Anti-Bullying Policy
1. Introductory Statement
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 Our Lady of Mercy Convent School 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. Key Principles
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 positive school culture and climate which-
- Effective leadership;
- A school-wide approach;
- A shared understanding of what bullying is and its impact;
- Implementation of education and prevention strategies (including awareness raising measures) that-
- Effective supervision and monitoring of pupils;
- Supports for staff;
- Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
- On-going evaluation of the effectiveness of the anti-bullying policy.
3. Definition of Bullying
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:
(i) deliberate exclusion, malicious gossip and other forms of relational bullying
(ii) cyber-bullying; and
(iii) 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. In particular, where there may have been significant intentional physical hurt, parents/guardians are advised.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools (www.education.ie) and appears as Appendix 1 of this document (available for inspection in school office).
4. The Relevant Teacher(s)
The relevant teacher(s) for investigating and dealing with bullying are as follows:
* initially, the class teacher and the staff member who witnesses the incident or to whom the incident is reported
* the principal teacher thereafter if necessary. This duty may be delegated by the principal to the deputy principal when he/she cannot deal with allegations made in a timely manner.
However, all members of staff in Our Lady of Mercy Convent School are responsible for the implementation of this policy. Any member of staff who becomes aware of bullying, or to whom an allegation of bullying is made, has the duty to report the behaviour to the child’s class teacher.
The primary aim for the relevant 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 class teacher will ensure (in so far as is practicable) that the principal teacher is informed with regard to significant issues.
5. Education and Prevention Strategies (see also Appendix 2, in school office)
The education and prevention strategies (including strategies specifically aimed at identity based bullying and cyber-bullying) that will be used by the school are as follows: -
- A school-wide approach to the fostering of respect for all members of the school community, thereby cultivating a good school culture which has respect for all, and helping one another, as central;
- The promotion of the value of diversity to address issues of prejudice and highlight the unacceptability of bullying behaviour.
- We foster and enhance the self-esteem of all our pupils through both curricular and extracurricular activities. Pupils are provided with many opportunities to develop a positive sense of self-worth through formal and informal interactions.
- Social skills such as the making and maintaining of friendships are developed through the wide use of cooperative learning strategies and cooperative games.
- Whole school initiatives on the promotion of friendship, inclusion and bullying prevention include our weekly assemblies and our annual ‘Being Kind and Caring Week’ every September, incorporating a Bullying Awareness Day (ready-to-use awareness raising exercises available on the Anti-Bullying website: www.antibullyingcampaign.ie – worksheets, video clips, competitions).
- There are a number of curriculum components and programmes which are particularly relevant to the prevention of bullying and the promotion of respect for diversity and inclusiveness. The Social, Personal and Health Education (SPHE) curriculum makes specific provision for exploring bullying as well as the inter-related areas of belonging and integrating, communication, conflict, friendship, personal safety and relationships. The Stay Safe & Relationships and Sexuality Education (RSE) programmes at primary level are personal safety skills programmes which seek to enhance children’s self-protection skills including their ability to recognise and cope with bullying. Circle Time is an integral and valuable methodology in the implementation of these programmes. The BoM is committed to the full implementation of the SPHE curriculum, the Walk Tall, RSE and Stay Safe Programmes as directed by the DES. Various other social, health and media education programmes can further help to address the problem of bullying behaviour. Furthermore, this work can be extended into many other areas such as Art, Drama, the Alive O programme and Physical Education. Co-operation and group enterprise are also promoted through team sports and school committees.
- The school welcomes visitors from relevant external agencies with expertise to cover issues around personal safety and online safety.
- Our Code of Behaviour is implemented consistently and reviewed regularly
- Effective supervision and monitoring of students within the school building/school grounds, on school tours etc. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers.
- Use of ICT is always monitored carefully: please also refer to the school’s policies on ‘Internet Acceptable Use’ (AUP) and on ‘Use of Wireless Technology’. Furthermore, pupils are educated on appropriate online behaviour and on how to stay safe while online. Parents/Guardians are advised that no pupil under 14 years is permitted to register with Facebook; it is against the law. Similarly, no pupil should register with Ask.FM or similar social media websites, as many operate under a cloak of anonymity.
