Anti-Bullying Policy
This policy is reviewed annually
St. Mochta’s School prides itself in the spiritual and pastoral culture that is the ethos of our school. Each student’s welfare is at the heart of the school’s endeavours. The caring and Christian ethos of our school is promoted by all partners within the community. The aim of St. Mochta’s School is to ensure that the school maintains a positive school climate through the welcoming of difference and diversity and the promotion of inclusivity, where students, teachers, parents and ancillary staff know that they are valued within the school. The anti-bullying policy is situated within this culture and enables the spirit of this policy to be expressed in a positive and caring manner.
Definition of Bullying
Bullying is a systematic and on-going form of aggressive behaviour. This repeated aggression can be verbal, psychological or physical. Bullying behaviour is a sustained and deliberate attempt by one person or a group of people to intimidate another person. Bullying requires an imbalance of power and intent to hurt. The action is repeated over a time period and there is no justification for the action. A once off incident of fighting between two people of the same standing does not constitute bullying. 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. Incidents of this nature or any other serious misbehaviour will be dealt with through the school’s discipline policy.
Aims and Objectives
The ethos of the school encourages mutual respect, trust, care, consideration and support for others. Our goal is to create and maintain a safe and secure environment in which everyone can learn and work. The aim of this policy is to prevent and deal with any behaviour deemed as bullying. The implementation of this policy will create an ethos where bullying will not be tolerated and proper, constructive direction will be given to those who bully in order to prevent a reoccurance of the bullying behaviour. All members of the school have a responsibility to recognise bullying when it occurs and take appropriate action in accordance with this school policy.
Policy Aims
1. To create a positive school environment where management, staff pupils and parents are expected to prevent bullying behaviour. This is achieved through modelling inclusive behaviour and language.
2. To raise awareness of bullying as a form of unacceptable behaviour with school management, teachers, pupils, parents/guardians.
3. To ensure supervision and monitoring measures through which all areas of school activity are kept under observation.
4. To develop procedures for noting and reporting incidents of bullying behaviour.
5. To develop procedures for investigating and dealing with incidents of bullying behaviour.
6. To create a school ethos that encourages students to disclose incidents of bullying behaviour.
7. To work with and through the various local agencies in countering all forms of bullying and anti-social behaviour.
8. To monitor and evaluate the effectiveness of this school policy on anti-bullying behaviour.
Types of Bullying Behaviour
Harassment:
Physical Aggression
Damage to property
Name-calling
Slagging
Taunting
Verbal abuse
Offensive joke
Victimisation/Intimidation
Facial/body gestures
Exclusion
Extortion
Graffiti
Threats
Intrusion through interfering with personal belongings
An attack by rumour, gossip, innuendo or ridicule on any individual’s reputation
Cyber
Silent phone calls
Abusive phone calls
Abusive text messages
Abusive e-mail
Abusive website comments
Online polls/fake pages/camera phone abuse
Identity Based
Ethnic
Homophobic
Transphobic
Racial
Taunting
Name calling
Spreading rumours
Discrimination, prejudice, comments or insults about colour, nationality, social class, religious beliefs, ethnic background
Relational
This involves manipulating relationships as a means of bullying
Ignoring and isolation
Exclusion from a group
Spreading Rumours
Talking loudly enough so the intended victim can hear
Sexual (It is important that the age and cognitive ability of the children is taken into account when addressing these matters)
Unwelcome sexual comments or contact (Please click here for further detail)
Indications of Bullying Behaviour – Signs and Symptoms
The following signs and systems may suggest that a student is being bullied:
o Anxiety about travelling to and from school – requesting parents to drive or collect them, changing route of travel, avoiding regular times for travelling to and from the school.
o Fear of going out to the courtyard.
o Unwillingness to go to school, refusal to attend, particularly among older students.
o ‘Mitching’.
o Deterioration in educational performance, loss of concentration and loss of enthusiasm and interest in school.
o Pattern of physical illnesses (e.g. headaches, stomach aches).
o Unexplained changes either in mood or behaviour. These may be particularly noticeable before returning to school after longer school holidays.
o Visible signs of anxiety or distress – stammering, withdrawing, nightmares, crying, not eating, vomiting, bedwetting.
o Spontaneous out-of-character comments about either students or teachers.
o Becoming disruptive or aggressive.
o Possessions missing or damaged.
o Increased requests for money or stealing money to meet extortion demands.
o Unexplained bruising or cuts or damaged clothing.
o Reluctance and/or refusal to say what is troubling her.
o Becoming isolated in the class.
o Unexplained absences.
o May begin to bully other younger students.
