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.
Patrick’s JNS 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-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)
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;
(b)
Effective leadership
(c) A school-wide approach
(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; 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;
(f)
Effective supervision and monitoring of pupils
(g)
Supports for staff
(h)
Consistent recording, investigation and follow up of bullying behaviour
(including use of established intervention strategies); and
(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.
The
list of examples below is non exhaustive.
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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
·
The “look”
·
Invasion of personal space
·
A combination of any of the
types listed.
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Cyber
|
·
Denigration:
Spreading rumors, 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/Ask.fm/ Twitter/You Tube or on games consoles
·
Abusive website comments/Blogs/Pictures
·
Abusive posts on any form of
communication technology
|
Identity Based Behaviours
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).
|
|
Homophobic
and Transgender
|
·
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
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Race,
nationality, ethnic background and membership of the Traveller community
|
·
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
|
Relational
|
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
·
The “look”
·
Use or terminology such as
‘nerd’ in a derogatory way
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Sexual
|
·
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
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4. The relevant teacher(s) for
investigating and dealing with bullying is (are) as follows: (see Section 6.8
of the Anti-Bullying Procedures for Primary and Post-Primary Schools):
Refer to section 6.8.3. and 6.8.4 in the
Procedures.
The Relevant Teachers in this school are:
1)
Class Teacher/Support Teacher
2)
Year Head
3)
Deputy Principal
4)
Principal
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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 (see Section 6.5 of the Anti-Bullying Procedures for Primary and
Post-Primary Schools):
Education and prevention strategies
School-wide
approach
·
A
school-wide approach to the fostering of respect for all members of the
school community.
·
The
promotion of the value of diversity to address issues of prejudice and
stereotyping, and highlight the unacceptability of bullying behaviour.
·
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.
·
As part
of the Child Protection [Policy the staff will be updated every second year
on the procedures and where the need arises.
·
Professional
development with specific focus on the training of the relevant teacher(s)
·
School
wide awareness raising and training on all aspects of bullying, to include
pupils, parent(s)/guardian(s) and the wider school community.
·
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. Supervision
will also apply to monitoring student use of communication technology within
the school.
·
Involvement
of the pupils in an age appropriate manner in contributing to a safe school
environment e.g. , Lunchtime Pals and
other student support activities 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-to be displayed publicly in classrooms and in
common areas of the school.
·
The
school’s anti-bullying policy is discussed with pupils and all
parent(s)/guardian(s)s are given a copy as part of the Code of Behaviour of
the school .
·
The
implementation of regular whole school
awareness measures e.g annual Friendship Week regular school or year group
assemblies
·
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. The phrase
“Telling to keep safe” will be used.
·
Ensuring
that pupils know who to tell and how to tell, e.g.: Stay Safe: Say No, Move
Away, Tell
o Direct approach to teacher at an appropriate
time, for example after class.
o Hand note up with homework.
o Make a phone call to the school or to a
trusted teacher in the school.
o Get a parent(s)/guardian(s) or friend to tell
on your behalf.
o Ensure bystanders understand the importance
of telling if they witness or know that bullying is taking place.
·
Identify
clear protocols to encourage parent(s)/guardian(s) to approach the school if
they suspect that their child is being bullied. The protocol should be
developed in consultation with parents. c.f . appendix a
·
The
development of an Acceptable Use Policy in the school to include the
necessary steps to ensure that the access to technology within the school is
strictly monitored.
·
The
listing of supports currently being used in the school and the identification
of other supports available to the school e.g. NEPs, HSE, School Counsellor, This ia not
an exhaustive list.
Implementation of curricula
·
The full
implementation of the SPHE and the RSE and Stay Safe Programmes in line with
school policies.
·
Continuous Professional Development for
staff in delivering these programmes.
·
School
wide delivery of lessons on bullying from evidence based programmes, e.g. Stay Safe Programme, The Walk Tall Programme.
·
The
school will specifically consider 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
·
List
school policies, practices and activities that are particularly relevant to
bullying, e.g. Code of Behaviour, Child Protections policy, , Acceptable Use
policy, Attendance,.
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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 (see Section 6.8 of
the Anti-Bullying Procedures for Primary and
Post-Primary Schools):
6.8.9. 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 this 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 will be
investigated and dealt with by the relevant teacher.
·
Teaching and non-teaching
staff such as secretaries, special needs assistants (SNAs), , caretakers,
cleaners must report any incidents of bullying behaviour witnessed by them,
or mentioned to them, to the relevant teacher;
Investigating and dealing with incidents: Style
of approach (see section 6.8.9)
·
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.
·
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
·
All
staff must keep a written record of any incidents witnessed by them or
notified to them. Consideration needs to be given to where the records will
be made e.g. incident book. 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.
·
The school in consultation with the relevant teacher/s should develop
a protocol for the storage of all records retained by the relevant teacher.
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.
Where a pupils
behaviour is a danger to him/herself or others , where the pupils behaviour
is having a detrimental effect on other pupils Learning and where the pupils
damages property these incidents should be reported immediately to the
principal.
A recording template will be used and retained in a
locked filing cabinet in the principal office
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
·
Peer mediation where suitable
training has been given
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7. The
school’s programme of support for working with pupils affected by bullying is
as follows
(see Section 6.8.16 of the Anti-Bullying Procedures
for Primary and Post-Primary Schools) :
·
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.
- Pastoral care system
- Buddy / Peer
mentoring system
- Tutor/Year head
system
-
Special Education Support Service
-
Group work such as circle time
-School Counsellor
-NEPs
·
If pupils require counselling
of 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.
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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, published on the school website (or where none exists, is otherwise
readily accessible to parents and pupils
on request) 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 (or where none exists, be
otherwise readily accessible to parents and pupils on request) and provided to
the Parents’ Association (where one exists). 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: October 2020