Introduction

At Stoke Primary School, we are aware that pupils may be bullied in any school or setting, and recognise that preventing, raising awareness and consistently responding to any cases of bullying should be a priority to ensure the safety and well-being of our pupils. In line with the Equality Act 2010, it is essential that our school:

• Eliminates unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Act;
• Advance equality of opportunity between people who share a protected characteristic and people who do not share it; and
• Foster good relations between people who share a protected characteristic and people who do not share it.

At Stoke Primary School, we are committed to safeguarding and promoting the welfare of pupils and young people and expect all staff and volunteers to share this commitment. Under the Children Act 1989, a bullying incident should be addressed as a child protection concern when there is ‘reasonable cause to suspect that a pupil is suffering, or is likely to suffer, significant harm’. Where this is the case, the school staff should report their concerns to their Local Authority’s safeguarding team. This policy is closely linked with our Behaviour Policy, our Safeguarding and Child Protection Policy, our School Code of Conduct and the School’s Vision, Aims and Values.

It is the responsibility of the governing body and the Headteacher to ensure that all members of the school community work within a safe and enabling environment. We work hard to embed our values here at Stoke, helping the children to be ‘solution focussed, truthful, optimistic, kind and empathetic’ and use these values when dealing with any misunderstandings or conflicts children may encounter.

The four guiding principles of the Early Years Foundation Stage underpin our Anti-Bullying Policy from the moment a pupil enters our school, and throughout their time at Stoke Primary School. They are:

• Every pupil is a unique pupil, who is constantly learning and can be resilient, capable, confident and self-assured
• Pupils learn to be strong and independent through positive relationships
• Pupils learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers
• Pupils develop and learn in different ways and at different rates including pupils with special educational needs and disabilities.

Aims

We are determined to promote and develop a school ethos where bullying behaviour is regarded as unacceptable, to ensure a safe and secure environment is sustained for all pupils. We aim for all pupils to reach their potential academically, socially and personally through learning and playing in a safe and secure environment.

At Stoke Primary School, we discuss what bullying is, as well as incidents we would not describe as bullying, with all pupils through assemblies and PSHE lessons. We agree that:

• Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally;
• Bullying usually happens when the relationship is imbalanced.
• It could be prejudice-based or discriminatory
• Types of Bullying:
  • Cyber-Bullying The rapid development of, and widespread access to, technology has provided a new medium for ‘virtual bullying’, which can occur in and outside school. Cyber-bullying is a different form of bullying which can happen beyond the school day into home and private space, with a potentially bigger audience, and more accessories as people forward on content.
  • Racist Bullying This refers to a range of hurtful behaviour, both physical and psychological, that make the person feel unwelcome marginalised and excluded, powerless or worthless because of their colour, ethnicity culture, faith community, national origin or national status.
  • Homophobic Bullying This occurs when bullying is motivated by a prejudice against lesbian, gay, bisexual or transsexual people. Vulnerable Groups

We recognise that some groups of pupils may be more vulnerable to bullying, including:

• Looked After Children
• Children having caring responsibilities
• Gypsy, Roma and Traveller children
• Children with Special Educational Needs or Disabilities (SEND)
• Children from ethnic minorities
• Children entitled to Free School Meals
• Children for whom English is an Additional Language
• Children who are perceived to be gay, lesbian, bisexual or transsexual
• Those suffering from health problems, including mental health Signs of Bullying.

Staff should be vigilant in looking out for signs of bullying or other child protection issues including: Physical: unexplained bruises, scratches, cuts, missing belongings, damaged clothes, or schoolwork, loss of appetite, stomach aches, headaches, bedwetting. Ø

Emotional: losing interest in school, being withdrawn or secretive, unusual shows of temper, refusal to say why unhappy, high level of anxiety, mood swings, tearfulness for no reason, lack of confidence, headaches and stomach aches, signs of depression.

Behavioural: asking to be taken to school, coming home for lunch, taking longer to get home, asking for more money, using different routes to school, ‘losing’ more items than usual, sudden changes in behaviour and mood, concentration difficulties, truancy.

Bullying Prevention Preventing and raising awareness of bullying is essential in keeping incidents in our school to a minimum. Through assemblies, as well as PSHE lessons, pupils are given regular opportunities to discuss what bullying is, as well as incidents we would not describe as bullying, such as two friends falling out, or a one-off argument.

E-safety is an important part of the Curriculum and information for parents is included in newsletters and on the school’s website. Pupils are taught to tell an adult in school if they are concerned that someone is being bullied.

Our Behaviour Policy includes rewards and consequences which are used consistently, alongside positive relationships, to prevent inappropriate behaviour, and promote positive behaviour.  

Bullying

All cases of alleged bullying should be reported to the Headteacher/Deputy Headteacher or Family Team. In any case of alleged bullying, either the class teacher, the Headteacher, or a Family Team should first establish the facts, and build an accurate picture of events over time, through speaking to the alleged perpetrator(s), victim(s) and adult witnesses, as well as parents and pupil witnesses if necessary and appropriate.

If the allegation of bullying is upheld, the Headteacher (or senior leader) should seek to use a restorative approach with the perpetrator(s) and victim(s) together. The consequences of their actions on the victim(s) should fully explained to the perpetrator(s). Both parties should be clear that a repeat of these behaviours will not be acceptable.

All bullying incidents must be recorded. Parents of both parties should be informed. If the situation does not improve, the Headteacher (or senior leader) should meet with the parent(s) of the bullying child(ren) and agree clear expectations and boundaries which would be shared with the pupils involved. Any further incidents should lead to intervention (e.g. through outside agencies), further monitoring, support and punitive sanctions as deemed necessary. Any necessary action should be taken until the bullying has stopped.

Listening to children It is important that children are and feel that they are listened to when discussing or disclosing any potential incidents of bullying.

• Listen to the child

• Take them seriously
• Show empathy
• Let the child know it’s not their fault
• Avoid stereotypes
• Reassure them they were right to tell you
• Follow our procedures for reporting concerns Remember
• Bullying can have a huge negative impact on children – in the short and long term
• Be on the lookout for signs of bullying, and be aware of who might be more vulnerable
• Report any concerns you have
• Take prejudice-based bullying seriously and listen to children affected by it