- Rationale
Ballyfin NS aims to provide a happy, positive and secure learning environment where each child grow and develop socially, physically, academically, spiritually and emotionally.Our ethos reflects the values and traditions of the community in which it is situated. It depends on the co-operation of pupils, parents, staff, Board of Management, parish and community.
2.Key principles of best practice:
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 including in particular, homophobic and transphobic bullying.
- 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.
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;
- 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.
Types of bullying can include:
- Physical aggression
- Intimidation
- Isolation/exclusion and other relational bullying
- Cyber-bullying
- Name-calling
- Damage to property
- Extortion
Additional information on the different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour
4.Relevant teachers
The relevant teacher for investigating and dealing with bullying is usually the class teacher of the pupil making the allegation, but may also or alternatively involve any other teacher as delegated by the principal.
5.Education and prevention strategies:
The education and prevention strategies that will be used by the school are as follows (with reference to Section 6.5 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):
- Building empathy, repect and resilience in all pupils
- Providing pupils with opportunities to develop a positive sense of self-worth
- Promoting co-operation and group enterprise through team sports, activities and group work.
- Modelling respectful and inclusive interactions with all members of the school community.
- Emphasising inclusion, focusing on developing social skills, paying attention to key moments (transitioning between classes/schools etc), particularly for pupils with Special Educational Needs
- In the teaching of all subjects, fostering an attitude of respect for all, promoting the value of diversity, addressing prejudice and stereotyping and to highlight the unacceptablility of bullying behaviour
- Exploring of topics such as belonging and integrating, communication, conflict, friendship, personal safety and relationships through the SPHE curriculum
- Teaching the Stay Safe programme at all class levels throughout the school.
- In accordance with our ethos, fostering an understanding of the uniqueness and dignity of each human being
- Emphasising the personal responsibility of pupils not to become involved in bullying behaviours and to respond appropriately if bullying incidents do occur.
- Implementing anti-bullying strategies and bullying awareness raising measures appropriate to the age of the pupils involved
- Involving parents in supporting their children to avoid bullying incidents.
- Educating pupils about staying safe while on-line and on developing a culture of reporting any concerns about cyber-bullying
- Preventing children from unsupervised access to the internet while in school
- Ensuring effective monitoring and supervision of pupils, to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.
- Maintaining high staff awareness of bullying and the importance of working pro-actively to prevent bullying incidents and resolving them effectively if they do occur.
6.Procedures for addressing bullying behaviour:
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 (with reference to Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools) :
- A pupil or parent may bring a bullying concern to any teacher in the school, this will be referred to the class teacher of the pupil making the allegation.
- 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);
- In investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;
- All reports of bullying must be investigated and dealt with by the relevant teacher. 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;
- All staff are expected to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher;
- 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;
- It is very important that all involved (including each set of pupils and parents) understand the above approach from the outset;
- Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents;
- Incidents are generally best 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. 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. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for 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 they may face them from the other members of the group after 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 that bullying behaviour has occurred, the parents 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 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. Parents will not be permitted to interview/reprimand children other than their own.
- Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how s/he 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;
- If deemed appropriate, sanctions may be applied with reference to the school’s Code of Behaviour.
- It must also be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school;
- 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. This can have a therapeutic effect;
- In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher in the recording template at Appendix 3 (See Section 6.8.10 (iii));
- At least once per term the Principal will provide a report to the Board of Management setting out the number of cases reported to her using Appendix 3 since her previous report;
- 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; and
- Any feedback received from the parties involved, their parents or other teachers in the school.
- Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school’s complaints procedures;
- In the event that a parent has exhausted the school's complaints procedures and is still not satisfied, the school must advise the parents of their right to make a complaint to the Ombudsman for Children.
7.Supporting pupils affected by bullying:
The school’s programme of support for working with pupils affected by bullying (whether victim or perpetrator) is as follows (with referece to Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools) :
- Ending the bullying behaviour through the rapid investigation and resolution of the bullying situation
- Ensuring that the school culture fosters respect, empathy and support for all pupils
- Indicating clearly that the bullying is not the fault of the targeted pupil and commending them for telling, reassuring them and offering them support
- Praising and supporting pupils who are remorseful about their behaviour and willing to work towards a resolution of the issues involved
- Helping affected pupils raise their self-esteem by encouraging them to become involved in activites that help them develop friendships and social skills (e.g. group work in class, team sports, extra-curriculur activities)
- Draw attention to issues relating to appropriate assertiveness strategies (e.g. body language, saying no, etc.) and anger management strategies where necessary
- Ongoing work related to curricular objectives regarding friendships, communications, tolerance, diversity, individual uniqueness etc. (SPHE, Religion)
- Where appropriate, implementation of social awareness programmes or similar with Special Needs Children in the Special Education setting
- Supporting the child to develop preventative strategies to avoid similar incidences recurring (e.g. telling relevant adult, keeping a diary, appropriate response to emotions, friendships etc)
- Working with parents in helping them to support their children.
- ‘Checking-in’ with affected children periodically to ensure that the resolution of the problem is successful in the long-term
- Ensuring that relevant staff are aware of particular children’s difficulties so that they can provide extra support or supervision as appropriate.
- Advising parents to bring the child to counselling or other appropriate professional services if deemed appropriate (in exceptional circumstances)
- Co-operating with relevant professionals/outside agencies etc. to ensure that children can access the necessary help (in accordance with data protection considerations).
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. Adoptation
The Anti-Bullying Policy in line with Anti-Bullying Procedures for Primary and Post-Primary Schools, 2013, was adopted by the Board of Management of Ballyfin NS on June 18th 2014. The policy was reviewed annually thereafter, with a major review of layout and formatting undertaken in January 2024.
11. Communication
This policy has been made available to school personnel, posted on the school website, is readily accessible to parents and pupils on request, and has been provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.
12. Review 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, be 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: Fr Joseph Brophy,
Chairperson, Board of Management
Date: 06/02/2024
Signed: Brigid Bennett
Principal/Secretary to Board of Management
Date: 06/02/2024
| notification_re_anti-bullying_review_2024.pdf |