Llangewydd Junior School Policy on Bullying Why a policy Headteachers and Governing Bodies must by law have a policy

to prevent bullying amongst pupils. Such policies must comply with the Race Relations Amendment Act 2000, the Human Rights Act 1998 and the Special Educational Needs and Disability Act 2001. A whole school approach based covering these four key areas, awareness raising, consultation, implementation and monitoring and evaluation has been adopted. Aims 1. To develop in the school a caring community, exercising concern and respect for the welfare of others and emphasizing the importance of good human relationships. 2. To establish an ethos and atmosphere within the school, which will make bullying unacceptable. 3. To identify the causes and effects of bullying. 4. To develop a series of approaches, which are, designed to prevent bullying. 5. To deal with an incident of bullying as soon as it arises. 6. To clearly identify what is expected of all staff and pupils in order to achieve these objectives. 7. To ensure all children are safe irrespective of gender, race or disability. Bullying What is it? Bullying can be defined as overt or subtle intimidation of an individual, or group, with the wilful or subconscious intention to hurt, threaten or frighten. Bullying affects everyone: not just the bullies and the victims. It also affects those other children who may witness violence and aggression and the distress of the victim. It may damage the atmosphere of a class and even the climate of the school. What is more, less aggressive pupils can be drawn into the taunting and tormenting of victims by group pressure and psychological factors. Schools have a responsibility to create a secure and safe environment for pupils who are in their care so that parents may send their children to school in the confident knowledge that they will be protected from bullies. The single most important thing our school can do to prevent bullying is to have a clear policy which staff, pupils, and parents are committed. What forms does bullying take? a) Verbal: Name-calling, taunting, cruel teasing, telling lies, threats, malicious gossip. b) Physical: Threatening, slaps, assault, damage to personal belongings, extortion, coercing the victims into acts, which they do not want to do. c) Psychological: Threatening, ignoring, Sending to Coventry, extortion, ostracising pupils from their own peer group. d) Indirect (spreading nasty stories, excluding from groups, malicious rumours) - and increasingly, Cyberbullying (the sending of malicious texts, e-mails or chat room comments) can be a significant concern Both boys and girls use teasing as a method of bullying. The boys are more inclined to use more physical means of bullying whereas girls tend to be more inclined to use more subtle means such as exclusion from the social group or peer group. Either individual pupils or groups of pupils can carry out the incidents of bullying. Male bullies tend to pick on victims from both sexes but female bullies generally and predominantly bully other girls. Who are the bullies? There is no traditional stereotype bully. They come from all types of home background, from all races, from all cultures and from both sexes. Where and when does the bullying take place? (a) Bullying can take place in a variety of locations particularly when adults or mature individuals are not present and it is not confined to the school environment. (b) Bullying need not last for long periods to cause pain and distress but the longer it continues the greater the suffering and damage caused.

(c) An individual or a group can carry out bullying. People who may not begin as bullies may join bullying groups as the individual may be afraid of losing the groups approval and become outcast or ostracised. Many bullies will thus try to involve other children in their activities. (d) Bullies tend to operate in secret places but often they fell quite confident that no one will stop them and they bully others in public places. The onlookers can then become part of the bullying process. The climate thus created can affected other children. We must be aware of indicative signs and investigate if a child or young person: Is frightened of walking to and from school; Begs to be driven to school; Changes their usual routine; Is unwilling to go to school; Begins truanting; Becomes anxious, withdrawn, or lacking in confidence; Starts stammering; Attempts or threatens self-harm or runs away; Cries themselves to sleep at night or has nightmares; Feels ill in the morning; Begins to do poorly in school work; Comes home with clothes torn or books damaged; Has possessions go missing; Asks for dinner money or starts stealing money (to pay bully); Has dinner or other monies continually lost; Has unexplained cuts or bruises; Comes home starving (money of lunch stolen); Becomes aggressive, disruptive or unreasonable; Is bullying other children or siblings; Stops eating; Is frightened to say whats wrong; Gives improbable excuses for any of the above points.

