Anti Bullying Policy

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 Scoil Bhríde, Paulstown 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;

·        Effective leadership

·        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;

·        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

·         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 and appears as Appendix 1 of  this document.

4. The relevant teacher(s) for investigating and dealing with bullying is the class teacher, all other teachers & the Principal.

5. The education and prevention strategies, at the appropriate and relevant level for each class will be used by the school are as follows:

·        A school-wide approach to the fostering of respect for all members of the school community.

·        Prevention and awareness raising measures across all aspects of bullying and involves strategies to engage pupils in addressing problems when they arise. In particular, such strategies need to build empathy, respect and resilience in pupils

·        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.

·        School wide awareness raising and training on all aspects of bullying, to include pupils, parents/guardians and the wider school community.

·        The holding of “Friendship Week” early in each school in conjunction with the SPHE programme.

·        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.

·        Involvement of the students in contributing to a safe school environment that can help to support pupils and encourage a culture of peer respect and support.

·        Development and promotion of an Anti-Bullying code for the school – “Kind hands, Kind feet”…. “Respect for self, respect for others, respect for own property & that of others” displayed publicly in classrooms and in common areas of the school

·        The school’s anti-bullying policy is discussed with pupils and all parents/guardians are given a copy as part of the Code of Behaviour of the school on enrolment of their child. This may be by direction to the policy on the school website.

·        A culture of telling is encouraged. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It is 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, for example after class.

·        Get a parent(s)/guardian(s) or friend to tell on your behalf.

·        Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.

·        Clear protocols are in place which encourages parents/guardians to approach the school if they suspect that their child is being bullied.

·        An Acceptable Use Policy has been developed in the school which includes the necessary steps to ensure that the access to & use of technology within the school is strictly monitored. Every second year a specific workshop is given to 5th & 6th Class pupils to increase awareness around appropriate online behaviour. A follow up workshop is offered to the whole parent body.

·        The school specifically considers the additional needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.

 

 

Links to other policies

Our school plan is a holistic plan aimed at providing a positive teaching and learning environment for staff and pupils. Therefore many elements of various curriculum and organisational policies overlap and complement one another. Those that link directly to this Anti Bullying policy are:


Code of Behaviour

Child Protection

Supervision of pupils

Acceptable use policy

Attendance

SPHE Programme


 

 6. 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);  It is very important that all involved, parents & pupils, understand this approach from the outset.

 

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:

 

 Reporting bullying behaviour

 

·        Any pupil or parent(s)/guardian(s) may bring bullying behaviour to the attention of any teacher in the school.

·        All reports, including anonymous reports of alleged bullying, will be investigated and dealt with by the relevant teacher.

·        Teaching and non-teaching staff such as secretaries, special needs assistants (SNAs), bus escorts, caretakers, cleaners must report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher or Principal.

 

 

Investigating and dealing with incidents:

·        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;

·         Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by staff, pupils or parents.

·        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;

 

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)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

·       While all reports, including anonymous reports of alleged bullying must be investigated and dealt with by the relevant teacher, the relevant teacher will use his/her professional judgement in relation to the records to be kept of these 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, with reference to the Principal,  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.

 

         Formal Stage 2-Appendix 3 (From DES Procedures)

The relevant teacher must use the recording template at Appendix 3 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; and

b) Where the school has decided as part of its anti-bullying policy that in certain circumstances bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal as applicable.

 

When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the principal. This record is kept on file in the Principal’s office.

 

The timeline for recording bullying behaviour in the recording template does not in any way preclude the relevant teacher from consulting the Principal at an earlier stage in relation to the case.

 

7. School’s Programme of support

The school’s programme of support for working with pupils affected by bullying involves a whole school approach. Given the complexity of bullying behaviour, no one intervention/support programme works in all situations. Therefore various approaches and intervention strategies may be used including suggesting that parents seek referrals so that appropriate outside agencies in order to receive further support for the pupils and their families if needed. 

 

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.

 

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 is reviewed annually.

 

      11. This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association. 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.

Reviewed by Board of Management 25th May 2023