These signs do not necessarily mean that a student is being bullied. They can also be indicative of other problems. If repeated or occurring in combination these signs do warrant investigation in order to establish whether or not bullying is the root cause.
Where does bullying take place?
Bullying can take place anywhere, however the following places have been identified as areas in need of monitoring in relation to bullying in our school.
Supervision: A whole school approach to being vigilant at all times in these areas involves all members of the school community, teaching and non-teaching staff, parents and Parents Association (extra-curricular).
The Yard or Field: The yard or Field, with hidden or obscure areas, or because of its size, may provide an environment conducive to bullying. Certain games students may play provide opportunities to single out, leave out or harass another student. The noise level masks much of what is going on. The yard or field may provide an opportunity for older students to pick on younger ones.
The Classroom: Bullying can also take place in the classroom. It can occur subtly through glances, looks and sniggers. However, it may take the overt form of physical intimidation. It may also be exacerbated if a classroom atmosphere prevails whereby pupils are allowed to make derogatory remarks about their classmates or other teachers.
The Toilets: This is another area where bullying is likely to take place. A “one at a time” rule should apply.
Sporting Activities: Playing sports can afford an opportunity to bully or be bullied. The hard tackle or dirty foul can be masking another agenda. Likewise it gives an opportunity to ignore/exclude by not passing the ball or obstructing a player. Teachers need to be sensitive when teams are being picked to ensure fairness so far as practicable.
The Corridors: It is possible to be bullied while on the corridors as classes move from one classroom to another or to areas like the PE Hall or if students are sent on a message.
School Outings: Bullying can also take place on trips outside of school, while walking or on tour buses, attending sports events, cultural trips, swimming pool.
Outside School: Factors having their origin in differences or conflicts between parties outside the school may contribute to increased incidents of bullying inside the school. Students can be bullied on their journey to and from school. They can also be bullied while waiting to be admitted to class in the mornings and having been dismissed in the evenings. The local shops, sports clubs, homes and local neighbourhood can also be scenes of bullying. The school is not in a position to investigate bullying behaviour that occurs outside of school but will try to help where possible.
Bullying of Students with Special Education Needs
St. Mochta’s School is an inclusive school. We provide a secure, accepting, safe and stimulating environment where everyone is valued.
We have students who have learning disabilities and/or communication difficulties. Everyone involved in the school is very aware that these students can be especially vulnerable to bullying and we must therefore be particularly vigilant at all times.
High academic achievers, gifted or talented students can also be affected by bullying. Staff must treat this type of bullying seriously in the same way as any other type of bullying behaviour.
Response to Bullying
School’s Response
The role of our school in response to bullying behaviour is to provide the highest standard of education in a caring, stable, secure learning environment. Bullying behaviour, by its very nature, undermines and dilutes the quality of education. It affects not only those immediately involved but also the rest of the community. Bullying behaviour thrives in an atmosphere of uncertainty and secrecy. The goal of our school is to prevent bullying behaviour from taking a foothold in our classrooms or in the yard through appropriate classroom management, collective vigilance throughout the community of the school and the teaching of educational programmes through the SPHE curriculum. All incidents of bullying behaviour will be dealt with in a fair and equitable manner.
Response of Teaching and Non-Teaching Staff
The school staff at St. Mochta’s School includes the Principal, Deputy Principal, secretary, classroom teachers, learning support teachers, resource teachers and special needs assistant. The school staff will foster an atmosphere of friendship, respect and tolerance within the community of the school. The school staff will ensure that St. Mochta’s remains a safe environment where students rights to a positive school experience are met.
