GENERAL PROVISIONS

I. GENERAL PROVISIONS
Title : Bridges Tutorial & Learning Center Child Protetion Poli!
Introdutor! State"ent
The philosophy of Bridges Tutorial & Learning Center (BTLC) focuses around an
Inclusive and learning friendly environment. BTLC stresses the importance of
students and teachers learning together as a learning community. It places children at
the centre of learning and encourages their active participation in learning. It also
fulfils the needs and interests of teachers so that they !ill "e capa"le of giving
children the "est education possi"le.

#s "ullying in any form !ould compromise the philosophy of our school !e
understand the importance of preventing it !hen possi"le and dealing !ith it firmly
and consistently. The aim of this document is to define "ullying and help BTLC
teachers staff parents and pupils recogni$e their responsi"ilities and have clear
guidance a"out !hat to do if "ullying !as to occur.
The policy forms part of the overall provision in school and therefore lin%s and !or%s
!ith the &ep'd Child (rotection (olicy
#e$inition o$ Ter"s
A. Bull!)is a person !ho purposely tries to hurt others "y ma%ing them feel
uncomforta"le hurting them "y %ic%ing hitting pushing tripping etc. name)calling
and spreading nasty rumors. The "ully hurts the other person over and over. Bullies
can "e "oys or girls. *e or she pic%s on someone !hom he or she feels is smaller or
someone !ho !on+t stand up to the "ully and !ho has fe! friends to stand up for him
or her. # "ully sometimes thin%s that he or she !ill !in or get !hat he or she !ants.
# "ully !ants to impress or entertain his or her friends. ,ometimes he or she en-oys
feeling po!er over someone "ecause sometimes person is "eing "ullied "y someone
else. ,ometimes the "ully does not even reali$e that they are hurting the other person.
B. Bull! Viti")is a person "eing "ullied and !ho feels that he or she can do nothing
to stop it. *e or she might feel smaller or !ea%er than the "ully. *e or she might feel
outnum"ered "y the "ully and the "ully+s friends. *e or she might feel there is no
help no one to tal% to and no one is standing up for him or her. *e or she often feels
very sad "ut does not %no! ho! to change the situation.
%. Bull!ing) Bullying is repeated aggression conducted "y an individual or a group
against others ) such aggressive "ehavior may "e ver"al psychological or physical. It
is !hen someone is "eing hurt either "y !ords or actions feels "ad "ecause of it and
has a hard time stopping !hat is happening to them. Bullying can "e hitting pushing
fighting name calling teasing ma%ing fun of someone leaving someone out on
purpose starting rumors or telling lies a"out someone ta%ing or "rea%ing another
person.s things sending mean messages on a computer or cell phone trying to ma%e
someone feel "ad a"out !ho they are.
/
GENERAL PROVISIONS
T!&es o$ 'eha(iour in(ol(ed
The Guidelines provide assistance in identifying and descri"ing the types of
"ehaviour involved in "ullying. The means of "ullying are constantly changing and
the follo!ing list of types of "ullying "ehaviour can "e e0panded in light of the
e0perience of the school community1
(hysical aggression
&amage to property
'0tortion
Intimidation
2estures
,ilent telephone3mo"ile phone calls
#"usive telephone3mo"ile phone calls
#"usive te0t messages
#"usive email3!e"site messages
The production display or circulation of !ritten !ords pictures or other
materials aimed at intimidating another person
Isolation & e0clusion
4ame calling
,lagging
# com"ination of any of the types listed.
). Plae o$ Bull!ing)Bullying can happen any!here5 at school in the classroom on
the "us in the hall!ay during lunch on the playground during fieldtrips in the
school %itchen canteen computer (online) cell phone and community
(neigh"orhood). 4o matter !here it happens a person has the right to "e safe.
II. #*TIES AN# RESPONSIBILITIES
A. #ealing +ith an allegation o$ Bull!ing 'eha(ior
In dealing !ith suspected instances of "ullying "ehavior all actions must "e in
accordance !ith the agreed school (olicy. &isciplinary measures must "e applied
fairly consistently and reasona"ly ta%ing account of any special educational needs or
disa"ilities that the pupils may have and ta%ing into account the needs of vulnera"le
pupils.
%. Child
6 7e !ill listen respectfully to the child.
6 7e !ill ta%e steps to stop the "ullying !ith the child.s cooperation.
6 7e !ill support children !ho have "een "ullied to help them "uild
confidence.
6 7e !ill act to %eep any child !ho has "een "ullied safe over the long term.
8
#*TIES & RESPONSIBILITIES
6 7e !ill meet !ith the perpetrator3s and try to resolve the pro"lem.