- The school communicates a shared understanding of what bullying is to all adult members of the school community by publishing and displaying the Anti-Bullying policy (including definition) and making it available to all parents and guardians.
- Parents/guardians are advised regarding the need to inform the class teacher about any issues of concern with respect to bullying; as the school can only deal with issues about which it has been informed.
- The school’s anti-bullying policy is discussed with pupils.
- The Student Council is involved in contributing to developing a school environment where bullying is neither accepted nor tolerated.
- Raising pupils’ awareness and understanding about the nature and unacceptability of bullying, enabling them to Recognise, Reject and Report (3Rs) bullying when they see it.
- Staff members encourage a culture of telling and let pupils know that ‘telling’ (or disclosing incidents of bullying behaviour) is a positive act of kindness and friendship. We educate the children to understand that there are no innocent bystanders where bullying is concerned.
- Staff members will ensure that pupils know who to tell and how to tell.
- All allegations of bullying behaviour are investigated.
6. Procedures for Investigation
In Our Lady of Mercy Convent School, the main 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).
With this in mind the schools procedures for the 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 : -
(i) In investigating and dealing with bullying, the teacher(s) will exercise
his/her/their professional judgement to determine whether bullying has occurred,
what type of bullying it is if it has occurred and how best the situation might
be resolved;
(ii) All reports, including anonymous reports of bullying must be investigated and
dealt with by the relevant teacher(s). 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.
(iii) In order to deal effectively with alleged/suspected bullying situations, a
‘Reform, not Blame’ approach is used. This replaces the biggest obstacle to
reporting i.e. punishment, with a more effective and acceptable alternative –
keeping a solemn promise. This approach overcomes the ‘no ratting’ culture,
empowering pupils to report bullying without fear of any backlash, as well as
empowering teachers to deal with the bullying situations to achieve the desired
win-win outcome.
(iv) Non-teaching staff such as secretaries, special needs assistants (SNAs),
caretakers, cleaners will be encouraged to report any incidents of bullying
behaviour witnessed by them, or mentioned to them, to the relevant teacher;
(v) Parents 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;
(vi) It is very important that all involved (including each set of pupils and parents)
understand the above approach from the outset;
(vii) Teachers will take a calm, unemotional problem-solving approach when
dealing with incidents of alleged bullying behaviour reported by pupils, staff
or parents;
(viii) Initial investigations of bullying will be done in class where possible but some
incidents might be best investigated outside the classroom situation to ensure
the privacy of all involved;
(ix) All interviews will 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;
(x) When analysing incidents of bullying behaviour, the relevant teacher(s)
will seek answers to questions of what, where, when, who and why. This will be
done in a calm manner, setting an example in dealing effectively with a
conflict in a non-aggressive manner;
(xi) If a group is involved, each member will be interviewed individually at first.
Thereafter, all those involved will be met as a group. At the group meeting, each
member will be asked for his/her account of what happened to ensure that
everyone in the group is clear about each other’s statements;
(xii) It may also be appropriate or helpful to ask those involved to write down their
account of the incident(s);
(xiii) Each member of a group will be supported through the possible pressures that
they may face from the other members of the group after interview by the
teacher;
(xiv) Where the relevant teacher(s) has/have determined that a pupil has been
engaged in bullying behaviour, it will be made clear to him/her how he/she is
in breach of the school’s anti-bullying policy and efforts will be made to try to
get him/her to see the situation from the perspective of the pupil being bullied;
(xv) When a pupil cooperates with the process of restoring the relationship damaged
by the bullying behaviour and undertakes to and in fact does not engage in
further bullying behaviours, sanctions need not be applied. Only if the ‘promise’
is broken do parents/guardians and the principal teacher need to be
informed/involved;
(xvi) The sanctions applied shall be those from our Code of Behaviour;
(xvii) In cases where it has been determined by the relevant teacher(s) that bullying
behaviour has occurred, and where efforts to use the ‘Reform not Blame’
approach have failed, the parents of the parties involved are contacted to
inform them of the matter and explain the actions being taken. The school
will give parents an opportunity of discussing ways in which they can
reinforce or support the actions being taken by the school and the supports for
their pupils;
(xviii) It must also be made clear to all involved (each set of pupils and
guardians/parents) that in any situation where disciplinary sanctions are