Recognising Bullies The bully gets pleasure from other childrens pain, fear or humiliation. N.B. It is important that the following distinctions be made: Bullying or bossiness? The bully usually focuses on younger, smaller or timid children; the bossy child will boss whoever is around at the time. Bullying or boisterous play? Play can turn into bullying when it spoils other childrens activities, when violence or hostility is shown and when there is rough, intimidating behaviour. Bullies tend to: * Have assertive, aggressive attitudes, over which they exercise little control, * They tend to lack empathy, * They tend to lack guilt, they rationalise that the victim somehow deserves the bullying treatment. Bullies can be the kind or people who are: * Academically achieving less, * Achieving as well as if not better - than their peers, * Unpopular or insecure, * Quite secure and happy

Recognising likely victims. They may be pupils who: * Are new to the class or school, * Are different in appearance, speech or background from other pupils, * Suffer from low esteem (this may be the cause or effect of bullying) * Demonstrate entertaining reactions when bullied, * Are more nervous or anxious, * The victim may just be the child who is in the wrong place at the wrong time and who reacts wrongly. What becomes of Bullies and Victims? Active school policy will help create a positive ethos. This can be the first step to help victims and bullies. A successful bully will carry on bullying. This is likely to apply to physical bullying threatened aggression and emotional and psychological forms of bullying. Victims may suffer from emotional stress, which can lead to a range of outcomes such as: * Absenteeism * Under achievement * Childhood depression * Suicide * Victims may see themselves as inadequate and friendless, they may even believe that they deserve the treatment they receive. Approach to Prevent Bullying The message should always be that prevention is better than cure. Children can doubt the adults ability to stop the bullying and so can lack confidence in adults to help them when they are being bullied. Supportive Role of Staff (a) Children should be made to understand that the school cares about bullying and will deal with it. (b) Pupils must be encouraged to understand that they should speak out if they are, or know someone who is, being bullied. (c) Time must be available for pupils to speak in confidence and in private to staff during circle time, PSE lessons and individually to teacher or Headteacher. It is vital that each pupil in school has a member of staff to whom he/she can confide. (d) All new pupils must be made aware of procedures etc., and help must be given to ease their integration into school, all staff have an important role to play in this process. Pre School Preparation Bullying and ways of combating it should be included in the induction programme before pupils start at the school. Mention will be made of it in visits to Cefn Glas and Bryntirion Infants and school policy will be emphasised on these visits and on induction days. Positive expectations of acceptable behaviour will be stressed. All parents and children will receive copies of our code of conduct. School Campus Regulation checks and reviews of areas where bullying might happen takes place regularly. PSE sessions and assemblies are used to encourage pupils to adopt reasonable and sensible behaviour around the school premises at morning, afternoon and lunch breaks. Possible areas around the school where bullying might take place could be identified by pupils in discussion. Assemblies and Curriculum 1. Messages about positive, acceptable behaviour must be transmitted through the curriculum in the classroom lessons and in the programme of work used in class discussion and assemblies. 2. Role-play should be encouraged to develop feelings of empathy and awareness raising about the consequences of bullying. Pupils could be asked to write anonymously about bullying and what should be done about it. Pupils views are important. Information in school handbook Information in pupil planners Work on anti-bullying in role play and drama lessons

 Peer group education and drama productions Work on problem solving and conflict resolution Specific work on self-esteem and assertiveness. Further approaches that have proved successful and informative include; Peer counselling Peer mediation Consultation with School Council Mediation by adult Working with external agencies Curriculum approaches. Communication 1. The school policy should be followed by all. 2. Parents will be informed that the school acts to prevent bullying, not just to deal with incidents. 3. Children will be encouraged to behave in a socially responsible and acceptable way. They are expected to build and develop good practices. 4. Watching pupils and analysing what pupils write and draw will help find out who may be at risk and where they are at risk. This may also identify useful strategies. 5. Suggestion boxes will be conveniently located around the school and the contents will be checked regularly. Responses to Bullying Advice to Staff Take the incident or report seriously. Remain calm, speak clearly, slowly and firmly Be polite and objective Take action as quickly as possible. If an audience is gathering make every effort to hold the interview in private with those immediately concerned, once you have identified the pupils involved. 5. Get help if necessary or refer the incident, if of a serious nature, to a colleague or you feel unable to cope with the situation. 6. Reassure the victim(s) and do not make them feel inadequate or foolish. 7. Offer help, advice and support to the victim. 8. Make it very clear to the bully that you disapprove 9. Encourage the bully to see the victims point of view. 10. Punish the bully, but take care in how you do this. Raising self-esteem is an important element in managing behaviour. 11. Explain clearly the punishment given and why it is being given. 12. Inform others of the incident and action taken 13. Keep record of any bullying incidents and what you did. Strategies for Parents We will provide information for parents and carers. These include lists of behaviours to look out for that might indicate their child has been the victim of bullying behaviour. Parents should be advised that they should take the following action if they are concerned about possible bullying. Inform the school if you are aware or suspect bullying is taking place Encourage children to be friendly and tolerant to others and not be aggressive Support the school if further action needs to be taken. 1. 2. 3. 4.