All members of the school community have the right to a safe and peaceful school. Everyone has the responsibility to contribute to creating a positive and inspiring environment for learning and personal development (European Charter for Democratic Schools without violence, 2004)
Student’s self-esteem will be developed through celebrating individual differences and personal achievements. The school’s expectations of appropriate behaviour will be made explicit to students and parents. Appropriate behaviour and good manners will be modelled, acknowledged and rewarded at all times. A ‘whole school’ approach will be adopted by St. Mochta’s National School to ensure that all staff members develop a shared awareness and understanding of appropriate and inappropriate behaviour so that a consistent approach to bullying will be taken. This will include vigilant monitoring of the courtyard, the classrooms, the corridors, toilet areas, sporting activities and school outings. It is acknowledged that all members of the school community share a responsibility for preventing and combating bullying behaviour.
The teachers maintain high standards in terms of positive classroom management in the provision of the curriculum. The teachers are positive, enthusiastic and have high expectations of both learning and appropriate behaviour. They foster in all their students a sense of self-esteem and develop a relationship with pupils based on mutual respect and trust. Through the formal curriculum and informally teachers nurture a sense of empathy in the children by discussing feelings and encouraging them to understand the situation from another person’s point of view.
Everyone has a right to equal treatment and respect regardless of any personal difference. Everyone enjoys freedom of speech without risking discrimination or repression (European Charter for Democratic Schools without violence, 2004).
St. Mochta’s School emphasises and encourages good relationships through the formal curriculum which includes the teaching of SPHE and Religion. Anti-bullying will also be addressed in SPHE, Religion, Assemblies and by the Co-ordinator of Anti-bullying and outside speakers.
It is the responsibility of the teacher to ensure that the rules of the classroom (decided upon with input from the class) are enforced and that the students behave appropriately at all times within the school community. Teachers will be as vigilant as possible at all times. They will respond sensitively and caringly to students who disclose incidents of bullying behaviour. The reported incidents will be noted and dealt with promptly, and followed through irrespective of who is involved. Teachers will deal with parental concerns in a timely, respectful, sympathetic and professional manner, involving the Principal as appropriate. Teachers expect that parents will behave in a respectful manner towards them and that all issues will be dealt with in a calm and reasonable atmosphere.
Board of Management
The Board of Management is responsible for ensuring that all members of the school community are enabled to deal effectively with bullying. The Board is committed to providing time and resources for the implementation of the policy. The Board will ensure that proper supervisory and monitoring measures are in place to prevent bullying and to deal with incidents appropriately as they arise. Once every school Term the Principal will provide information of Bullying to the Board of Management as follows:
· All incidents of confirmed bullying to be reported to the principal
· The principal will decide how to proceed with allievating the issue
· The principal, if deemed necessary, will keep a written report of the incident
· Principal will be responsible for keeping and maintaining files.
· Access to the data to be restricted to the Principal and the Vice Principal
The Board of Management will undertake an annual review of the policy and it’s implementation by the school. Written notification that the review has been completed will be available on the school website.
Pupil’s Response
St. Mochta’s School provides a positive ethos where learning and personal development can take place. We expect high standards of behaviour from every member of the community
o Students are expected to show respect for themselves and for the members of the school community. They are taught to be accepting of the differences and needs of others. Students know that bullying is an unacceptable form of aggressive behaviour both inside and outside school. Like other forms of aggression, bullying unfolds in a set of social contexts: between two Students, within peer group, or in the general school environment. It is recognised that most students are bystanders of bullying situations, aware of what is going on and sometimes participating. As well as those who are bullied and those who bully, there are usually others who are witnesses. The following participant roles have been identified:
o Assistants who join in and assist the bully
o Reinforcers who do not actively attack the victim but provide an audience thus giving positive feedback to the perpetrator.
o Outsiders who do not take sides but allow the bullying to continue by their ‘silent approval’
o Defenders who comfort the victim and try to stop the bullying.
The majority of peers become Bystanders because:
o They are afraid of getting hurt themselves.
o They are afraid of becoming the new target
o They feel that by intervening they will only make the situation worse.
o They do not know what to do and do not have the knowledge or the skills to intervene effectively.
Our anti-bullying policy will seek to empower all children to
Recognise, Reject and Report any incident that disrespects another member of our community.
Parents’ Response
Parents play a vital role in supporting their son/daughter and the community of the school in countering and preventing bullying behaviour. Invariably, Parents are the first to be told about persistent bullying behaviour. The onus is on the Parent to inform the school, thus setting in motion the procedure of reporting and investigation. Prior to making a report to the school parents are best advised to take a calm problem solving approach and to gather as much information as possible.
