Anti-Bullying Policy
- 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
Aims of the Policy
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 behaviour are included in the definition of bullying:
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.
Appendix 1 gives a list of specific examples of bullying behaviour. The list is non- exhaustive. Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
A school-wide approach to the fostering of respect for all members of the school community.
Through presentations or other exercises, the school staff and parents/guardians are made aware of the nature of bullying and the signs that might indicate that a pupil is being bullied. They are encouraged to be vigilant in watching out for signs of bullying and to report any suspicion of bullying they may have to the “relevant teacher” (in the case of staff members) or any staff member (in the case of parents/guardians).
Programmes and Implementation of curricula
Procedures that help to prevent bullying
Partnership/Communication with Parents/Guardians
Links to other policies
Code of Behaviour, Child Protection policy, Social Personal and Health Education (SPHE) Supervision of pupils, Acceptable Use policy, Attendance, Sporting activities.
Reporting bullying behaviour
Investigation and dealing with incidents 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:
Since the failure to report bullying can lead to a continuation or a deterioration of bullying, the school and parents encourage children to disclose and discuss incidents of bullying behaviour. This is a ‘telling school’ as defined in the Stay Safe Programme. Children will therefore be constantly assured that their reports of bullying either for themselves or peers will be treated with sensitivity.
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). Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand this approach from the outset.
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:
Recording of bullying behaviour
All recording of bullying incidents will be done in an objective and factual manner.
When an investigation is completed and/or a bullying situation is resolved the relevant teacher will use his/her professional judgement in relation to completing 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 on the Aladdin system.
The relevant teacher will use the recording template at Appendix 3 (from DES Procedures) to record the bullying behaviour in the following circumstances:
In each of the circumstances (a) and (b) above, the recording template at Appendix 3 will be completed in full and retained by the relevant teacher and a copy provided to the Principal or Deputy Principal as applicable. Records will be reviewed and analysed. All documentation regarding bullying incidents and their resolution is retained securely in the school. The relevant teacher will inform the principal of all incidents being investigated. 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.
The school’s programme of support for working with pupils affected by bullying is as follows:
Bullied pupils:
Bullying pupils:
In the case of children for whom bullying is having a serious impact which cannot be dealt with satisfactorily is school, consultation will be made with the National Education Psychological Service (NEPS) as to whether formal referral to an outside, specialist agency (e.g. CAMHS) may be necessary in order to support the pupil concerned.
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.
Prevention of Harassment
The Board of Management confirms that the school will, in accordance with obligations under equality legislation, take all such steps as 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, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
This policy was adopted by the Board of Management on 17 /06 /2014.
This policy has been made available to school personnel, will be published on the school website (or readily accessible to parents on request) and provided to the Parents’ Association. A copy of this policy will be made available to the Department of Education and Skills and to the patron if requested.
Ratified by the Board of Management: June 2014
Reviewed: October 2015
- In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the National Education Welfare Board (NEWB), the Board of Management of St. Dominic’s NS 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 2013.
- 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:
- 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
Aims of the Policy
- To foster a school ethos of mutual and self-respect;
- To raise awareness of bullying as unacceptable behaviour;
- To outline, promote and raise awareness of preventative approaches that can be used in response to reported incidences of bullying;
- To develop a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour;
- To outline procedures for noting and reporting instances of bullying behaviour; and
- To outline procedures for investigating and dealing with incidents of bullying behaviour.
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 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.
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.
Appendix 1 gives a list of specific examples of bullying behaviour. The list is non- exhaustive. Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
- As St. Dominic’s is a primary school the “Relevant Teacher” for investigating and dealing with child to child bullying will normally be the class teacher.
- The education and prevention strategies (including strategies specifically aimed at cyberbullying and identity based bullying) used by the school are as follows:
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 develops an awareness of what bullying is, how it impacts on pupils’ lives and the need to respond to it-prevention and intervention.
- An annual 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 teachers
- 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 will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.
- Involvement of students in contributing to a safe school environment e.g. Buddy system, mentoring, Lunchtime Pals and other student support activities that can help to support pupils 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 with pupils and placed on the school website for all parent(s)/guardian(s) as part of the Code of Behaviour of the school.
- The anti-bullying module of the SPHE programme as it applies during each school year.
- 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, for example after class.
- Hand note up with homework.
- Talk to a trusted teacher in the school.
- Anti-bully or Niggle box
- Get a parent(s)/guardian(s) or friend to tell on your behalf.
- Administer a confidential questionnaire once a term to all pupils.
- Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.
- Pupils are helped to examine the issue of bullying in a calm rational way, outside of the tense context of particular bullying incidents. In the process they are made more aware of the nature of bullying and the various forms that it can take.
- Pupils are made aware that the consequences of bullying behaviour are always bad for those who are targeted, even if this is not always obvious at the time.
- Pupils are encouraged to recognise, reject and report bullying behaviour, either spontaneously or through questionnaires used in the school.
Through presentations or other exercises, the school staff and parents/guardians are made aware of the nature of bullying and the signs that might indicate that a pupil is being bullied. They are encouraged to be vigilant in watching out for signs of bullying and to report any suspicion of bullying they may have to the “relevant teacher” (in the case of staff members) or any staff member (in the case of parents/guardians).
Programmes and Implementation of curricula
- The full implementation of the SPHE and the RSE and Stay Safe Programmes.
- Continuous Professional Development for staff in delivering these programmes.
- School wide delivery of lessons on bullying from evidence based programmes, e.g. Stay Safe Programme, The Walk Tall Programme, Friends for Life Programme.
- School wide delivery of lessons on Cyber Bullying (Be Safe-Be Web wise),
- 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 will specifically consider the additional needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.
