Anti-Bullying Policy of Barnatra NS
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 Barnatra NS 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 2023 and updated in September 2024.
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.
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.
4. The relevant teachers for investigating and dealing with bullying
are as follows:
Olivia
OMalley and Lorraine Brady
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:
· The school acknowledges
the right of each member of the school community to enjoy school in a secure
environment.
· The school acknowledges
the uniqueness of each individual and his/her worth as a human being.
· 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 develop an
awareness of what bullying is, how it impacts on pupils’ lives and the need to
respond to it-prevention and intervention.
· A regular audit of
professional development needs with a view to assessing staff requirements
through internal staff knowledge/expertise and external sources.
· 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 are encouraged to be
vigilant and report issues to relevant teachers immediately. Supervision also
applies to monitoring student use of communication technology within the school.
· Involvement of the
pupils in contributing to a safe school environment 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 regularly with pupils in class & at
whole-school assemblies. Parents are given a copy as part of the Code of
Behaviour of the school on enrolment. The Anti-Bullying Policy is posted on the
school blog & a hard copy is available on request from the office.
· The implementation of
regular whole-school awareness measures on the promotion of friendship, and
bullying prevention; annual Friendship Week, Safer Internet Day. Information on
relevant talks/seminars is passed on to parents/guardians. Relevant talks
(e.g. Parenting, Cyber-bullying etc.)
are organised by the school.
· 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.
· Ensuring that pupils
know who to tell and how to tell, e.g.:
· Direct approach to
teacher at an appropriate time
· Hand a note up with
homework
· Make a phone call to
the school or to a trusted teacher in the school.
· Get a parent/guardian
or friend to tell on your behalf.
· Ensure bystanders
understand the importance of telling if they witness or know that bullying is
taking place.
· Parents/guardians are
encouraged to approach the school if they suspect that their child is being
bullied.
· The school has
developed an Acceptable Use Policy which includes the necessary steps to ensure
that the access to technology within the school is strictly monitored, as is
the pupils’ use of mobile phones. Mobile phones & internet-enabled devices
are not permitted on the school premises for pupils.
Implementation of
curricula
· The school fully
implements the SPHE curriculum. The RSE programme is taught every year &
and the Stay Safe Programme is taught in all classes every second year.
· Continuous Professional Development is availed
of for staff in delivering these programmes.
· School wide delivery of
lessons on bullying from evidence-based programmes, e.g., RSE, Stay Safe
Programme, The Walk Tall programme, Webwise, Fun Friends, Friends for Life etc.
· Delivery of the Garda
SPHE Programmes at primary level. These lessons, delivered by Community Gardaí,
cover issues around personal safety and cyber-bullying.
· The school specifically
considers the additional needs of SEN pupils regarding programme implementation
and the development of skills and strategies to enable all pupils to
respond appropriately.
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:
A. Investigation
I.
The primary aim for the relevant teacher in
investigating and dealing with bullying is to resolve any issues and to
restore, as far as is practicable, the relationship of the parties involved
(rather than to apportion blame)
II.
In investigating and dealing with bullying the
teacher will exercise his/her professional judgement to determine whether
bullying has occurred and how best the situation might be resolved.
III.
All reports, including anonymous reports of
bullying will be investigated and dealt with by the relevant teacher. In that
way the pupils will gain confidence in “telling”. This confidence factor is of
vital importance. It will 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.
IV.
Non-teaching staff, such as secretaries, SNAs,
and cleaners are encouraged to report any incidents of bullying witnessed by
them, or mentioned to them, to the relevant teacher.
V.
Parents and pupils are required to co-operate
with any investigations and assist the school in resolving any issues and
restoring, as far is as practicable, the relationships of the parties involved
as quickly as possible.
VI.
It is very important that all involved
(including each set of pupils and parents) understand the above approach from
the outset.
VII.
Teachers will take a calm, unemotional
problem-solving approach when dealing with incidents of alleged bullying
behaviour reported by pupils, staff or parents.
VIII.
Incidents are generally best investigated
outside the classroom situation to ensure the privacy of all involved.
