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• Aims & Values
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School Policies

• Anti-Bullying Policy
• Bad Weather Policy
• Child Protection Policy
• Drug policy
• Internet Use Policy
• No Smoking Policy
• Teaching and Learning Policy
• Whole School Confidentiality Policy
• Whole School Food Policy
• Whole School Packed Lunch Policy

Anti-Bullying Policy

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1. Statement of principle

The King Edward Vl School seeks to provide a safe, secure and positive environment where:

• Our learning community can achieve their potential, making full use of the opportunities available to them
• Our learning community have the right to have themselves and their property treated with respect and to be free from intimidation
• We are proactive in setting up a range of preventative measures
• We actively listen to our students, our parents/carers, our staff and governors
• We act appropriately on the behalf of students, parents/carers and staff
• We will provide a safe, listening environment in which all parties feel free to discuss and report bullying issues.

2. Aims

Our aim is to ensure all members of our learning community have a right to be healthy, stay safe, enjoy and achieve, and make a positive contribution, all without fear of intimidation. We will continually seek to create an environment in which all know that bullying is unacceptable and will not be tolerated. We will practise watchfulness and encourage a “telling school”, where all members of the learning community will be aware of how to deal with bullying in an appropriate and sensitive manner.

3. Consultation process

This will involve all stakeholders – staff, governors, parents and students

4. The nature of bullying

The King Edward Vl School defines bullying as: Bullying is the intentional and unwarranted abuse of power by an individual or group* with the intent and motivation to cause distress to another individual or group. It is a deliberately hurtful behaviour or attitude or material which may be physical, sexual, verbal or psychological; it could be an isolated incident or be repeated over a period of time.

*Bullying occurs in all types of relationships, not just child: child. The above definition applies to adult: adult, adult: child and child: adult relationships and can involve governors, staff, parents or students as perpetrators or victims.

Types of bullying:
Bullying may manifest itself as racist, sexist or homophobic. (Please see appendix 2 for additional information on Bullying by gender, sexual orientation, disability or race – (please refer to race policy).)

• Malign – is deliberate and consciously seeks to do harm to someone (see appendix 1 for examples)
• Non-malign – is not motivated by malice (see appendix1 for examples)
• Physical – hitting, kicking, theft
• Verbal – name calling, teasing, insulting; racist/homophobic/sexist remarks
• Indirect – spreading rumours, excluding someone from social groups, being unfriendly
• Inappropriate use of information technology which involves any of the following: texting, use of phones, including camera phones to harass or transmit derogatory messages and/or photographs, happy slapping, use of internet e.g. e-mail
• Bullying by volume ie where a victim is bombarded with text, -emails etc, not necessarily of a bullying nature.

5. Manifestation of bullying:

Behavioural signs/symptoms in those who are bullies and are being bullied are numerous (see appendices 3 and 4). The King Edward Vl will assure that awareness of the above will be addressed e.g. Year 9 drama Scheme of work on bullies and victims, Specialist Tutor Training, anti-bullying week, PLC lessons.

6. Prevention Strategies:

Staff on duty, anti-bullying week, SOW, assemblies, tutor time, Student Forum, Parental Survey, student questionnaires, Induction Days.

7. Guidelines for dealing with a bullying incident (the guidelines below refer specifically to child:child bullying)

1. Deal with the incident immediately
2. Allow the individual involved to sit/talk to a friend/staff of their choice
3. Where possible, ask person/s involved to give a written account
4. Refer to appropriate member of staff. In the first instance: Year Leader or Duty member of CLG
5. When all information has been collated, decide on appropriate course of action (see below)*
6. Always inform parents when dealing with student bullying (both the victim and the bully’s parents)
7. There will be a 2-week follow-up interview with the victim and the bully, by an appropriate person.

Action when dealing with the victim:*

1. An immediate opportunity will be given to discuss the experience with their Form Tutor, Year Leader, Peer counsellor, student support staff or anyone he/she chooses to speak to
2. Reassurance will be given
3. Offer of continuous support
4. Restoring of self-esteem and confidence
5. Peer mediation
6. Peer counselling
7. Possible opportunity for the victim and the bully to have a dialogue.

Action when dealing with the bully:*

1. The immediate opportunity will be given to discuss what has happened with Form Tutor, Year Leader, Peer counsellor, student support staff or Form Tutor
2. Discovering why the individual became involved
3. Establishing wrong-doing and the need to change
4. Informing parents/carers to help change the attitude of the pupil.

Disciplinary steps could involve the following:

1. Warning from Year Leader to cease offending
2. Detention – may be break, lunch, or after school
3. Peer mediation
4. Internal exclusion
5. Counselling
6. Exclusion from certain areas of school
7. Minor fixed-term exclusion
8. Major fixed-term exclusion
9. Permanent exclusion

* Where the victim is a parent refer him/her to the school’s complaints procedure.
* Where the victim is a member of staff the incident should be reported to a line –manager
* Where the alleged perpetrator is a governor the incident should be reported to the Headteacher.
* Where the victim is a governor the incident should be reported to the Chair of Governors

In extreme cases where the bullying amounts to harassment the police may be involved.

8. Monitoring:

Each term, the DHT for Pre-16 and Post-16 will review and monitor number of bullying cases and decide action, where appropriate.

9. Evaluating:

This policy will be reviewed every three years, or as necessary.

10. Preventative work:

• Staff responsible for the anti-bullying strategy – DAR/FG
• Consultation – see 3, above
• Review and reflection – see 8, above
• Specifying types of behaviours considered to be bullying – see 4, above
• Explicit reference to bullying by race, gender, sexual orientation or disability – see appendix 2.
• Raise awareness of effects of bullying upon the victim– anti-bullying week; assemblies; peer support; mediation; PLC, subject areas; tutorial time
• Types of support available (for those bullied and those who bully); confidential and non-confidential – peer counselling; YL; Home-school link worker; student support staff;
• Dates for training teaching and support staff – this evidences a consistent approach to dealing with and reporting bullying; practise watchfulness, encourage a “telling school”
• Identification of high risk areas and supervision provided
• Intervention methods – see 7, above

Content	Included? - Yes/No
Statement of principle
Aims
Consultation process Who When Methods
Definition of bullying Malign Non-malign Forms: racist, sexist, homophobic, disability
Manifestation of bullying Those who bully Those who are bullied
Strategies On school premises Outside of school
Procedures Who to tell How to record incidents Follow up action with the victim Follow up action with the bully
Monitoring How When Who Follow up dates
Evaluating Who When How often Follow up dates for next review
Preventative work
Links with other relevant policies Behaviour Child protection Health and safety Confidentiality PHSE