Appendix A of Barnatra NS
Bí Cineálta Policy of Barnatra NS to Prevent and Address Bullying Behaviour
The Board of Management of Barnatra NS has adopted the following policy to prevent and address bullying behaviour.
This policy fully complies with the requirements of Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 2024.
The board of management acknowledges that bullying behaviour interferes with the rights of the child as set out in the United Nations Convention on the Rights of the Child. We all, as a school community, have a responsibility to work together to prevent and address bullying behaviour and to deal with the negative impact of bullying behaviour.
We are committed to ensuring that all students who attend our school are kept safe from harm and that the wellbeing of our students is at the forefront of everything that we do. We recognise the negative impact that bullying behaviour can have on the lives of our students and we are fully committed to preventing and addressing bullying behaviour.
We confirm that we will, in accordance with our obligations under equality legislation, take all such steps that are reasonably practicable to prevent the harassment of students or staff on any of the nine grounds specified: gender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
Definition of Bullying
Bullying is defined in Cineáltas: Action Plan on Bullying and Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools as targeted behaviour, online or offline that causes harm. The harm caused can be physical, social and/or emotional in nature. Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society. The detailed definition is provided in Chapter 2 of the Bí Cineálta procedures.
Each school is required to develop and implement a Bí Cineálta policy that sets out how the school community prevents and addresses bullying behaviour. Strategies to deal with inappropriate behaviour that is not bullying behaviour are provided for within the school’s Code of Behaviour.
Section A:
Development/review of our Bí Cineálta policy to prevent and address bullying behaviour
All members of our school community were provided with the opportunity to input into the development/review of this policy.
Date consulted Method of consultation
School Staff 2/4/2025 Staff questionnaires
Discussion of Bí Cineálta Action Plan
Formulating draft policy
Students 26/3/20254/4/2025, 7/4/2025 Student questionnaires
Student council – drafting the Child Friendly format
Parents 29/4/2025 Parental questionnaire and feedback sought
Board of Management 28/5/2025 Draft policy was presented, feedback sought
Results of questionnaires shared.
Date policy was approved: 28/5/2025
Date policy was last reviewed: 29/1/2024
Section B:
Preventing Bullying Behaviour
This section sets out the prevention strategies that will be used by the school. These include strategies specifically aimed at preventing online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment as appropriate (see Chapter 5 of the Bí Cineálta procedures):
Culture and Environment
❖ Positive and inclusive culture and environment
❖ Positive relationships
❖ A telling environment
❖ Effective leadership
❖ Trusted adults
❖ Supervision
Curriculum
❖ SPHE – content and methodologies
❖ RSE - – content and methodologies
❖ Optimum student participation
❖ A broad range of extra-curricular opportunities
❖ Small group work and collaboration
❖ Role-play and circle time
❖ Teacher and staff modelling
Policy and Planning
❖ Bí Cineálta policy
❖ Student friendly Bí Cineálta policy
❖ Code of Behaviour
❖ Child Safeguarding Statement
❖ Acceptable Usage Policy
❖ Supervision Policy
❖ RSE Policy
❖ SEN Policy
❖ SSE Wellbeing in Education plan
❖ Appropriate TPL (Teacher professional Learning)
❖ Consultation of school community when drawing up policies
❖ Effective communication of policies
❖ Preventing and addressing bullying part of regular staff meetings.
Relationships and Partnerships
❖ Student council
❖ Strong interpersonal connections
❖ Bullying awareness initiatives – “Friendship Week”
❖ Student and parent participation
❖ Appropriate TPL (Teacher professional Learning)
❖ Promoting peer support
❖ Termly coffee morning with parents (October, February, May)
❖ Supporting activities that build empathy, respect and resilience: mindfulness, journelling, gratitude practice, problem-solving strategies, team-building projects, Lego work, charity work, teaching about feelings and emotional awareness, acts of kindness (paper-chain of kindness), board games, kindness to animals (bird table), library and toys showing diversity, inclusive posters and displays
Preventing Cyber-Bullying Behaviour
(Note – the digital age of consent is the minimum age a user must be before a social media or internet company can collect, process and store their age. In Ireland, the digital age of consent is 16. Children between the ages of 13 and 16 must have parental permission to sign up to social media platforms. Most social media platforms have a minimum age requirement and for the majority of these, it is 13 years old. Therefore, children under the age of 13 should not have a social media account.)