Parents can advise their child and try the following steps: Assure the child that the bullying is not their fault Tell the child they are loved them and supported Try to boost their confidence by getting them to join clubs Strengthen their friendships wherever possible Advise a child to stay with groups of children Encourage them to put on a confident front even when they dont feel that way inside Ignore the bullying by pretending not to be upset - just turn and walk away Practice walking tall our body language reflects how we feel about ourselves Encourage your child to be assertive by saying no or leave me alone in a loud voice Keep a diary of all the events, times and places and what is said. Have your parents contact Senior staff or governors.

Strategies for Pupils Our School policy specifies the measures that are in place to develop a positive ethos and sub-culture and to provide support for victims of bullying. Interventions and Peer support systems are in place, suggestion boxes, email access to Mrs Davies and counselling for perpetrators are key features of our effective antibullying programmes. Circle time is a key element of minimising bullying in school. THE PROCESS OF CIRCLE TIME The process of Circle Time involves the key skills required by any individual belonging to a social group. Ballard (1982) describes Circle Time as: Awareness knowing who I am Mastery knowing what I can do Social Interaction knowing how I function in the world of others

As well as raising self-esteem, covering NC areas of speaking and listening, Circle Time has strengths in developing self-knowledge, relationships and an understanding of feelings and emotions and is a rewarding and positive experience for all. CIRCLE TIME IS ABOUT Children learning about themselves in a group Children learning how they operate in a group Children learning how a group functions

The National Curriculum Document concerning spiritual and moral development outlines stages of development. Some of these are: Recognising the existence of others as independent of oneself Becoming aware of and reflecting on experiences Questioning and exploring the meaning of that experience

The Circle Time model promotes self-discipline, more effective learning, team building and an ability to manage emotions. Circle Time meetings ensure that all members of the school community are involved, listened to and motivated. This address is for some the sense of isolation they may feel in school, for others it enables them to empathise with others and it definitely improves behaviour.

Circle time is a valuable tool in combating bullying. Another successful tool we use are Playground Peacemakers who act a peer mediators. They are trained and work through the lunch hour. Playground Peacemakers What do peacemakers do? Mediators are pupils who have been specifically chosen and trained to help other students find solutions to their conflicts. When students are involved in a dispute, they are asked if they would like a mediator to help them resolve their problem. If the disputants so choose, the mediators use the mediation process to listen to both sides of the dispute, clarify the nature of the dispute, help to seek different solutions and reach a consensus on a mutually satisfactory solution.

Training usually takes two full days and can be undertaken using half days or hourly sessions during lunch hour spread over a number of weeks. What skills will mediators learn during the training? Leadership Communication - How to listen without taking sides - How to express feelings and needs Problem solving How to improve the school environment How to take responsibility for their own actions

What Are the Benefits of Peer Mediation? Benefits for School Staff Mediation improves overall school environment through better student-staff relationships Staff spend less time settling disputes among students which will result in a decrease in pressure on teachers to serve as constant disciplinarians. Benefits for Peacemakers They increase their self-esteem and confidence in their ability to help others Develop positive status among their peers increases Learn valuable communication and problem-solving techniques applicable to many situations Develop leadership and influence other students in a positive manner Enhance their note-taking and summarizing skills Benefits for pupils The mediation process encourages students to share their feelings and become more empowered to resolve their own problems Mediation provides positive role models for solving conflicts Students recognise that adult intervention is not always necessary Arguments decrease so students spend more time learning Benefits for the Wider Community Parents and students have reported that peer mediators use their problem-solving skills at home with their siblings and significant others Schools that teach positive ways to resolve conflicts are aiding in the reduction of violence in our society today Young people who learn to resolve conflicts positively are likely to continue using this process as they grow up. It is important to provide support for both the bullied pupils and the bullies. The approaches and interventions will differ and whilst the bullied will require reassurance and support from staff, the bullies will need to change attitudes and behaviour. We do impose sanctions on those pupils who have been bullying but consultation with the bullied pupil is the key to resolving such issues. Pupils that have experienced bullying have available a range of routes whereby they can raise their concerns and worries. This is via friends, peacemakers, class teacher, School Council, games teacher, or through their family. Pupils are encouraged to report incidents and we empower children to take responsibility and make positive responses to bullying behaviour. Pupils are encouraged to report and intervene as we feel this will lead to positive and constructive changes in our schools ethos and culture. It also supports our aim of nurturing positive citizenship. Development and Review The designated member of staff with responsibility for overseeing the anti-bullying policy is Mrs Davies head teacher. She arranges for the procedures and process to be reviewed on a regular basis. The school stresses and recommends the need for a regular audit of pupils in school. Part of this survey deals with bullying, to enable staff to obtain an up to date picture of the current situation. Gathering the views of pupils is vital and ensures an ongoing collaborative approach to addressing bullying issues. This policy was reviewed in November 2006