required, this is a private matter between the pupil being disciplined, his or her
parents/guardians and the school;
(xix) Follow-up meetings with the relevant parties involved may 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;
(xx) An additional follow-up meeting with parents/guardians of the children
involved may take place after an appropriate time to ensure that the matter
has been resolved satisfactorily;
(xxi) In cases where the relevant teacher(s) consider that the bullying behaviour has
not been adequately and appropriately addressed within 20 school days after
he/she has determined that the bullying behaviour has occurred, it must be
recorded in the bullying behaviour recording template (see Appendix 3, in
school office);
(xxii) In determining whether a bullying case has been adequately addressed the
relevant teacher will, as part of his/her professional judgement take the
following factors into account:
(a) Whether the bullying behaviours have ceased;
(b) Whether any issues between the parties have been resolved as far as is
practicable;
(c) Whether the relationships between the parties have been restored as far as is
practicable;
(d) Any feedback received from the parties involved, their parents/guardians and
any other teachers involved in investigating and dealing with the bullying
behaviour;
(xxiii) Where a parent/guardian is not satisfied that the school has dealt with a
bullying case in accordance with these procedures, the parents will be referred,
as appropriate, to the school’s complaints procedures;
(xxiv) In the event that a parent/guardian has exhausted the school's complaints
procedures and is still not satisfied, the school will advise the parents of their
right to make a complaint to the Ombudsman for Children.
7. Record Keeping:
Noting and reporting of bullying behaviour is documented. All records are maintained in accordance with relevant data protection legislation. The school’s procedures for noting and reporting bullying behaviour are as follows:
(i) While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher(s), the relevant teacher(s) will use his/her/their professional judgement in relation to records to be kept of these reports, the actions taken and any discussions with those involved regarding the same.
(ii) If it is established by the relevant teacher(s) that bullying has occurred, the relevant teacher(s) 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.
(iii) As previously stated, in cases where the relevant teacher(s) consider that the
bullying behaviour has not been adequately and appropriately addressed
within 20 school days after he/she has determined that the bullying
behaviour has occurred, it must be recorded in the bullying behaviour recording
template. This template is available from the principal’s office at all times. The
relevant teacher will record the dates and means of communicating with the
parents/guardians of the pupils involved in section 8 of the ‘Bullying Behaviour
Record Form’.
(iv) Completed ‘Bullying Behaviour Record Forms’ will be submitted to the principal
teacher to be stored centrally in the office. These forms will be sent to the office
when the issue has been resolved or at such time when the relevant teacher
deems that the issue cannot be resolved without the further intervention of the
principal teacher.
8. The School’s Programme of Support
The school’s programme of support for working with pupils affected by bullying involves a whole school approach which is broadly similar to the strategies outlined in section 5 of this policy. The school will regularly evaluate the effectiveness of the procedures adopted to address bullying behaviours. The school recognises the complexity of bullying behaviour and that no one intervention/support programme works in all situations. Therefore, various approaches and intervention strategies may be used including suggesting that parents seek referrals, so that appropriate outside agencies are contacted, in order to access further support for the pupils and their families, if needed.
9. 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
10. Oversight:
At least once in every school term the principal will provide a report to the board of management setting out:
(a) the overall number of bullying cases reported since the previous report to the
BoM; and
(b) confirmation that all cases have been or are being dealt with in accordance
with the school’s anti-bullying policy and the DES publication: ‘Anti-bullying
Procedures for Primary and Post-Primary Schools’, (Sept. 2013)
11. 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. The Board of Management recognises, welcomes and values diversity in our school community.
12. Ratification
This policy was ratified by the Board of Management.
13. Communication
This policy is made available to school personnel, is published on the school website (and is available for inspection by parents/guardians and pupils in the school office, on request) and is provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.
14. Review
This policy and its implementation will be reviewed by the Board of Management once in every school year (see Appendix 4, in school office). Written notification that the review has been completed will be made available to school personnel, published to the school community 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.
