At St Paul’s we do not tolerate bullying behaviour.
The term bullying refers to a range of harmful behaviour, both physical and psychological. All bullying behaviour usually has the following four features.
1. It is repetitive and persistent — though sometimes a single incident can have the same impact as persistent behaviour over time.
2. It is intentionally harmful — though occasionally the distress it causes is not consciously intended by all of those who are responsible.
3. It involves an imbalance of power, leaving someone feeling helpless to prevent it or put a stop to it.
4. It causes feelings of distress, fear, loneliness and lack of confidence in those who are at the receiving end.
from the Teachernet website;
"Equally harmful is the example of standing by, and not reporting on bullying behaviour"
1. To prevent bullying behaviour.
2. To support all children involved.
3. To deal effectively with bullying behaviour when it occurs.
4. To build upon the existing Positive Behaviour policy.
Our Approach to Bullying Behaviour
1. We will raise awareness through the curriculum, assemblies, staff training and consultation with pupils, teachers, support staff, parents and governors.
2. We will give pupils opportunities to talk about bullying behaviour and help pupils develop the skills necessary to communicate their feelings, e.g. circle time, drama, stories.
3. We recognise that both targets of bullying behaviour and those exhibiting bullying behaviour need care, support and understanding and we will provide a safe, secure place for them to talk, separately and together.
4. We will where necessary inform parents after a full investigation, and will value the support of parents in resolving incidents.
5. All incidents will be recorded in the School Incident Book, the purpose of which is to collect information.
Our approach is based on the ‘Peer Support Approach’ (Maines and Robinson)
Step One – Interview with the targeted child
An appropriate adult asks the child to explain what has happened and who was involved, including bystanders. The child may also wish to record how the bullying behaviour makes them feel.
Step Two – The Meeting
The adult convenes a meeting between those involved (6 to 8 people), including bystanders and supporters of the targeted child. The aim is to use the strengths of all the group members to bring out helpful suggestions which will bring about the best outcome.
Step Three – Explain the Problem
The adult explains that there is a problem with how the targeted child is feeling. The other children are asked if they have ever felt the same way. At no time are the details of the specific incident discussed or blame allocated to any individuals in the group.
Step Four – Share Responsibility
The adult explains that the behaviour described is unacceptable and that there is a shared responsibility to help the targeted child to be happy and safe. The adult states that the group can do something to help.
Step Five – Ask the Group for their ideas
Each member of the group is encouraged to suggest a way in which the situation could be made better and for the targeted child to feel happier. The adult gives some positive responses but does not go on to extract a promise of improved behaviour. The group must own the plan.
Step Six – Leave it up to them
Group members are thanked for their support and are told that their ideas will help. The adult tells the group they will meet again, individually, a week later to see how things are going. The meeting should be recorded in the School Incident Book. The shift of ownership of the plan and the transfer of responsibility for its implementation to the whole group is a powerful feature of the approach.
Step Seven – Meet them again
Each group member is met individually to see how things are going. They are asked if they are willing to continue for another week if necessary and another review arranged. Usually two review meetings are sufficient. This allows the adult to monitor the bullying behaviour and keeps the young people involved in the process.
If the bullying behaviour persists, a second series of steps will be taken:
1. Parents of the perpetrator will be brought in to school and shown the log of incidents and told that the behaviour of their child is unacceptable. The child may be present at this meeting.
2. A contract will be drawn up between the perpetrator, the parents and the school.
3. The contract should be reviewed weekly with the Head, parents, child and class teacher.
4. As a last resort, exclusion will be considered.