6 7e !ill tell them !e have noticed their "ehavior is hurtful3 unaccepta"le.
6 7e !ill !or% !ith anyone !ho "ullies to help them change their "ehavior.
6 7e !ill encourage the perpetrator3s to ac%no!ledge the hurt they have
caused and learn from the incident.
6 7e !ill put in place sanctions to "e used as appropriate.
6 7e !ill monitor and follo! up incidents to ensure "ullying has stopped.
6 7e !ill involve outside agencies as and !hen appropriate.
). Classroo" Teaher
6 9ecord the incident and pass the information to the ,chool *ead
,. Parents
6 'nsure that parents %no! !hom to contact if they have concerns a"out
"ullying issues.
6 7e !ill contact3 respond to parents promptly !hen "ullying issues come to
light !hether their child is the one "eing "ullied or the one doing the "ullying.
6 7e !ill ensure that parents are a!are of the school.s complaints procedures.
6 7e !ill !or% !ith parents and the local community as appropriate to address
"ullying issues that arise out of school.
-. Shool .ead
6 ,ee the victim3perpetrator separately (case to case "asis).
6 :ollo! up to ensure the victim is safe.
6 Trac% any further actions such as calling in an outside agency calling or
!riting to parents or underta%ing any mediation or other meetings.
6 'nsure that all staff including temporary and cover staff are a!are of our anti
"ullying policy and approach.
6 9ecord and monitor types and num"er of incidents of "ullying and put
processes in place dependent on the incidents to eliminate these occurrences.
B. #ealing +ith a "ore serious allegation o$ 'ull!ing 'eha(ior
6 The ,chool *ead must "e informed.
6 The ,chool *ead and #ssistant !ill investigate the allegations as descri"ed
a"ove and complete a Bullying Incident 9eport form.
6 The ,chool *ead !ill meet inform and discuss the situation and agree on
actions to "e ta%en !ith all the parents concerned.
6 The ,chool *ead !ill monitor the situation to prevent recurrence of the
"ehavior until the victim feels supported.
C. Parental in(ol(e"ent
7e are a!are that parents !ill "e !orried and an0ious if they feel that their
child is involved in "ullying "ehavior !hether as a victim or perpetrator. 7e
!ould encourage BTLC parents to1
6 Carefully listen to their children and support them.
;
#*TIES & RESPONSIBILITIES
6 'ncourage their children and any that they %no! are "eing "ullied to tell a
teacher.
6 'ncourage victims not to fight "ac%.
6 4o pupil(s) should "e approached inappropriately "y another child.s parent3
care giver or si"ling
6 &iscuss their concerns !ith the class adviser or a mem"er of staff of their
choice.
6 9efer to ,chool.s 2eneral (ractices and (olicies (!!!."tlc.!ee"ly.com)
#. Pu&il Re&resentati(es
#s pupils of BTLC !e feel that our school is free from "ullying. If !e did have any
"ullying !e !ould inform the class adviser of the victim and "ully.
/e +ant all to $eel ha&&! and sa$e in our shool. /e do not +ant 'ull!ing in our
shool and +ill not tolerate 'ull!ing in our shool0
III. PREVENTIVE 1EAS*RES TO A##RESS B*LL2ING
Pre(entati(e "easures to reate an anti3'ull!ing &oli!
In order to prevent the prevalence of "ullying "ehavior at BTLC !e !ill1
A. Proati(e Strategies
6 (romote ,chool (hilosophy at all times
6 'very child or young person !ill have their rights recogni$ed.
6 9ecogni$e and re!ard good "ehavior.
6 ,chool #ssem"lies < addressing Bullying and providing #nti)Bullying
,trategies.
6 =igilant supervision ) playground 3 general school environment.
6 Consultation !ith ,chool Council.
6 >se of (layground Buddies.
6 ?uestionnaires.
6 >se of @utside #gencies !here appropriate.
6 ,taff Training 3 'ffective Communication.
6 Teach children a"out "ullying "ehavior and help them to understand !hy it
is so damaging and unaccepta"le and through circle time discussions and
drama.
6 (romote a!areness and respect of peoples. differences eg1 through a varied
use of inclusive materials and a culturally inclusive and diverse curriculum
!or%.
6 'ncourage children to tell an adult if they are !orried or feeling threatened
and include this in our discussions !ith the children.
6 #dults !ill model positive and respectful "ehavior.
6 '0plain that any person !ho sees "ullying "ehavior "ut does not report it to
an adult is actually ma%ing it !orse 3reinforcing it.
6 4ever forget that "ullying "ehavior is learned and can therefore "e
unlearned.
