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St. Peter’s N.S. Anti-
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 St Peter’s National School has adopted the following anti-
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
encourages pupils to disclose and discuss incidents of bullying behaviour in a non-
(b) Effective leadership
(c) A school-
(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-
(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-
3. In accordance with the Anti-
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-
Isolated or once-
However, in the context of this policy, placing a once-
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 teacher(s) for investigating and dealing with bullying are:
The class teacher,
The relevant LSRT Teacher,
The assistant principal, Mrs Deirdre Ruttledge,
Deputy principal, Mrs Ann Murrihy,
Principal, Ms. Catherine Mc Hale.
Any teacher may act as a relevant teacher if circumstances warrant it.
5. The education and prevention strategies (including strategies specifically aimed at cyber bullying and identity-
The fostering and enhancing of the self-
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 by way of prevention and intervention.
Creation of a culture of "telling".
•Teachers will repeatedly reinforce the message that if anyone is the victim of bullying behaviour, they should not retaliate in any way, but they should tell an adult. Victims will be reassured that if they tell, something will be done about the bullying in a safe manner and all reported incidents will be dealt with. 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.
1. Direct approach to teacher at an appropriate time, for example after class.
2. Hand note up with homework.
3. Make a phone call to the school or to a trusted teacher in the school.
4. Worry box
5. Get a parent(s)/guardian(s) or friend to tell on your behalf.
6. Administer confidential questionnaires
•Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.
•Bystanders can be the key to resolving bullying and if anyone witnesses bullying behaviour, they should always tell a teacher. This is not telling tales but a means of protecting victims.
Raising the awareness of bullying as a form of unacceptable behaviour by -
• Displaying our school’s Anti-
•Engaging in formal teaching within the class setting through SPHE and RE programmes. (What is bullying? What is not bullying? What to do if you feel you are being bullied? What to do if you see somebody else being bullied?)
•Having a Multi-
•Creating an annual awareness week and friendship week for school community ( pupils, parent(s)/guardian(s) and the wider school community) about bullying. This will involve discussion, anti-
•Provision of information on all aspects of bullying
Other strategies
•Formal programmes of work are a vital element in raising children's self-
•Positive reinforcement and rewarding incidents of good and improved behaviour, acts of kindness by teachers in classroom setting e.g.(Class dojo, Students of the week, Golden time, spot prizes, stars, stickers etc.)
•Modelling of respectful behaviour and language by teachers and staff.
•Encouraging students to look out for each other and to be responsible for their own behaviour.
•Involvement of the pupils in contributing to a safe school environment e.g. Buddy system/ Lunchtime Pals that can help to support pupils and encourage a culture of peer respect and support.
• Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra-
•Immediate affirmation of children who report incidents of bullying which they have witnessed.
•Each class to have a set of class rules which complements the school's Code of Behaviour.
•The development of an Acceptable Use Policy in the school to include the necessary steps to ensure that the access to technology within the school is strictly monitored.
•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.
6.The school’s procedures for investigation, follow-
•Any pupil or parent(s)/guardian(s) may bring an alleged bullying incident to any teacher in the school.
•All reports, including anonymous reports of alleged bullying, will be investigated and dealt with by the relevant teacher.
•Teaching and non-
•When it is alleged that a pupil is being bullied, the class teacher will investigate. It is important to gather all of the facts from both sides (What, where, when, who, why?). This will involve an interview with the alleged bully using template in Appendices.
Incidents of alleged Bullying will be dealt with on a staged basis.
Stage 1
All reports of bullying must be dealt with initially by the class teacher.
When it is alleged that a pupil is being bullied, the class teacher will investigate. It is important to gather all of the facts from both sides (What, where, when, who, why?). This will involve an interview with the alleged bully using template in Appendices.
In investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best to resolve the situation.
The aim for the class teacher 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).
The teacher will take a calm, unemotional, problem-
All sides are listened to separately and notes are taken.
The notes are brief, factual and should be devoid of emotional or judgemental language.
It may be appropriate or helpful to ask those involved to write down their account of the incident(s)
Instances are investigated outside the classroom to avoid public humiliations.
All interviews should be conducted with sensitivity and with due regards to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way.
It is explained to the alleged bully how hurtful their behaviour is and attempts are made to encourage them to empathise with the alleged victim.
The relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues.
If and when the relevant teacher deems the incident to be a confirmed case of bullying the parents will be informed and the actions being taken will be explained.
The child(ren) involved will be asked to sign "Pupil Behaviour Promise 1".
Stage 2
If the child breaks their promise and re-
If the re-
Cases of gross bullying behaviour must proceed directly to stage 2 and be recorded and reported immediately to the principal or deputy principal.
If a child breaks their promise twice then the matter is referred to the Principal. The Principal meets with the child and the parent. The child may be suspended for up to 3 days. The Principal has the permission of the Board of Management to suspend for up to 3 days.
Follow-
After each of the stages 1, 2 & 3 the teacher will take the following factors into account in order to monitor the situation
-
-
-
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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.
Recording of incidents:
All incidents will be logged by the class teacher.
As mentioned in Stage 2, incidents which have not been adequately and appropriately addressed within 20 school days will be recorded by the class teacher on the recording template as in Appendix 3 (Anti bullying Procedures for Primary and Post -
Cases of gross bullying behaviour must proceed directly to stage 2 and be recorded and reported immediately to the principal or deputy principal.
When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the principal or Deputy Principal as applicable. It should also be noted that the timeline for recording bullying behaviour in the recording template does not in any way preclude the relevant teacher from consulting the Principal or Deputy Principal at an earlier stage in relation to any case.
7. The school’s programme of support for working with pupils affected by bullying is as follows :
Pupils who are affected by bullying are reassured from the outset that they are not to blame.
All in-
-
-
If pupils require counselling or further supports the school will recommend appropriate agencies. This may be for the pupil affected by bullying or involved in the bullying behaviour.
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.
10. This policy was adopted by the Board of Management on 28/092021 [date].
11. This policy has been made available to school personnel, is otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association. 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 website (or where none exists, be otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.
Signed:
(Chairperson of Board of Management)
Signed:
(Principal)
Date: 28/09/2021
Date of next review: Sept 2022