❖ Promoting digital citizenship
❖ Implementing the SPHE curriculum
❖ Open conversations with the students about developing respectful and kind relationships online.
❖ Referring to appropriate online behaviour as part of the standards of behaviour in our Code of Behaviour.
❖ Promoting and sharing online support for parents regarding online safety.
❖ Holding “Internet Safety Day”
❖ Availing of the supports available to schools eg www.tacklebullying.ie www.antibullyingcentre.ie>fuse, www.webwise.ie
Preventing Homophobic, Transphobic, Racist and sexist bullying and Preventing Sexual Harassment
❖ Staff at all times lead by example.
❖ Implementation of the SPHE curriculum
❖ Celebrating individual differences
❖ Anti-bullying policy discussed with the students.
❖ All disclosed incidents of bullying are investigated thoroughly and consistently, following the correct procedure.
❖ School wide awareness raising on all aspects of bullying.
❖ Supervision and monitoring of all areas of the school grounds, on school tours and extracurricular activities.
❖ Ensure the children know who to tell and how to tell
❖ Ensure bystanders understand the importance of telling if they witness bullying or know that bullying is or has taken place.
❖ Challenge gender stereotypes – equal participation and recognition of all.
❖ Foster a culture where diversity is celebrated and students “see themselves” in the school environment – posters, library books, toys
❖ Make clear that Barnatra NS has a zero tolerance to bullying or harassment of any kind.
The school has the following supervision and monitoring policies in place to prevent and address bullying behaviour (see Chapter 5 of the Bí Cineálta procedures):
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.
Section C:
Addressing Bullying Behaviour
The teacher(s) with responsibility for addressing bullying behaviour is (are) as follows:
● The class teacher will oversee recording for students in their class - this includes using the procedure guidelines to investigate reports of bullying and recording bullying behaviour on the appropriate appendix.
● The DDLP (Lorraine Brady) will follow up after 20 days (after it has been deemed that bullying behaviour occurred) to investigate if it has ceased.
● All staff will be vigilant of bullying behaviour.
● The principal/DLP (Olivia O’Malley) will inform the Board of Management of incidences of bullying
When bullying behaviour occurs, the school will:
> ensure that the student experiencing bullying behaviour is heard and reassured
> seek to ensure the privacy of those involved
> conduct all conversations with sensitivity
> consider the age and ability of those involved
> listen to the views of the student who is experiencing the bullying behaviour as to how best to address the situation
> take action in a timely manner
> inform parents of those involved
The steps that will be taken by the school to determine if bullying behaviour has occurred, the approaches taken to address the bullying behaviour and to review progress are as follows (see Chapter 6 of the Bí Cineálta procedures)
Identify if bullying behaviour has taken place
A school is not expected to deal with bullying behaviour that occurs when students are not under the care or responsibility of the school. However, where this bullying behaviour has an impact in school, schools are required to support the students involved. Where the bullying behaviour continues in school, schools should deal with it in accordance with their Bí Cineálta policy.
Where the student displaying the bullying behaviour is not a student in the school, but the student who is experiencing the bullying behaviour is a student in the school, the school should support the student who is experiencing the bullying behaviour as appropriate and engage with them and their parents to determine what steps can be taken.
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If all students involved are enrolled in Barnatra NS
● Two staff members can be present when engaging with children individually initially, without parents’ notification and presence.
● Two staff members can be present when engaging with a group of children to investigate what happened. Teacher’s discretion can be used with this approach about when best to use it.
● A group meeting will provide the opportunity for the children to give their account about what happened, to ensure that everybody in the group is clear about each other’s views.
● Each student should be supported as appropriate. It may also be helpful to ask the students for a written account of the incident.
The following three questions should be considered to determine if bullying has occurred.
1. Is/was the behaviour targeted at a specific student or group of students?
2. Is/was the behaviour intended to cause physical, social or emotional harm?
3. Is/was the behaviour repeated?
If the answer to each of the above questions is “yes”, then the behaviour is recognised as bullying behaviour and the behaviour should be addressed using the “Bí Cineálta” procedures.