IX.
All interviews will 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.
X.
When analysing incidents of bullying behaviour,
the relevant teacher will seek answers to questions of what, where, when, who
and why. This will be done in a calm manner, setting an example in dealing
effectively with a conflict in a non-aggressive manner.
XI.
If a group is involved, each member will be
interviewed individually at first. Thereafter, all those involved will meet as
a group. At a group meeting, each member will be asked for his/her account of
what happened to ensure that everyone in the group is clear about each other’s
statements.
XII.
Each member of the group will be supported
through the possible pressures that they may face from other members of the
group after interview by the teacher.
XIII.
It may also be appropriate or helpful to ask
those involved to write down their accounts of the incident(s)
XIV.
In cases where it has been determined by the
relevant teacher that bullying behaviour has occurred, the parents of the
parties involved will 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 will 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.
XV.
Where the relevant teacher has determined that
a pupil has been engaged in bullying behaviour, it will be made clear to
him/her how he/she is in breach of the schools anti-bulling policy and efforts
will be made to try to get him/her to see the situation from the perspective of
the pupil being bullied.
XVI.
It will also be made clear to all involved (each
set of pupils and parents) that in any situation where disciplinary sanctions
are required, this is a private matter between the pupil being disciplined,
his/her parents and the school.
XVII.
Follow-up meetings with the relevant parties
involved will 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. This can have a therapeutic effect.
XVIII.
In cases where the relevant teacher considers
that the bullying behaviour has not been adequately and appropriately addressed
within 20 school days after he/she has determined that the bullying behaviour
has occurred, it will be recorded by the relevant teacher in the recording
template at Appendix 3
XIX.
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 parents or the school
principal or deputy principal.
XX.
Where a parent is not satisfied that the school
has dealt with a bullying case in accordance with these procedures, the parents
will be referred, as appropriate, to the school’s complaints procedures.
XXI.
In the event that a parent has exhausted the
school’s complaints procedures and is still not satisfied, the school will
advise the parents of their right to make a complaint to the Ombudsman for
Children.
B.
Recording Bullying Behaviour
I.
While all reports, including anonymous reports
of bullying will be investigated and dealt with by the relevant teacher, the
teacher will use his/her professional judgement in relation to the records to
be kept of these reports, the actions taken and any discussions with those
involved regarding same
II.
If it is established by the relevant teacher
that bullying has occurred, the relevant teacher will 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 will use the recording
template at Appendix 3 to record the bullying behaviour in cases where he/she
has determined that bullying behaviour has not been adequately and
appropriately addressed within 20 school days after he/she has determined that
bullying behaviour occurred.
IV.
The recording template at Appendix 3 will be completed in full and retained by the
teacher in question and a copy provided to the principal or deputy principal as
applicable. It should also be noted that the timeline for recording bullying
behaviour in the recording template at Appendix
3 does not in any way preclude the relevant teacher from consulting the
principal or deputy principal at an earlier stage in relation to the case.
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 parents/guardians 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.
7. The school’s programme of support for working
with pupils affected by bullying is as follows:
· Pupils
who have been bullied will be given the opportunity to have counselling and/or
participate in activities designed to raise their self-esteem, develop
friendships and social skills – if needed.
· Pupils
who participate in bullying behaviour may also need counselling – perhaps to
deal with the issues of low self-esteem and how to meet their needs without
violating the needs of others.
· Pupils
who observe bullying behaviour are encouraged to discuss it with the teachers.
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.
This policy has been made available to school personnel and
is readily accessible to parents and pupils on request. A copy of this policy
will be made available to the Department of Education and the patron if
requested.
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 and be
readily accessible to parents and pupils on request. A record of the review and
its outcome will be made available, if requested, to the patron and the
Department of Education.
10. This policy was
adopted by the Board of Management in January 2024.
11. This policy has been
made available to school personnel, published on the school blog, is otherwise readily
accessible to parents and pupils on request) and provided to the Parents. 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 blog and provided to the
parents. A record of the review and its outcome will be made available, if
requested, to the patron and the Department.
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