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 Our Lady of Mercy Convent School 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. Key Principles
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 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;
- Effective leadership;
- A school-wide approach;
- A shared understanding of what bullying is and its impact;
- 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 and in particular bullying based on racial or religious prejudice, gender, disability, sexual orientation and belonging to a non-traditional family unit.
- Effective supervision and monitoring of pupils;
- Supports for staff;
- Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
- On-going evaluation of the effectiveness of the anti-bullying policy.
3. Definition of Bullying
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:
(i) deliberate exclusion, malicious gossip and other forms of relational bullying
(ii) cyber-bullying; and
(iii) 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. In particular, where there may have been significant intentional physical hurt, parents/guardians are advised.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools (www.education.ie) and appears as Appendix 1 of this document (available for inspection in school office).
4. The Relevant Teacher(s)
The relevant teacher(s) for investigating and dealing with bullying are as follows:
* initially, the class teacher and the staff member who witnesses the incident or to whom the incident is reported
* the principal teacher thereafter if necessary. This duty may be delegated by the principal to the deputy principal when he/she cannot deal with allegations made in a timely manner.
However, all members of staff in Our Lady of Mercy Convent School are responsible for the implementation of this policy. Any member of staff who becomes aware of bullying, or to whom an allegation of bullying is made, has the duty to report the behaviour to the child’s class teacher.
The primary aim for the relevant 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 class teacher will ensure (in so far as is practicable) that the principal teacher is informed with regard to significant issues.
5. Education and Prevention Strategies (see also Appendix 2, in school office)
The education and prevention strategies (including strategies specifically aimed at identity based bullying and cyber-bullying) that will be used by the school are as follows: -
- A school-wide approach to the fostering of respect for all members of the school community, thereby cultivating a good school culture which has respect for all, and helping one another, as central;
- The promotion of the value of diversity to address issues of prejudice and highlight the unacceptability of bullying behaviour.
- We foster and enhance the self-esteem of all our pupils through both curricular and extracurricular activities. Pupils are provided with many opportunities to develop a positive sense of self-worth through formal and informal interactions.
- Social skills such as the making and maintaining of friendships are developed through the wide use of cooperative learning strategies and cooperative games.
- Whole school initiatives on the promotion of friendship, inclusion and bullying prevention include our weekly assemblies and our annual ‘Being Kind and Caring Week’ every September, incorporating a Bullying Awareness Day (ready-to-use awareness raising exercises available on the Anti-Bullying website: www.antibullyingcampaign.ie – worksheets, video clips, competitions).
- There are a number of curriculum components and programmes which are particularly relevant to the prevention of bullying and the promotion of respect for diversity and inclusiveness. The Social, Personal and Health Education (SPHE) curriculum makes specific provision for exploring bullying as well as the inter-related areas of belonging and integrating, communication, conflict, friendship, personal safety and relationships. The Stay Safe & Relationships and Sexuality Education (RSE) programmes at primary level are personal safety skills programmes which seek to enhance children’s self-protection skills including their ability to recognise and cope with bullying. Circle Time is an integral and valuable methodology in the implementation of these programmes. The BoM is committed to the full implementation of the SPHE curriculum, the Walk Tall, RSE and Stay Safe Programmes as directed by the DES. Various other social, health and media education programmes can further help to address the problem of bullying behaviour. Furthermore, this work can be extended into many other areas such as Art, Drama, the Alive O programme and Physical Education. Co-operation and group enterprise are also promoted through team sports and school committees.
- The school welcomes visitors from relevant external agencies with expertise to cover issues around personal safety and online safety.
- Our Code of Behaviour is implemented consistently and reviewed regularly
- Effective supervision and monitoring of students within the school building/school grounds, on school tours etc. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers.
- Use of ICT is always monitored carefully: please also refer to the school’s policies on ‘Internet Acceptable Use’ (AUP) and on ‘Use of Wireless Technology’. Furthermore, pupils are educated on appropriate online behaviour and on how to stay safe while online. Parents/Guardians are advised that no pupil under 14 years is permitted to register with Facebook; it is against the law. Similarly, no pupil should register with Ask.FM or similar social media websites, as many operate under a cloak of anonymity.
