St. Peter’s National School Anti-Bullying Policy


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, Phibsborough 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.

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   
•    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 par-ticular, homophobic and transphobic bullying;
•    effective supervision and monitoring of pupils;
(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.

 

3. 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 bullying 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.
Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.
 

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.

 

Examples of bullying behaviours

General  behaviours which apply to all types of bullying

•    Harassment based on any of the nine grounds in the equality legislation e.g. sexual harassment, homophobic bullying, racist bullying etc.
•    Physical aggression
•    Damage to property
•    Name calling
•    Slagging
•    The production, display or circulation of written words, pictures or other materials aimed at intimidating another person
•    Offensive graffiti
•    Extortion
•    Intimidation
•    Insulting or offensive gestures
•    The “look”
•    Invasion of personal space
•    A combination of any of the types listed.
•    Exclusion

Cyber

It should be noted that facebook is for over thirteens only

•    Denigration: Spreading rumours, lies or gossip to hurt a person’s reputation
•    Harassment: Continually sending vicious, mean or disturbing messages to an individual
•    Impersonation: Posting offensive or aggressive messages under another person’s name
•    Flaming: Using inflammatory or vulgar words to provoke an online fight
•    Trickery: Fooling someone into sharing personal information which you then post online
•    Outing: Posting or sharing confidential or compromising infor-mation or images
•    Exclusion: Purposefully excluding someone from an online group
•    Cyber stalking: Ongoing harassment and denigration that causes a person considerable fear for his/her safety
•    Silent telephone/mobile phone call
•    Abusive telephone/mobile phone calls
•    Abusive text messages
•    Abusive email
•    Abusive communication on social networks e.g. Facebook/Ask.fm/ Twitter/You Tube or on games consoles
•    Abusive website comments/Blogs/Pictures
•    Abusive posts on any form of communication technology

Identity Based Behaviours
Including any of the nine discriminatory grounds mentioned in Equality Legislation (gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community).

Homophobic and Transgender
•    Spreading rumours about a person’s sexual orientation
•    Taunting a person of a different sexual orientation
•    Name calling e.g. Gay, queer, lesbian...used in a derogatory manner
•    Physical intimidation or attacks
•    Threats

Race, nationality, ethnic background and membership of the Traveller community
•    Discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious beliefs, ethnic or traveller background
•    Exclusion on the basis of any of the above

Relational
    This involves manipulating relationships as a means of bullying. Behaviours include:
•    Malicious gossip
•    Isolation & exclusion
•    Ignoring
•    Excluding from the group
•    Taking someone’s friends away
•    “Bitching”
•    Spreading rumours
•    Breaking confidence
•    Talking loud enough so that the victim can hear
•    The “look”
•    Use or terminology such as ‘nerd’ in a derogatory way


Sexual  

•   Unwelcome or inappropriate sexual comments or touching
•   Harassment
Special Educational Needs,
Disability    •    Name calling
•    Taunting others because of their disability or learning needs
•    Taking advantage of some pupils’ vulnerabilities and limited capacity to recognise and defend themselves against bullying
•    Taking advantage of some pupils’ vulnerabilities and limited capacity to understand social situations and social cues.
•    Mimicking a person’s disability
•    Setting others up for ridicule

4. The relevant teachers for investigating and dealing with bullying are as follows:

The Relevant Teachers in this school are:     

St. Peter’s National School
Principal
Deputy Principal
All class teachers

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, homophobic and transphobic bullying) that will be used by the school are as follows


Education and prevention strategies

School-wide approach

•    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 (subject to support being available from relevant bodies e.g. PDST, HSE etc.)
•    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 the students in contributing to a safe school environment e.g.  mentoring
 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 all parent(s)/guardian(s)s are given a copy as part of the Code of Behaviour of the school.
•    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.:
o    Direct approach to teacher at an appropriate time, for example after class.
o    Hand note up with homework.
o    Make a phone call to the school or to a trusted teacher in the school.
o    Get a parent(s)/guardian(s) or friend to tell on your behalf.
o    Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.

•    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, as is the pupils’ use of mobile phones.


