Lindsay Road National School
Lindsay Road, Glasnevin, Dublin 9
Tel: 01 8600247 Email: email@example.com
Principal: Sheila O’Leary Deputy Principal: Sarah Synnott
Lindsay Road 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 Lindsay Road National 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. 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-
o is welcoming of difference and diversity and is based on inclusivity;
o encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
o 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-
o build empathy, respect and resilience in pupils; and
o 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.
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.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
4. The relevant teacher(s) for investigating and dealing with bullying is (are) as follows: (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):
· The Principal
· The Deputy Principal
· All class teachers
· The Learning Support teacher
· The Resource teacher
In all cases, the investigation will initially be carried out by the Class teacher
5. The education and prevention strategies (including strategies specifically aimed at cyber- bullying and identity-based bullying including in particular, homophobic and transphobic bullying) that will be used by the school are as follows (see Section 6.5 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):
i. A school-wide approach to the fostering of respect for all members of the school community.
ii. The promotion of the value of diversity to address issues of prejudice and stereotyping, and highlight the unacceptability of bullying behaviour.
iii. The fostering and enhancing of self-esteem in our pupils.
iv. Whole staff professional development on bullying to ensure that all staff develops an awareness of what bullying is, how it impacts on the lives of pupils, an the need to respond.
v. School-wide awareness and training on all aspects of bullying, to include pupils, parent(s)/guardians, and the wider school community.
vi. 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 the relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school and grounds.
vii. Development and promotions of an anti-bullying code for the school, to be included in school journals and displayed publicly in classrooms and common areas of the school.
viii. The schools ant-bullying procedure is discussed with pupils, and all parent(s)/guardians(s) are given a copy as part of the Code of Behaviour (every year).
ix. Encourage a culture of telling, with particular emphasis on bystanders.
x. Ensuring that pupils know who to tell and how to tell.
xi. Identify clear protocols to encourage parent(s)/guardians(s) to approach the school if they suspect their child is being bullied.
xii. To develop an Acceptable Use Policy within the school, to ensure access to technology is strictly monitored within the school.
Implementation of curricula
i. The full implementation of the SPHE and CSPE curricula, and the RSE and Stay Safe Programmes.
ii. Continuous Professional Development for staff in delivering these programmes.
iii. School-wide delivery of lessons on bullying from evidence-based programmes, e.g. Stay Safe Programme, On My Own Two Feet.
iv. School-wide delivery of lessons on Relational Aggression, Cyber-Bullying, Homophobic and Transphobic Bullying, Diversity and Interculturalism.
v. Delivery of the Garda SPHE Programmes, which cover issues around personal safety and Cyber-Bullying.
vi. The school will specifically consider the additional needs of SEN pupils with regard to programmes implementation, and the development of skills and strategies to enable all pupils to respond appropriately.
vii. The school will implement the advice in “Sexual Orientation advice for schools” (RSE Primary, see booklet).
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 (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools) :
The Primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as 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 onset.
· Reporting bullying behaviour
i. Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school.
ii. All reports, including anonymous reports of bullying will be investigated and dealt with by the relevant teacher.
iii. Teaching and non-teaching staff such as secretaries, special needs assistants (SNAs), bus escorts, caretakers, cleaners must report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher.
7. The school’s programme of support for working with pupils affected by bullying is as follows (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools) :
Supports for pupils affected by bullying
6.8.15 A programme of support for pupils who have been bullied must be in place. Such pupils may need counselling and/or opportunities to participate in activities designed to raise their self-esteem, to develop their friendship and social skills and thereby build resilience whenever this is needed.
6.8.16 A programme of support for these pupils involved in bullying behaviour must also be part of the school’s intervention process. Pupils involved in bullying behaviour need assistance on an ongoing basis. For those with low self-esteem, opportunities should be developed to increase feelings of self-worth. It is, therefore, important that the learning strategies applied within the school allow for the enhancement of the pupil’s self-worth. Pupils who engage in bullying behaviour may need counselling to help them learn other ways of meeting their needs without violating the rights of others.
6.8.17 Pupils who observe incidents of bullying behaviour should be encouraged to discuss them with teachers.
6.8.18 Details of the school’s programme for working with pupils affected by bullying must be set out in the school’s anti-bullying policy.
This policy was adopted by the Board of Management on ________________ [date].
This policy has been made available to school personnel, published on the school website (or where none exists, is otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association (where one exists). A copy of this policy will be made available to the Department and the patron if requested.
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 (where one exists). A record of the review and its outcome will be made available, if requested, to the patron and the Department.
Signed: ____________________________________ Signed: ___________________________
(Chairperson of Board of Management) (Principal)
Date: ______________ Date: __________________