- The school communicates a shared understanding of what bullying is to all adult members of the school community by publishing and displaying the Anti-Bullying policy (including definition) and making it available to all parents and guardians.
- Parents/guardians are advised regarding the need to inform the class teacher about any issues of concern with respect to bullying; as the school can only deal with issues about which it has been informed.
- The school’s anti-bullying policy is discussed with pupils.
- The Student Council is involved in contributing to developing a school environment where bullying is neither accepted nor tolerated.
- Raising pupils’ awareness and understanding about the nature and unacceptability of bullying, enabling them to Recognise, Reject and Report (3Rs) bullying when they see it.
- Staff members encourage a culture of telling and let pupils know that ‘telling’ (or disclosing incidents of bullying behaviour) is a positive act of kindness and friendship. We educate the children to understand that there are no innocent bystanders where bullying is concerned.
- Staff members will ensure that pupils know who to tell and how to tell.
- All allegations of bullying behaviour are investigated.
6. Procedures for Investigation
In Our Lady of Mercy Convent School, the main 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).
With this in mind the schools procedures for the 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 : -
(i) In investigating and dealing with bullying, the teacher(s) will exercise
his/her/their professional judgement to determine whether bullying has occurred,
what type of bullying it is if it has occurred and how best the situation might
be resolved;
(ii) All reports, including anonymous reports of bullying must be investigated and
dealt with by the relevant teacher(s). 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.
(iii) In order to deal effectively with alleged/suspected bullying situations, a
‘Reform, not Blame’ approach is used. This replaces the biggest obstacle to
reporting i.e. punishment, with a more effective and acceptable alternative –
keeping a solemn promise. This approach overcomes the ‘no ratting’ culture,
empowering pupils to report bullying without fear of any backlash, as well as
empowering teachers to deal with the bullying situations to achieve the desired
win-win outcome.
(iv) Non-teaching staff such as secretaries, special needs assistants (SNAs),
caretakers, cleaners will be encouraged to report any incidents of bullying
behaviour witnessed by them, or mentioned to them, to the relevant teacher;
(v) Parents 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;
(vi) It is very important that all involved (including each set of pupils and parents)
understand the above approach from the outset;
(vii) Teachers will take a calm, unemotional problem-solving approach when
dealing with incidents of alleged bullying behaviour reported by pupils, staff
or parents;
(viii) Initial investigations of bullying will be done in class where possible but some
incidents might be best investigated outside the classroom situation to ensure
the privacy of all involved;
(ix) All interviews will 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;
(x) When analysing incidents of bullying behaviour, the relevant teacher(s)
will seek answers to questions of what, where, when, who and why. This will be
done in a calm manner, setting an example in dealing effectively with a
conflict in a non-aggressive manner;
(xi) If a group is involved, each member will be interviewed individually at first.
Thereafter, all those involved will be met as a group. At the group meeting, each
member will be asked for his/her account of what happened to ensure that
everyone in the group is clear about each other’s statements;
(xii) It may also be appropriate or helpful to ask those involved to write down their
account of the incident(s);
(xiii) Each member of a group will be supported through the possible pressures that
they may face from the other members of the group after interview by the
teacher;
(xiv) Where the relevant teacher(s) has/have determined that a pupil has been
engaged in bullying behaviour, it will be made clear to him/her how he/she is
in breach of the school’s anti-bullying policy and efforts will be made to try to
get him/her to see the situation from the perspective of the pupil being bullied;
(xv) When a pupil cooperates with the process of restoring the relationship damaged
by the bullying behaviour and undertakes to and in fact does not engage in
further bullying behaviours, sanctions need not be applied. Only if the ‘promise’
is broken do parents/guardians and the principal teacher need to be
informed/involved;
(xvi) The sanctions applied shall be those from our Code of Behaviour;
(xvii) In cases where it has been determined by the relevant teacher(s) that bullying
behaviour has occurred, and where efforts to use the ‘Reform not Blame’
approach have failed, the parents of the parties involved are contacted to
inform them of the matter and explain the actions being taken. The school
will give parents an opportunity of discussing ways in which they can
reinforce or support the actions being taken by the school and the supports for
their pupils;
(xviii) It must also be made clear to all involved (each set of pupils and
guardians/parents) that in any situation where disciplinary sanctions are