Implementation of curricula

•    The full implementation of the SPHE and CSPE curricula and the RSE and Stay Safe Programmes.
•    School wide delivery of lessons on bullying from evidence based programmes, e.g. Stay Safe Programme, The Walk Tall Programme  etc..
•    Delivery of the Garda SPHE Programmes at primary level. These lessons, delivered by Community Gardai, cover issues around personal safety and cyber-bullying
•    The school will specifically consider the additional needs of SEN pupils and help develop skills and strategies to enable all pupils to respond appropriately.



Links to other policies
•    Other policies which are particularly relevant to bullying- Code of Behaviour, Child Protections policy, Supervision of pupils, I. T. Acceptable Use policy, Attendance, Sporting activities (sports code of conduct)
6. 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 are as follows

6.8.9.      Procedures for Investigating and Dealing with Bullying

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);

The school’s procedures must be consistent with the following approach.
Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand this approach from the outset.

Reporting bullying behaviour

•    Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school.
•    All reports, including anonymous reports of bullying, will be investigated and dealt with by the relevant teacher and principal/deputy principal
•    Teaching and non-teaching staff such as secretaries, special needs assistants (SNAs), caretakers, cleaners must report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher and principal/deputy principal

Investigating and dealing with incidents of bullying
•    In investigating and dealing with bullying, the (relevant)teacher will exercise his/her profes-sional judgement to determine whether bullying has occurred and how best the situation might be resolved;
•    Parent(s)/guardian(s) and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible;
•     Teachers should take a calm, unemotional problem-solving approach.
•    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 infor-mation in this way;
•    When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who 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 by the princi-pal/deputy principal. 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;
 It may also be appropriate or helpful to ask those involved to write down their account of the incident(s)
•     In cases where it has been determined by the relevant teacher/principal that bullying behaviour has occurred, the parent(s)/guardian(s) of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parent(s)/guardian(s) an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports provided to the pupils;
•     Where the relevant teacher or principal/deputy principal has 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 situation from the perspective of the pupil being bullied;
•     It must also be made clear to all involved (each set of pupils and parent(s)/guardian(s)) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parent(s)/guardian(s) and the school;

 

Follow up and recording

•    In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher or principal/deputy principal 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) must be referred, as appropriate, to the school’s complaints procedures
•    In the event that a parent(s)/guardian(s) has exhausted the school's complaints procedures and is still not satisfied, the school must advise the parent(s)/guardian(s) of their right to make a complaint to the Ombudsman for Children.


Recording of bullying behaviour

It is imperative that all recording of bullying incidents must be done in an objective and factual manner.

The school’s procedures for noting and reporting bullying behaviour are as follows:

Informal- pre-determination that bullying has occurred
•    All staff must keep a written record of any incidents witnessed by them or notified to them. Consideration needs to be given to where the records will be made e.g. incident book. All incidents must be reported to the relevant teacher.
•    While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher must keep a written record of the reports, the actions taken and any discussions with those involved regarding same
•    The relevant teacher must inform the principal of all incidents being investigated
IMMEDIATELY.


Formal Stage 1-determination that bullying has occurred

•    If it is established by the relevant teacher/principal/deputy principal that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved. The relevant teacher/principal/deputy principal must keep written record of conversations with pupils or parents
•    The school in consultation with the relevant teacher/s/principal/deputy principal should develop a protocol for the storage of all records retained by the relevant teacher.


Formal Stage 2-Appendix 3

The relevant teacher must use the recording template at Appendix 3 to record the bullying be-haviour in the following circumstances:

 a) 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 behav-iour occurred; and
b) Where the school has decided as part of its anti-bullying policy that in extreme circumstances bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal as applicable.

The school should list behaviours that must be recorded and reported immediately to the principal (e.g. serious assault, allegation of bullying (in the classroom, in the yard, on the line going to and from the classroom, mornings, evenings, before and after breaks),  allegation of cyber-bullying, discriminatory behaviours, bullying by isolation etc.-refer to identity based behaviours section) . These should be in line with the school’s code of behaviour.

When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the principal/deputy principal. Due consideration needs to be given to where these records are kept (locked in teacher’s filing cabinet separate from the child’s file and locked in office cabinet; the principal, deputy principal, class teacher and chairperson of B.O.M. has access to them. Each teacher has their own bullying record book. This bullying record book is passed on from year to year right up to sixth class. These records will be retained for three years after the pupil has left sixth class.