In attempting to discourage bullying behaviour parents should:
o Support the school in its efforts to prevent and treat bullying.
o Encourage positive behaviour and discourage negative behaviour both at home and at school.
o Encourage and demonstrate to your son/daughter how to be assertive in order to solve difficulties without resorting to aggression or hurtful comments. Advise your son/daughter not to fight back – It can make matters worse. Strongly encourage the child to report bullying to a member of staff as soon as possible.
o Encourage your son/daughter to share, to be kind, to be caring, and to be understanding towards others.
o Take your son/daughter’s concerns seriously. Listen for signs that your son/daughter may be the target or perpetrator of bullying behaviour.
o Always take an active role in your son/daughter’s education. Enquire how their day has gone, whom they have spent time with, etc.
o Do not dismiss your instincts as being wrong.
o Discuss the school’s anti-bullying policy with your son/daughter.
Parents should advise their son/daughter to:
Walk away or run away from unsafe situations, try and be assertive and seek immediate help from a responsible adult and report bullying to school personnel.
Try to ignore the bully; attention is what bullies are seeking
Parents should approach the Principal or any member of staff to report incidents of this nature. Ideally, inappropriate behaviour should be dealt with sooner rather than later. A parent’s concern will be taken seriously and prompt action will be taken. It is important for parents to understand that teachers may be unaware of bullying behaviour in the classroom or on the corridors because this type of behaviour is generally covert in nature and concealed from adults. Teachers need the support of parents and students to bring all bullying behaviour to their attention so that this behaviour can be altered and classrooms maintain a high standard of appropriate behaviour.
Parents should keep a record of repeated incidents so as to assess the seriousness of the situation. Many students overcome the problem with the proper help and support. However, this policy recognises that many incidents are not resolved immediately and cases can be very difficult to establish. Moreover, it is important that all parties recognise that, once the investigative process is initiated, it will take time to fully review and resolve an alleged incident of bullying behaviour.
Parents should click on this link for further advice on dealing with bullying
Procedures for Reporting and Investigating Bullying Incidents
General Guidelines
o All students are encouraged to report all bullying incidents to a member of staff.
o All reported incidents will be investigated promptly and treated fairly and equitably, giving due regard to individual circumstances.
o Serious cases of bullying will be referred onto the Principal.
o All involved are best advised to take a calm unemotional, problem-solving approach when dealing with incidents of bullying behaviour reported by staff, students or parents/guardians.
The core aim of all bullying incidents is to stop the behaviour and reinforce positive and constructive strategies for conflict resolution moving forward.
Process
Incidents of bullying behaviour, no matter how trivial, which are drawn to the attention of a member of staff will be conducted in the following manner:
o Appropriate personnel ( the Deputy Principal, the Care Team, the Principal) will interview all of the students involved (either separately or together as deemed appropriate) in a bullying incident outside the classroom situation.
o When analysing incidents information will be probed using the following questions:
Who?, What?, When?, Where?, Why?, and How?
o The alleged victim and alleged perpetrators of the incident will be spoken to and encouraged to solve the problem:
o Separately
o Together (reinforcement of positive behaviours, rules for treating people)
o Bullying by more than one person. If a gang is involved in the incidents each member should be interviewed individually and then as a group.
o The alleged victim and perpetrators may be invited to write down any relevant details and complete a “Bullying Report Form” (see Appendix 1)
o All interviews will be conducted with sensitivity and with due regard to the rights of all pupils involved. Particular recognition will be adopted in relation to the age of the children involved. The principal must attempt to ascertain as much clear evidence as possible on the nature of the incident(s) in order to be equitable to all parties.
o It should be made clear to all pupils that when they report incidents of bullying they are not telling tales, but behaving responsibly.
o Records will be kept of all incidents and of the procedures that were followed.
o Parents are informed if deemed appropriate.
o The class teacher will monitor progress of the students involved in a bullying incident by liaising with parents and students involved (separately) at follow-up meetings.