Procedures that help to prevent bullying
- Yard Rule reminders
- Yard Supervision
- Wet Day Supervision
- Behaviour Reflection Sheet
- Golden Rules
- Positive Classroom Rules
- Positive Behaviour follow up and children to mind on agenda at staff meetings
- Individual Behaviour Plans
Partnership/Communication with Parents/Guardians
- Newsletters
- Information Meetings
- Parental involvement in class activities
- Parent/Teacher Meetings
- Individual Education/Behaviour Planning meetings
- Relevant homework
- Parents’ Association
Links to other policies
Code of Behaviour, Child Protection policy, Social Personal and Health Education (SPHE) Supervision of pupils, Acceptable Use policy, Attendance, Sporting activities.
Reporting bullying behaviour
- Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school.
- All reports will be investigated and dealt with by the relevant teacher.
- Teaching and non-teaching staff such as special needs assistants (SNAs), bus escorts, caretakers, cleaners are encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher;
Investigation and dealing with incidents 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:
Since the failure to report bullying can lead to a continuation or a deterioration of bullying, the school and parents encourage children to disclose and discuss incidents of bullying behaviour. This is a ‘telling school’ as defined in the Stay Safe Programme. Children will therefore be constantly assured that their reports of bullying either for themselves or peers will be treated with sensitivity.
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). Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand this approach from the outset.
- An incident of bullying behaviour will be noted and recorded by the class teacher of the teacher on duty/year duty on the Aladdin system.
- In investigating the (relevant)teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;
- Teachers will take a calm, unemotional problem-solving approach.
- Pupils who are alleged to have been involved in bullying behaviour are interviewed by the ‘Relevant Teacher’ to establish the nature and extent of the behaviour and any reasons for it.
- The School, through the ‘Relevant Teacher’ reserves the right to ask any pupil to write an account of what happened, as part of an investigation. This will be a standard procedure and does not necessarily imply that a pupil is guilty of misbehaviour.
- Where possible incidents should be investigated outside the classroom situation to ensure the privacy of all involved;
- All interviews should 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;
- When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why.
- 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 each other’s statements;
- Each member of a group should be supported through the possible pressures that may face them from the other members of the group after the interview by the teacher;
- In the event that a pupil has been involved in bullying behaviour it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy, he/she will be asked to reflect on his/her behaviour and its consequences for himself/herself and from the perspective of the pupil being bullied. (Restorative Practice)
- The 'Relevant Teacher’ does not apportion blame but rather treats bullying behaviour as a "mistake" that can and must be remedied. 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. Pupils who report bullying therefore are not getting others "in trouble" so much as enabling them to get out of trouble into which they may ultimately get if the bullying continued.
- The code of behaviour will be invoked in circumstances where it is deemed prudent by the relevant teacher and the school principal.
- If a pupil has made a promise but then chooses to break that promise and continue the bullying behaviour, this can then no longer be considered a "mistake." Parents will be made aware of this behaviour and requested to come and discuss it with the teacher/principal with a view to resolving the problem. If necessary the pupil who has been involved in bullying behaviour will be asked to sign a binding promise that they will treat all pupils fairly, equally and respectfully including the targeted pupil(s). In this event parent(s)/guardian(s) will be requested to countersign their daughter/son’s promise.
- Breach of this promise by further bullying behaviour is regarded as a very grave matter. If a case remains unresolved the matter will be referred to the school’s Board of Management. The Board will be briefed in relation to the number, if any, of templates which have been completed. A serious sanction may be imposed by the school authorities.
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 parent(s)/guardian(s)s 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) will be referred, as appropriate, to the school’s complaints procedures.
Recording of bullying behaviour
All recording of bullying incidents will be done in an objective and factual manner.
When an investigation is completed and/or a bullying situation is resolved the relevant teacher will use his/her professional judgement in relation to completing 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 on the Aladdin system.
The relevant teacher will use the recording template at Appendix 3 (from DES Procedures) to record the bullying behaviour in the following circumstances:
- in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and
- where the bullying takes the form of physical aggression, intimidation, damage to property or extortion. In such circumstances, the bullying will be reported immediately to the Principal or Deputy Principal.
In each of the circumstances (a) and (b) above, the recording template at Appendix 3 will be completed in full and retained by the relevant teacher and a copy provided to the Principal or Deputy Principal as applicable. Records will be reviewed and analysed. All documentation regarding bullying incidents and their resolution is retained securely in the school. The relevant teacher will inform the principal of all incidents being investigated. 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.
The school’s programme of support for working with pupils affected by bullying is as follows:
Bullied pupils:
- Ending the bullying behaviour,
- Ensuring the school culture fosters respect for bullied pupils and all pupils,
- Ensuring the school culture fosters empathy towards and support for bullied pupils,
- Indicating clearly that the bullying is not the fault of the targeted pupil through the awareness-raising programme,
- 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, and/or arrange a referral to an appropriate external agency.
- 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).
- Implementing a “buddy system” in the school.
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 counselling 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 behaviour 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.
In the case of children for whom bullying is having a serious impact which cannot be dealt with satisfactorily is school, consultation will be made with the National Education Psychological Service (NEPS) as to whether formal referral to an outside, specialist agency (e.g. CAMHS) may be necessary in order to support the pupil concerned.
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.
Prevention of Harassment
The Board of Management confirms that the school will, in accordance with obligations under equality legislation, take all such steps as 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, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
This policy was adopted by the Board of Management on 17 /06 /2014.
This policy has been made available to school personnel, will be published on the school website (or readily accessible to parents on request) and provided to the Parents’ Association. A copy of this policy will be made available to the Department of Education and Skills and to the patron if requested.
Ratified by the Board of Management: June 2014
Reviewed: October 2015