Established intervention strategies
•    Teacher interviews with all pupils
•    Negotiating agreements between pupils and following these up by monitoring progress. This can be on an informal basis or implemented through a more structured mediation process
•    Working with parent(s)/guardian(s)s to support school interventions
•    No Blame Approach
•    Circle Time
•    The traditional disciplinary approach
•    Strengthening the victim
•    Mediation


7. The school’s programme of support for working with pupils affected by bullying is as follows



•    All in-school supports and opportunities will be provided for the pupils affected by bullying to participate in activities designed to raise their self-esteem, to develop friendships and social skills and build resilience e.g.
         -Stay Safe Programme
         -Walk Tall Programme
         -SPHE classes
         -Aspects of the Alive-O programme  
                        -Group work such as circle time for younger pupils
                        -Mentoring system (senior pupils from 5th and 6th classes mentor younger pupils at break times)  
                       -Laptop/I-pad sessions supervised by class teacher (NCSE has set our internet access at Level 3. The schools’ broadband programme has blocked all social networking sites on the basis that they waste time and take too much of the bandwidth which is being provided for educational purposes only).

•    If pupils require counselling or further supports the school will endeavour to liaise with the appropriate agencies to organise same. This may be for the pupil affected by bullying or in-volved in the bullying behaviour.
•    Pupils should understand that there are no innocent bystanders and that all incidents of bullying behaviour must be reported to a teacher.




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 10/10/17

11. This policy has been made available to school personnel and published on the school website. 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 in September every school year. Written notification that the review has been completed will be made available to school personnel and published on the school website. A record of the review and its outcome will be made available, if requested, to the patron and the Department.

Signed: John Dunne                                                                       Signed:Joan Quinn 
              (Chairperson of Board of Management)                             (Principal)


Date: 10/10/17                                                                             Date: 10/10/17 
 

Date of next review: _______________

 


Appendix 4 Checklist for annual review of the anti-bullying policy and its implementation
 
The Board of Management (the Board) must undertake an annual review of the school’s anti-bullying policy and its implementation. The following checklist must be used for this purpose. The checklist is an aid to conducting this review and is not intended as an exhaustive list.  In order to complete the checklist, an examination and review involving both quantitative and qualitative analysis, as appropriate across the various elements of the implementation of the school’s anti-bullying policy will be required.
     
All answers to the following questions are either Yes or No
 
Has the Board formally adopted an anti-bullying policy that fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools?  Yes    
Has the Board published the policy on the school website and provided a copy to the parents’ association? Yes    
Has the Board ensured that the policy has been made available to school staff (including new staff)? Yes    
Is the Board satisfied that school staff are sufficiently familiar with the policy and procedures to enable them to effectively and consistently apply the policy and procedures in their day to day work?   Yes 
Has the Board ensured that the policy has been adequately communicated to all pupils?  Yes
   
Has the policy documented the prevention and education strategies that the school applies?  Yes
   
Have all of the prevention and education strategies been implemented?   Yes
   
Has the effectiveness of the prevention and education strategies that have been implemented been examined? Yes   
Is the Board satisfied that all teachers are recording and dealing with incidents in accordance with the policy?    Yes
Has the Board received and minuted the periodic summary reports of the Principal?  Yes
   
Has the Board discussed how well the school is handling all reports of bullying including those addressed at an early stage and not therefore included in the Principal’s periodic report to the Board?    Yes
Has the Board received any complaints from parents regarding the school’s handling of bullying incidents?  No   
Have any parents withdrawn their child from the school citing dissatisfaction with the school’s handling of a bullying situation?   No    
Have any Ombudsman for Children investigations into the school’s handling of a bullying case been initiated or completed?  No    
Has the data available from cases reported to the Principal (by the bullying recording template) been analysed to identify any issues, trends or patterns in bullying behaviour? No    
Has the Board identified any aspects of the school’s policy and/or its implementation that require further improvement? No    
Has the Board put in place an action plan to address any areas for improvement?   NA
 
 
Signed: John Dunne                                       Date:10/10/17
Chairperson, Board of Management
 
Signed: Joan Quinn                                             Date:10/10/17
Principal 
 
 
 

 

 



 

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