Response to Bullying Behaviour
o Where the incident is deemed to be minor, a verbal warning will be given to the bully to stop the inappropriate behaviour, pointing out how he/she is in breach of the Code of Behaviour and trying to get her to see the situation from the victim’s point of view. The incident will no longer be considered if there is no recurrence within that academic term. St. Mochta’s will encourage and support both parties to settle the issue without the principal directly informing the parents where possible. The principal/vice principal/class teacher will conduct regular meetings with the peer group involved to reinforce positive behaviours and encourage co-operative tasks to be completed together.
o If the behaviour persists, the Principal will that parents/guardians of the victims will be informed and parents/guardians of the bully will be informed if required/desired by the victim’s parents. Thus, they will be given the opportunity to discuss the matter and are in a position to help and support their child. Appropriate sanctions will be imposed. The incident will no longer be considered if there is no recurrence in that academic year.
o If there are repeated incidents, perhaps repeated verbal assault or coercion, the matter should be reported to the Deputy Principal or Principal. In some cases (eg sustained bullying without satisfactory resolution) both sets of parents may be asked to meet in the school to resolve the issue and to monitor the situation. It is of the utmost importance that all parties conduct themselves in a calm and reasonable manner during these meetings and express all their concerns to date at the meeting. The meeting will be chaired by the principal and a record with will kept by the vice principal. After the meeting it will be agreed that time will be required to observe the outcomes of agreed strategies and intervention.
If parents are still unhappy with the situation after a period of time they may be advised to write to the chairperson of the BOM outlining their continued grievance.
o Where the incident is deemed to be more serious (e.g. gross misbehaviour or physical assault), the Principal should be informed immediately and he/she will inform the Board of Management.
o Offenders and victims of bullying may be referred to counselling.
o Sanctions may include:
· A contract of good behaviour.
· Withdrawal of privileges.
· Exclusion from the breaks in the appropriate break area.
· Removal to another class for a stated time period
· Suspension
· Expulsion
The principal may recommend parents whose child appears to be experiencing emotional problems to seek advice from their GP. The school will comply with any instructions or directions which come from this source.
Complaint against a Staff Member/Teacher/Deputy Principal
In the case of a complaint regarding a staff member or a teacher this should be referred immediately to the Principal and Chairperson of the Board of Management.
Complaint against the Principal
In the case of a complaint regarding the Principal, this should be referred to the Chairperson of the Board of Management.
Complaint by a Teacher against a Student
In the case of a complaint by a Teacher against a student, the teacher talks to the student, the teacher refers the matter to the Principal.
Cyber Bullying
While we must provide the highest protection possible for students using new technologies, families must also foster a balance between protecting children and teaching them to be aware of potential dangers and assessing threats for themselves. Encouraging students to talk about issues they come across online is a step towards building trust in young people’s ability to use the internet and mobile phones responsibly and to safeguard themselves and their peers against those who use the internet to threaten their welfare. (Barnados, 2009)
Cyber bullying involves using the Internet or mobile phones to send hurtful messages or posting information to damage people’s reputation and friendships. Cyber bullying is similar to other types of bullying, except that it takes place online and through text messages sent to mobile phones. Cyber bullies can be classmates, online acquaintances, and even anonymous users, but most often they do know their victims.
Preventing cyber bullying in our school (Please refer to the policy on internet usage and mobiles phones in the school policy section of the website)
SECTION 2
Complaints Procedure Policy Relating to Teacher/Student Bullying
Teachers have a duty to care for students in the school. This is the expectation at St. Mochta’s National School. If your son/daughter complains that a teacher is bullying them it is important that you listen to them. In many cases, the conflict with the teacher may be related to the normal challenges of teaching. Possible reasons for conflict might be; misbehaviour in class; misinterpretation of the teacher’s actions; is the teacher trying to challenge the child to work harder; is this the only teacher your child complains of? Discuss these possibilities with your son/daughter.
If you believe your son/daughter is being bullied, you should make an appointment to see the class teacher and make them aware of your concerns. It may be productive, too, to meet the teacher on a regular basis after this initial meeting until the situation is resolved.
If there is no resolution to the problem, parents should approach the school principal who will attempt to resolve the difficulty. If this fails, parents should make a formal complaint to the school Board of Management (using the mechanism described below).
Only those complaints about teachers which are written and signed by parents/guardians of pupils may be investigated formally by the Board of Management, except where those complaints are deemed by the Board to be:
(i) On matters of professional competence and which are to be referred to the Department of Education;
(ii) Frivolous or vexatious complaints and complaints which do not relate to the work of a teacher in a school;
(iii) Complaints in which either party has recourse to law or to another existing procedure.
