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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 Íde 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.
  1. 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. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:
  1. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools, bullying is defined as: 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- name calling, intimidation, isolation/exclusion, physical aggression, extortion, damage to property.
  • 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.

  1. The relevant teacher(s) for investigating and dealing with bullying are
  • The class teacher(s) initially
  • The Deputy Principal thereafter if necessary
  • The Principal
  • Any teacher may act as a relevant teacher if circumstances warrant it.
  1. The education and prevention strategies (including strategies specifically aimed at cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying) that will be used by the school are as follows:
  • Prevention and awareness raising measures across all aspects of bullying involving strategies to engage pupils in addressing problems when they arise. In particular, such strategies need to build empathy, respect and resilience in pupils
  • Provide pupils with opportunities to develop a positive sense of self-worth
  • Prevention and awareness raising measures focusing on cyber-bullying by educating pupils on appropriate online behaviour, how to stay safe while online (Webwise lessons)
  • Teachers can influence attitudes to bullying behaviour in a positive manner
  • There are a number of curriculum components and programmes which are particularly relevant to the prevention of bullying and the promotion of respect for diversity and inclusiveness. The SPHE curriculum makes specific provision for exploring bullying as well as the inter-related areas of belonging and integrating, communication, conflict, friendship, personal safety and relationships. The Stay Safe & RSE programmes at primary level are personal safety skills programmes which seek to enhance children’s self-protection skills including their ability to recognise and cope with bullying. The Religious Education programme emphasises respect for self and others. We use a Restorative Practice approach in dealing with conflict which helps to restore relationships. We also promote anti-bullying through the slogan: Kind Words, Kind Eyes, Kind Hands, Kind Feet.
  • The work may be extended into many other areas such as Art, Drama and Physical Education. Co-operation and group enterprise can be promoted through team sports, school clubs and societies as well as through practical subjects.
  1. 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 outlined below.

The primary aim in investigating and dealing with bullying is to resolve any issues and restore, as far as practicable, the relationships of the parties involved (rather than to apportion blame). With this is mind, the school’s procedures are as follows:

           

  • In investigating and dealing with bullying, the teacher(s) will exercise his/her/their professional judgement to determine whether bullying has occurred, what type if it has and how best the situation might be resolved.
  • All reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher(s). 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.
  • Non-teaching staff such as secretaries, special needs assistants (SNAs), caretakers, cleaners must be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher.
  • Parents 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.
  • It is very important that all involved (including each set of pupils and parents) understand the above approach from the outset.
  • Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents.
  • Initial investigations of bullying will be done in class where possible, but some incidents might be best 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(s) 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 they may face from the other members of the group after interview by the teacher.
  • Where the relevant teacher(s) has/have 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 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(s) that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken. The school should give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their pupils.
  • It must be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required that this is a private matter between the pupil being disciplined, his or her parents and the school.
  • Follow up meetings with the relevant parties involved may be arranged separately with a view to bringing them together at a later date if the pupil who has been bullied is ready and agreeable.
  • An additional follow up meeting with the parents of the children involved may take place after an appropriate time to ensure the matter has been resolved satisfactorily.
  • Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school’s complaints procedure.
  • In the event that a parent has exhausted the school’s complaints procedures and is still not satisfied, the school must advise the parents of their rights to make a complaint to the Ombudsman for Children.

Recording

It is imperative that bullying incidences are recorded in an objective and factual manner. Noting and reporting of bullying behaviour is to be documented using the template for recording bullying behaviour (Appendix A). All records must be maintained in accordance with relevant data protection legislation. The school’s procedures for noting and reporting bullying behaviour will adhere to the following:

  1. While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher(s), the relevant teacher(s) will use his/her/their professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same.
  1. If it is established by the relevant teacher(s) that bullying has occurred, the relevant teacher(s) 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.
  • iii. The relevant teacher(s) must use the recording template at Appendix 3 to record the bullying behaviour and inform the Principal.
  1. 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 to appropriate outside agencies in order to receive further support for the pupils and their families if needed.
  2. 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.

  1. 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.

  1. This policy was adopted by the Board of Management on 10th March 2014.
  1. 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 of Education and Skills and the patron if requested.
  1. 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 of Education and Skills.

This policy was reviewed and updated on 13th May 2019.

Signed: Patrick Meghen                                              Signed: Grace Burke

             (Chairperson of Board of Management)                                   (Principal)

Date:  13/05/19                                                                 Date: 13/05/19

Appendix A     Template for recording Bullying Behaviour

  1. Name of pupil being bullied and class group

Name _________________________________________Class__________________

  1. Name(s) and class(es) of pupil(s) engaged in bullying behaviour

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

3. Source of bullying concern/report (tick relevant box(es))*

   

4. Location of incidents (tick relevant box(es))*

   

Pupil concerned

   

Playground

   

Other Pupil

   

Classroom

   

Parent

   

Corridor

   

Teacher

   

Toilets

   

Other

   

School Bus

   
     

Other

   
  1. Name of person(s) who reported the bullying concern
 
  1. Type of Bullying Behaviour (tick relevant box(es)) *

Physical Aggression

 

Cyber-bullying

 

Damage to Property

 

Intimidation

 

Isolation/Exclusion

 

Malicious Gossip 

 

Name Calling

 

Other (specify)

 
  1. Where behaviour is regarded as identity-based bullying, indicate the relevant category:

Homophobic

Disability/SEN related

Racist

Membership of Traveller community

Other (specify)

         
  1. Brief Description of bullying behaviour and its impact
 
  1. Details of actions taken
 

Signed ______________________________ (Relevant Teacher)   Date ___________________________

Date submitted to Principal/Deputy Principal ___________________

* 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.