The primary aim in investigating and dealing with bullying is to resolve any issues and to restore as far as is practicable, the relationships of the parties involved (rather than to apportion blame).
In investigating and dealing with bullying the teacher(s) will exercise his/her/their 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 instances of bullying they are not considered to be telling tales but are behaving responsibly.
• Non-teaching staff such as secretaries, SNAs, caretakers and cleaners are encouraged to report any incidents of bullying behaviour witnessed by them or mentioned to them to the Class Teacher.
• 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.
• When analysing incidents of bullying behaviour the ‘Relevant Teacher(s)’ should seek answers to questions of what, where, who, when 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 the 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 the 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 perspective of the pupil being bullied.
• The '‘Relevant Teacher’’ does not apportion blame but should make an effort to try to get him/her to see the situation from the perspective of the pupil being bullied. S/he emphasises that the intention is not to punish perpetrators but to talk to them, to explain how harmful and hurtful bullying is and to seek a promise that it will stop. If that promise is forthcoming and is honoured there will be no penalty and that will be the end of the matter.
• When an investigation is completed and/or a bullying situation is resolved the '‘Relevant Teacher’' will complete a report, to include the findings of the investigation, the strategy adopted and the outcome of the intervention, as well as any other relevant information. This may be recorded on Aladdin under the Bí Cinealta tab, and uploading a file “Alleged Bullying Behaviour Report”.
• If a pupil chooses to continue the bullying behaviour, this can then no longer be considered a once off occurrence. In this event parent(s)/guardian(s) will be contacted. The school should give parents an opportunity to discuss ways in which they can reinforce or support the actions being taken by the school and the supports for the pupil.
• 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.
• Repeated incidents of bullying behaviour will result in the imposition of sanctions. Such sanctions will be proportionate to the seriousness of the bullying behaviour. 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.
• Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent must be referred 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.
• The School will maintain care for the victim over time. This will be done by speaking to the child a number of weeks after the incident to check on their continuing welfare. The child’s parents will also be consulted.
• If a child makes a report of bullying, but asks that nothing is to be done about it, the relevant teacher will support the child appropriately to explore how it will be handled sensitively and how parents may be notified. If a parent does so, they must submit in writing that they require no further action to be taken, but even so, the school may still deem it necessary to be investigated and handled appropriately.
Incidents can occur where behaviour is unacceptable and hurtful but the behaviour is not bullying behaviour. Strategies that deal with inappropriate behaviour are provided for within the school’s Code of Behaviour.
Requests to take no action
A student reporting bullying behaviour may ask that a member of staff does nothing about the behaviour other than “look out” for them. The student may not want to be identified as having told someone about the bullying behaviour. They may feel that telling someone might make things more difficult for them. Where this occurs, it is important that the member of staff shows empathy to the student, deals with the matter sensitively and speaks with the student to work out together what steps can be taken to address the matter and how their parents will be informed of the situation. It is important that the student who has experienced bullying behaviour feels safe.
Parents may also make schools aware of bullying behaviour that has occurred and specifically request that the school take no action. Parents should put this request in writing to the school or be facilitated to do so where there are literacy, digital literacy or language barriers. However, while acknowledging the parent’s request, schools may decide that, based on the circumstances, it is appropriate to address the bullying behaviour.
Determining if the bullying behaviour has ceased
The teacher must engage with the students and parents involved no more than 20 school days after the behaviour has been deemed to be bullying behaviour to review progress.
The following factors should be considered in the review:
● the nature of the bullying
● the effectiveness of strategies used to address the bullying behaviour
● the relationship between the students involved.
Ongoing supervision of both the child experiencing the bullying behaviour and the child displaying bullying behaviour will take place as well as continued support to both.
It can take time for relationships to be restored/to settle and for the effects of the supports to be realised/evident. In some cases, relationships may never be restored to how they were before the bullying behaviour occurred. However, the objective is for both parties to be respectful at all times to each other, to work together and to accept each other for who they are.
If the bullying behaviour has not ceased, the teacher will review the strategies used, in consultation with the students and their parents. All parties should agree to meet again, regularly, over an agreed timeframe, until the bullying behaviour has ceased.
If it becomes clear that the student displaying the bullying behaviour is continuing to display the behaviour, the school will consider using the strategies to deal with inappropriate behaviour, as provided for within the school’s code of behaviour.