A
PREVENTIVE 1EAS*RES TO A##RESS B*LL2ING
B. Reati(e Strategies
The follo!ing steps !ill "e ta%en !hen dealing !ith incidents1
6 If "ullying is suspected or reported the incident !ill "e dealt !ith
immediately "y the mem"er of staff !ho has "een approached.
6 #ttempts !ill "e made to resolve the situation Buic%ly.
6 9eports !ill "e ta%en seriously.
6 #ppropriate steps ta%en to ensure child feels safe and secure.
6 ,ignificant incidents !ill involve further investigation and recording.
6 # clear account from the mem"er of staff initially dealing !ith the incident
!ill "e documented.
6 ,ignificant or repeated incidents !ill reBuire parents to "e informed.
6 &isciplinary measures 3 sanctions !hich are proportionate !ill "e e0plained
and used.
C. Proedure $or dealing +ith 'ull!ing 'eha(ior.
STEP %
6 9eporting of an incident (significant3repeated3intentional incidents or serious
one)off incident).
6 7hen such a "ullying incident is reported the information !ill "e passed on
to follo!ing people1
) The teacher of any child involved.
) ,chool *ead and #ssistant ,chool *ead
) The designated teacher for child protection.
STEP )
Investigation of an incident
6 This !ill normally "e carried out "y the ,chool *ead in co)operation !ith
the class teacher3 adults involved.
6 (upils involved !ill "e intervie!ed !ith documentation.
6 #t this stage the ,chool *ead may contact the parents of all pupils involved
inform them of the school.s action up to this point and %eep them informed of
su"seBuent actions.
STEP ,
#greeing a plan for resolution
6 The ,chool *ead !ill devise a plan for resolution of conflict.
6 7here appropriate targets for accepta"le "ehavior !ill "e set out including
support measures for all pupils concerned.
6 #ny disciplinary action reBuired !ill have to "e agreed upon !ith the parents
and the council.
STEP -
9evie!ing the situation
1ISCELLANEO*S & CON#ITIONS
C
6 The situation !ill "e monitored and revie!ed "y the ,chool *ead and !here
appropriate some or all of the parties involved !ill "e involved in this revie!.
STEP 4
Involvement of other agencies
6 7here necessary the school !ill dra! on the support of appropriate e0ternal
agencies.
III. 1ISCELLANEO*S AN# CON#ITIONS
Rati$iation & Co""uniation
BTLC Child (rotection (olicy shall "e revie!ed "y the administrators teachers and
staff and parent representatives "efore the school year "egins !hich is during the pre)
service training seminar. &issemination shall "e done during enrolment and parent
orientation programs.
This Child (rotection (olicy (C(() shall "e fully implemented from the opening of
classes. This policy shall "e continuously revie!ed and revised "y sta%e holders of
BTLC.
?uestionnaire :orm
Class1DDDDDDDDDDDDDDDDDDDDDDD &ate DDDDDDDDDDDDDD
7hat do you thin%E (lease tic% only one "o0 for each Buestion
true
mostly
true not true
/. I al!ays feel happy in my school.
8. (upils in our school are !ell "ehaved.
;. @ur teachers are fair !hen there is trou"le.
A. If I tell a teacher3adult that I.m "eing "ullied I %no! that she3he !ill listen and do something
to help.
C. In school !e have tal%ed a"out !hat is meant "y "ullying "ehavior and a"out !ays of
dealing !ith it.
F. If I am "ullied in school I am happy to go and tal% to an adult a teacher or a supervisor
G. Teachers and supervisors help me to feel safe in the school grounds3corridors.
H. I get on !ell !ith other pupils in my class.
I. In class !e are given opportunities to learn to respect one another to thin% of others and
treat everyone the same.
/J. If I am "ullied in school I !ould choose to tell a friend3 or older pupil rather than an adult.
//. 7hen !e do !ell in school !e are praised in class or assem"ly.
/8. I feel safe from all forms of "ullying "ehavior in the playground.
/;. I feel safe from all forms of "ullying "ehavior in the toilets and corridors.
/A. In our school I feel comforta"le a"out telling someone if I am "eing "ullied.
/C. I %no! !hat to do if I feel I am "ullied.
/F. I understand that I must tell an adult if I %no! that someone is "eing "ullied.
/G. 7e learn a"out the feelings of "ullying through #ssem"lies Circle Time ,tories
&iscussion (oems &rama or ,ongs.
/H. If I feel "ullied in school I !ould tell someone at home.
/I. I %no! I shouldn.t retaliate if I am "eing "ullied.
8J. I %no! !ho the #nti Bullying coordinator is at school.
Than5 !ou $or o"&leting our 6uestionnaire.
F