required, this is a private matter between the pupil being disciplined, his or her
parents/guardians and the school;
(xix) Follow-up meetings with the relevant parties involved may 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;
(xx) An additional follow-up meeting with parents/guardians of the children
involved may take place after an appropriate time to ensure that the matter
has been resolved satisfactorily;
(xxi) In cases where the relevant teacher(s) consider that the bullying behaviour has
not been adequately and appropriately addressed within 20 school days after
he/she has determined that the bullying behaviour has occurred, it must be
recorded in the bullying behaviour recording template (see Appendix 3, in
school office);
(xxii) In determining whether a bullying case has been adequately addressed the
relevant teacher will, as part of his/her professional judgement take the
following factors into account:
(a) Whether the bullying behaviours have ceased;
(b) Whether any issues between the parties have been resolved as far as is
practicable;
(c) Whether the relationships between the parties have been restored as far as is
practicable;
(d) Any feedback received from the parties involved, their parents/guardians and
any other teachers involved in investigating and dealing with the bullying
behaviour;
(xxiii) Where a parent/guardian is not satisfied that the school has dealt with a
bullying case in accordance with these procedures, the parents will be referred,
as appropriate, to the school’s complaints procedures;
(xxiv) In the event that a parent/guardian has exhausted the school's complaints
procedures and is still not satisfied, the school will advise the parents of their
right to make a complaint to the Ombudsman for Children.
7. Record Keeping:
Noting and reporting of bullying behaviour is documented. All records are maintained in accordance with relevant data protection legislation. The school’s procedures for noting and reporting bullying behaviour are as follows:
(i) While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher(s), the relevant teacher(s) will use his/her/their professional judgement in relation to records to be kept of these reports, the actions taken and any discussions with those involved regarding the same.
(ii) If it is established by the relevant teacher(s) that bullying has occurred, the relevant teacher(s) 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.
(iii) As previously stated, in cases where the relevant teacher(s) consider that the
bullying behaviour has not been adequately and appropriately addressed
within 20 school days after he/she has determined that the bullying
behaviour has occurred, it must be recorded in the bullying behaviour recording
template. This template is available from the principal’s office at all times. The
relevant teacher will record the dates and means of communicating with the
parents/guardians of the pupils involved in section 8 of the ‘Bullying Behaviour
Record Form’.
(iv) Completed ‘Bullying Behaviour Record Forms’ will be submitted to the principal
teacher to be stored centrally in the office. These forms will be sent to the office
when the issue has been resolved or at such time when the relevant teacher
deems that the issue cannot be resolved without the further intervention of the
principal teacher.
8. The School’s Programme of Support
The school’s programme of support for working with pupils affected by bullying involves a whole school approach which is broadly similar to the strategies outlined in section 5 of this policy. The school will regularly evaluate the effectiveness of the procedures adopted to address bullying behaviours. The school recognises the complexity of bullying behaviour and that no one intervention/support programme works in all situations. Therefore, various approaches and intervention strategies may be used including suggesting that parents seek referrals, so that appropriate outside agencies are contacted, in order to access further support for the pupils and their families, if needed.
9. 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
10. Oversight:
At least once in every school term the principal will provide a report to the board of management setting out:
(a) the overall number of bullying cases reported since the previous report to the
BoM; and
(b) confirmation that all cases have been or are being dealt with in accordance
with the school’s anti-bullying policy and the DES publication: ‘Anti-bullying
Procedures for Primary and Post-Primary Schools’, (Sept. 2013)
11. 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. The Board of Management recognises, welcomes and values diversity in our school community.
12. Ratification
This policy was ratified by the Board of Management.
13. Communication
This policy is made available to school personnel, is published on the school website (and is available for inspection by parents/guardians and pupils in the school office, on request) and is provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.
14. Review
This policy and its implementation will be reviewed by the Board of Management once in every school year (see Appendix 4, in school office). Written notification that the review has been completed will be made available to school personnel, published to the school community 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.
Anti bullying policy V1.0