If disciplinary sanctions are considered, this is a matter between the relevant student, their parents and the school. They will not be discussed with any other party.
Recording Bullying Behaviour
All incidents of bullying behaviour will be recorded. The following details will be included on the record:
● form (see section 2.5 of Bí Cineálta procedures)
● type (see section 2.7 of Bí Cineálta procedures)
● where and when, if known
● the date of initial engagement with the student and their parents (initial report)
● the views of the students and their parents regarding the action to be taken to address the bullying behaviour, only in relation to their own child.
● when review takes place , it will be noted if the bullying behaviour has ceased and the views of the students and parents in relation to this.
● note the date of reviews and meetings/engagements
● note the date of the meeting when it was deemed that the bullying behaviour has ceased
● any engagement with external services/supports will also be noted
● if a child with a School Support File (SSF) is involved, a copy of the record will be placed on their file
Complaint Process
If a parent is not satisfied with how bullying behaviour is addressed by the school, in accordance with these procedures, they should be referred to the school complaints procedure. In the event that the parties remain dissatisfied following the complaints procedure, they may make a complaint to the Ombudsman for Children.
Supports
NEPS, Oide, Webwise, National Parents Council, DCU Anti-Bullying Centre, Tusla
The school will use the following approaches to support those who experience, witness and display bullying behaviour (see Chapter 6 of the Bí Cineálta procedures):
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.
Supporting Bullied pupils:
- Ending the bullying behaviour, - Fostering respect for bullied pupils and all pupils,
- Fostering greater empathy towards and support for bullied pupils,
- Indicating clearly that the bullying is not the fault of the targeted pupil through annual awareness-raising programmes,
- Indicating clearly that the bullying is not the fault of the targeted pupil through the speedy identification of those responsible and speedy resolution of bullying situations,
- Making adequate counselling facilities available to pupils who need it in a timely manner (subject to available funding)
- Helping bullied pupils raise their self-esteem by encouraging them to become involved in activities that help develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school).
Supporting Bullying pupils
- Making it clear that bullying pupils who reform are not blamed or punished and get a ‘clean sheet,’
- Making it clear that bullying pupils who reform are doing the right and honorable thing and giving them praise for this,
- Making adequate counseling facilities available to help those who need it learn other ways of meeting their needs besides violating the rights of others,
- Helping those who need to raise their self-esteem by encouraging them to become involved in activities that develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school),
- Using learning strategies throughout the school and the curriculum to help enhance pupils’ feelings of self-worth,
- In dealing with negative behavior in general, encouraging teachers and parents to focus on, challenge and correct the behaviour while supporting the child,
- In dealing with bullying behaviour seeking resolution and offering a fresh start with a ‘clean sheet’ and no blame in return for keeping a promise to reform.
All bullying behaviour will be recorded. This will include the type of behaviour, where and when it took place, and the date of the engagement with students and parents. The actions and supports agreed to address bullying behaviour will be documented. If the bullying behaviour is a child protection concern the matter will be addressed without delay in accordance with Child Protection Procedures for Primary and Post-Primary Schools.
All bullying behaviour will be recorded. This will include the type of behaviour, where and when it took place, and the date of the engagement with students and parents. The actions and supports agreed to address bullying behaviour will be documented. If the bullying behaviour is a child protection concern the matter will be addressed without delay in accordance with Child Protection Procedures for Primary and Post-Primary Schools.
Section D:
Oversight
The principal will present an update on bullying behaviour at each board of management meeting. This update will include the number of incidents of bullying behaviour that have been reported since the last meeting, the number of ongoing incidents and the total number of incidents since the beginning of the school year. Where incidents of bullying behaviour have occurred, the principal will also provide a verbal update which will include where relevant, information relating to trends and patterns identified, strategies used to address the bullying behaviour and any wider strategies to prevent and address bullying behaviour where relevant. This update does not contain personal or identifying information. See Chapter 7 of the Bí Cineálta procedures. This policy is available to our school community on the school’s website and in hard copy on request. A student friendly version of this policy is displayed in the school and is also available on our website and in hard copy on request.
This policy and its implementation will be reviewed, following input from our school community, each calendar year or as soon as practicable after there has been a material change in any matter to which this policy refers.
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