negotiating agreements between pupils and following these up by monitoring progress. This can be on an informal basis or implemented through a more structured mediation process
- Working with parent(s)/guardian(s)s to support school interventions
- No Blame Approach
- Circle Time
- Restorative interviews
- Restorative conferencing
- 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.
- HSE
- Relevant outside agencies
- Group work such as Circle Time
- If pupils require counselling or further supports the school will endeavour to liaise with the appropriate agencies to organise same. This may be for the pupil affected by bullying or involved in the bullying behaviour.
- Pupils should understand that there are no innocent bystanders and that all incidents of bullying behaviour must be reported to a teacher.
8. 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.
9. 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 _____________
11.This policy has been made available to school personnel and has been 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, published on the school website and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.
APPENDIX 1
Examples of bullying behaviours
General behaviours which apply to all types of bullying
- Harassment based on any of the nine grounds in the equality legislation e.g. sexual harassment, homophobic bullying, racist bullying etc.
- Physical aggression
- Damage to property
- Name calling
- Slagging
- The production, display or circulation of written words, pictures or other materials aimed at intimidating another person
- Offensive graffiti
- Extortion
- Intimidation
- Insulting or offensive gestures
- Invasion of personal space
- A combination of any of the types listed.
- Denigration: Spreading rumours, lies or gossip to hurt a person’s reputation
- Harassment: Continually sending vicious, mean or disturbing messages to an individual
- Impersonation: Posting offensive or aggressive messages under another person’s name
- Flaming: Using inflammatory or vulgar words to provoke an online fight
- Trickery: Fooling someone into sharing personal information which you then post online
- Outing: Posting or sharing confidential or compromising information or images
- Exclusion: Purposefully excluding someone from an online group
- Cyber stalking: Ongoing harassment and denigration that causes a person considerable fear for his/her safety
- Silent telephone/mobile phone call
- Abusive telephone/mobile phone calls
- Abusive text messages
- Abusive email
- Abusive communication on social networks e.g. Facebook/Twitter/You Tube or on games consoles
- Abusive website comments/Blogs/Pictures
- Abusive posts on any form of communication technology
- Including 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).
- Spreading rumours about a person’s sexual orientation
- Taunting a person of a different sexual orientation
- Name calling e.g. Gay, queer, lesbian...used in a derogatory manner
- Physical intimidation or attacks
- Threats
- Discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious beliefs, ethnic or traveller background
- Exclusion on the basis of any of the above
This involves manipulating relationships as a means of bullying. Behaviours include:
- Malicious gossip
- Isolation & exclusion
- Ignoring
- Excluding from the group
- Taking someone’s friends away
- “Bitching”
- Spreading rumours
- Breaking confidence
- Talking loud enough so that the victim can hear
- Use or terminology such as ‘nerd’ in a derogatory way
- Unwelcome or inappropriate sexual comments or touching
- Harassment
Special Educational Needs
Disability
- Name calling
- Taunting others because of their disability or learning needs
- Taking advantage of some pupils’ vulnerabilities and limited capacity to recognise and defend themselves against bullying
- Taking advantage of some pupils’ vulnerabilities and limited capacity to understand social situations and social cues.
- Mimicking a person’s disability
- Setting others up for ridicule
Appendix 2 Template for recording bullying behaviour
1. Name of pupil being bullied and class group
Name __________________________________ Class ____________________
2. Name(s) and class(es) of pupil(s) engaged in bullying behaviour
3. Source of bullying concern/report 4. Location of incidents
(tick relevant box(es)* (tick relevant box(es)
Playground
Classroom
Corridor
Toilets
School Bus
Other
Pupil concerned
Other Pupil
Parent
Teacher
Other
5. Name of person(s) who reported the bullying concern
6. Type of Bullying Behaviour (tick relevant box(es) *
Physical Aggression
Cyber-bullying
Damage to Property
Intimidation
Isolation/Exclusion
Malicious Gossip
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
9. Details of action taken
Signed _______________________________ (Relevant Teacher ) Date _______________
*Note: The categories listed in the tables 3,4 & 6 are suggested and schools may add to or amend these to suit their own circumstances.