Unwritten complaints, not in the above categories, may be processed informally as set out in Stage 1 of this procedure.
Stage 1
1.1 A parent/guardian who wishes to make a complaint should approach the class teacher with a view to resolving the complaint.
1.2 Where the parent/guardian is unable to resolve the complaint with the class teacher she/he should approach, the Principal Teacher, without any third party involvement, with a view to resolving it.
1.3 If the complaint is still unresolved the parent/guardian should raise the matter with the Chairperson of the Board of Management with a view to resolving it.
Stage 2
2.1 If the complaint is still unresolved and the parent/guardian wishes to pursue the matter further she/he should lodge the complaint in writing with the Chairperson of the Board of Management.
2.2 The Chairperson should bring the precise nature of the written complaint to the notice of the teacher and seek to resolve the matter between the parties within 5 days of receipt of the written complaint.
Stage 3
3.1 If the complaint is not resolved informally, the Chairperson should, subject to the general authorisation of the Board and except in those cases where the chairperson deems the particular authorisation of the Board to be required:
(a) Supply the teacher with. a copy of the written complaint; and
(b) arrange a meeting with the teacher and, where applicable, the Principal Teacher with a view to resolving the complaint. Such a meeting should take place within 10 days of receipt of the written complaint.
Stage 4
4.1 If the complaint is still not resolved the Chairperson should make a formal report to the Board within 10 days of the meeting referred to in 3.1 (b).
4.2 If the Board considers that the complaint is not substantiated the teacher and the complainant should he so informed within 3 days of the Board meeting.
4.3 If the Board considers that the complaint is substantiated or that it warrants further investigation it proceeds as follows:
(a) The teacher should be informed that the investigation is preceding to the next stage;
(b) The teacher should be supplied with a copy of any written evidence in support of the complaint;
(c) The teacher should be requested to supply a written statement to the Board in response to the complaint;
(d) The teacher should he afforded an opportunity to make a presentation of case to the Board. The teacher would be entitled to be accompanied and assisted by a third party at any such meeting;
(e) The Board may arrange a meeting with the complainant if it considers such to be required. The complainant would be entitled to be accompanied and assisted by a third party at any such meeting;
(f) The meeting of the Board of Management referred to in (d) and (e) will take place within 10 days of the meeting referred to in 3.1 (b).
Stage 5
5.1 When the Board has completed its investigation, the Chairperson should convey the decision of the Board in writing to the teacher and the complainant within 5 days of the meeting of the Board.
5.2 The decision of the Board shall be final.
In this policy ‘days’ means school days.
Important note: Revised procedures for processing complaints by Parents will be prescribed for all schools under Section 28 of the Education Act 1998. At present these have not been prescribed and therefore these procedures are the only agreed procedures. Nothing in the formal or informal procedure can override an employee’s statutory rights.
St Mochta’s Louth National School
Core Values:
Community, Partnership, Respect, Kindness, Empathy.
Our Promise: to foster mutual respect and trust so that all students and staff are enabled to learn and work in a safe and secure environment in which bullying will not be tolerated.
Appendix 1 Practical tips for building a positive school culture and climate
The following are some practical tips for immediate actions that can be taken to help build a positive school culture and climate and to help prevent and tackle bullying behaviour.
Model respectful behaviour to all members of the school community at all times.
Explicitly teach pupils what respectful language and respectful behaviour looks like, acts like, sounds like and feels like in class and around the school.
Display key respect messages in classrooms, in assembly areas and around the school. Involve pupils in the development of these messages.
Catch them being good – notice and acknowledge desired respectful behaviour by providing positive attention.
Consistently tackle the use of discriminatory and derogatory language in the school – this includes homophobic and racist language and language that is belittling of pupils with a disability or SEN.
Give constructive feedback to pupils when respectful behaviour and respectful language are absent.
Have a system of encouragement and rewards to promote desired behaviour and compliance with the school rules and routines.
Explicitly teach pupils about the appropriate use of social media.
Positively encourage pupils to comply with the school rules on mobile phone and internet use.
Follow up and follow through with pupils who ignore the rules.
Actively involve parents and/or the Parents’ Association in awareness raising campaigns around social media.
Actively promote the right of every member of the school community to be safe and secure in school.
Highlight and explicitly teach school rules in pupil friendly language in the classroom and in common areas.
All staff can actively watch out for signs of bullying behaviour.
Ensure there is adequate playground/school yard/outdoor supervision.
School staff can get pupils to help them to identify bullying “hot spots” and “hot times” for bullying in the school.
Hot spots tend to be in the playground/school yard/outdoor areas, changing rooms, corridors and other areas of unstructured supervision.
Hot times again tend to be times where there is less structured supervision such as when pupils are in the playground/school yard or moving classrooms.
Support the establishment and work of student councils.
Appendix 2 Template for recording bullying behaviour in the case of an official complaint
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
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 actions taken
Signed _________________________
Date ___________________________
Appendix 3 Checklist for annual review of the anti-bullying policy and its implementation
The Board of Management (the Board) must undertake an annual review of the school’s anti-bullying policy and its implementation. The following checklist must be used for this purpose. The checklist is an aid to conducting this review and is not intended as an exhaustive list. In order to complete the checklist, an examination and review involving both quantitative and qualitative analysis, as appropriate across the various elements of the implementation of the school’s anti-bullying policy will be required.
Yes /No
Yes to all
Has the Board formally adopted an anti-bullying policy that fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools?
Has the Board published the policy on the school website and provided a copy to the parents’ association?
Has the Board ensured that the policy has been made available to school staff (including new staff)?
Is the Board satisfied that school staff are sufficiently familiar with the policy and procedures to enable them to effectively and consistently apply the policy and procedures in their day to day work?
Has the Board ensured that the policy has been adequately communicated to all pupils?
Has the policy documented the prevention and education strategies that the school applies?
Have all of the prevention and education strategies been implemented?
Has the effectiveness of the prevention and education strategies that have been implemented been examined?
Is the Board satisfied that all teachers are recording and dealing with incidents in accordance with the policy?
Has the Board received and minuted the periodic summary reports of the Principal?
Has the Board discussed how well the school is handling all reports of bullying including those addressed at an early stage and not therefore included in the Principal’s periodic report to the Board?
Has the Board received any complaints from parents regarding the school’s handling of bullying incidents?
Have any parents withdrawn their child from the school citing dissatisfaction with the school’s handling of a bullying situation?
Have any Ombudsman for Children investigations into the school’s handling of a bullying case been initiated or completed?
Has the data available from cases reported to the Principal (by the bullying recording template) been analysed to identify any issues, trends or patterns in bullying behaviour?
Has the Board identified any aspects of the school’s policy and/or its implementation that require further improvement?
Has the Board put in place an action plan to address any areas for improvement?
Signed _____________________________________ Date ________________
Chairperson, Board of Management
Signed _____________________________________ Date ________________
Principal
REFERENCE SECTION
o Department of Education and Skills Guidelines on Countering Bullying Behaviour in Primary
And Post Primary Schools (1993) available on DES website
o Responding to Bullying. First Steps for Teachers. The Cool School Programme. NE Health Board
o Investigating and Resolving Bullying in Schools. The Cool School Programme. NE Health Board
o Stay Safe and Walk Tall Programmes
o School’s own SPHE Plan
o Anti Bullying Unit. Trinity College. Dr. Mona O Moore.
o Achieving Positive Behaviour. A Practical Guide. Patricia Dwyer. Marino
o Working Together. Procedures and Policies for Positive Staff Relations. INTO 2000
o Code of Practice on the Prevention of Workplace Bullying. HSA 2002
o Enhancing Self Esteem INTO 1995
o Quality Circle Time in the primary school. Jenny Mosley. LDA 2000
o Working towards a Whole School Policy on Self-Esteem and Positive Behaviour. Jenny Mosley.
Positive Press 2001
o Article in Solas (March 2001)
o Articles in Intouch
o InTouch (April 2002) pg. 26 Discipline For Learning
o InTouch (March 2002) pg. 22 Circle Time
o InTouch (April 2000) pg. 33 Circle Time
o InTouch (May 2001) pg. 31 Calm classrooms using Montessori methods
o Circular 20/90 on Discipline (DES website www.irlgov.ie/educ ). Also as Appendix 54 CPSMA
Handbook
o Circular 22/02 Appeals Procedures under Section 29 of the Education Act, 1998.
St. Mochta's National School, Louth Village. 