Introduction

“Bullying is a behaviour that can be defined as the repeated attack, physical, social or verbal in nature, by those in a position of power which is formally or situationally defined, with the intention of causing distress for their own gain or gratification”.
Valerie Besag 1989.

There have been very few research studies undertaken into bullying. The most extensive work undertaken so far is that of Olweus (1978), who surveyed 85% of school children in Norway. His conclusions were that at least, 10% of children at school are probably, at any one time, involved in bullying to a marked degree, whether as bully or victim. 25% of children can expect to be bullied at some time during their school life. Another survey conducted by Mother magazine in 1987 reported that 25% primary children interviewed had experienced the problem and 75% of the parents of those children had found it the worst problem their children had been required to face. Long term effects of bullying for both the victim and the bully are significant.

The Bully

1. Many bullies may have witnessed violence at home or been bullied themselves and believe that this is an acceptable code of conduct.

2. Some bullies may use their bullying as a means of gaining some degree of prestige to boost their poor self-image and confidence. These children may not intentionally set out to cause distress to others.

3. Some children do not understand the difference between leadership and dominance. They may be popular with many classmates but be frightening to a less robust child.

4. Some bullies are afraid of losing friends and so ostracise a child in the class in order to gather the rest more closely around them/

5. The bullying may stem from revenge, annoyance or fun. The bully may be encouraged by the rest of the group.

6. The wit, sarcasm and other antics used by the bully may be entertaining for the group and gain desired acclaim and kudos for the bullies but leave the target child humiliated and distressed.

7. The bullies may identify and target those who display similar failings to themselves.


The Victim

1. Victims may or may not be obviously different from the accepted norm,

2. Often the victim is a child who, is particularly unassertive, is unlikely to fight back, does not have many friends and is quite anxious and fearful. They are often on the outside of a group.

3. Many victims are popular within their group and are socially well adjusted, but are targeted simply because they happened to be in the wrong place at the wrong time.

4. Some children seem to set out deliberately to provoke the bullying, accepting this behaviour in preference to being ignored.

5. The victim may have encouraged the attack in order to get the bully into trouble.

6. A few children have emotional problems such that they experience feelings of guilt which require them to be punished.

7. One group of children that research has shown to be often victims are “clumsy children”. 1 in 25 boys can be diagnosed as clumsy. Unco-ordinated, fine and gross motor control problems, unusual gait. As a toddler and in Nursery school is pushed to one side, self-confidence goes, they tend to become obsessed with sedentary activities - reading, computer etc.

Evidence of Bullying
Physical bullying – pushing, kicking, hitting, pinching or any other form of violence or threats.
Verbal bullying – name-calling, sarcasm, spreading rumours and persistent teasing.
Emotional bullying – tormenting, threatening ridicule, humiliation and exclusion from groups or activities.
Racist bullying – racial taunts, graffiti and gestures.
Sexual bullying – unwanted physical contact and abusive behaviour.
(BBC Education News 4/1/00)

Bullying - Possible Signs

A guide to Parents and Teachers

A child may indicate by signs or behaviour that he or she is being bullied.

Children may:

1. Be frightened of walking to or from school.
2. Be unwilling to go to school.
3. Begin doing poorly in their school work.
4. Never want to go out at playtime.,
5. Hang around in the classroom after school, unwilling to go home.
6. Go home regularly with clothes torn.
7. Become withdrawn.
8. Become distressed, stop eating.
9. Cry themselves to sleep.
10. Have nightmares.
11. Have unexplained bruises, scratches or cuts.
12. Have their possessions go missing.
13. Ask for money or begin stealing money (to pay the bully).
14. Refuse to say what’s wrong.
15. Give improbable excuses to explain any of the above.

THE SCHOOL’S RESPONSE TO BULLYING

The Governors and teachers of Latchmere Junior School will not tolerate bullying in any form and will deal with it firmly according to the procedures laid down. As part of the ethos of the school all efforts are made to enhance the self-esteem, confidence and social functioning of every child, using a variety of techniques, strategies, teaching and learning styles. The staff endeavour to offer respect and recognition to each individual child. Children need to be treated with consideration and respect if they are to respect and be considerate towards others. Teachers are powerful role models.

The school believes that prevention is better than a cure and this is especially the case with bullying. The school takes every possible step to prevent bullying from even starting through the use of a Social Skills Programme, PSHE Lessons, and the use of Assertive Discipline. The role of P.S.H.E. in the curriculum is paramount, either treated as a cross-curricular thread or discreet area. It is of vital importance in helping the children get to grips with a variety of social problems they can or do face, through discussion, role-play, art. Bullying will be part of that and be a topic that is revisited regularly.

Every effort is made to ensure that the playground is stimulating as possible, offering a variety of play opportunities. Supervision of high-risk areas, such at the toilets, behind the canteen and behind Year 1 is a priority. All Lunchtime assistants are offered additional training on bullying and how to deal with it, and the best deployment of their services studied.

The school employs a dedicated School Counsellor part of whose role is to work with children who engage in bullying, demonstrate the pre-indicators of bullying, and with the victims of bullying. The school employs to Social Skills Assistants whose role it is to support children’s social development and interaction skills, their role is very much designed to stop bullying from happening before it starts by identifying high risk pupils and providing them with coping strategies.

Children are actively encouraged to talk about bullying, not only in the classroom, but on an individual basis. They are told that it is O.K. to tell someone they trust. This doesn’t have to be somebody necessarily in school but someone who the child feels he or she trusts, e.g. Parents. It is the teacher’s job to listen to and believe victims and/or their parents in confidence. Incidences of reported bullying will be followed up as a matter of urgent priority and all parties will be informed of actions taken:

a. the bullies will be interviewed separately and together.
b. the victim and say one other who witnessed the incident will be interviewed.
c. in the event of the charge of bullying being upheld, the parents of the bullies and the victim will be informed and the incident will be entered in the Bullying Register. The bullies will be told to stop bullying in the presence of their parents. The situation is monitored and further intervention is taken as needed.
d. In any situation where unpleasantness or bullying has taken place the school makes every effort to recognise that both the victim and the bully need help and support. Ultimately the school reserves the right to exclude pupils if all else fails. However this is only ever used as a last resort where all else has failed.


Advice To The Victim ( Taken From Kidscape)

1. Laugh at or ignore comments or teasing. Remember that these people are ignorant. They want your scared reaction and humour or silence might put them off.

2. You can tell them to get lost, bug off or something to that effect. But you must say it angrily and walk away immediately. Practise in the mirror.

3. If it is a group bothering you, look the weakest in the eye and say “This is not funny” and walk away.

4. Stay with a crowd - bullies usually pick on kids alone.

5. Ask one member of the gang when they are alone why they find it necessary to gang up on one person.

6. Tell your parents. You need their help and advice.

7. Tell your teacher. Choose a time, like playtime or lunchtime when they will have time to stop and listen.

8. Tell your friends, they might be able to confront the bullies with you, at least they can make sure you aren’t left on your own.

9. Walk tall, pretend you are confident, even if you’re not. Look at the bullies and smile as if they are not frightening you. Keep walking away and ignoring them, if nothing else, they will get bored eventually.

10. Remember, it is not right that bullies should get away with such appalling behaviour. You do not deserve it. Tell on the bullies, get help.



Written 2000 Revised 2009

Aims of the Policy
Encourage a calm, purposeful and happy atmosphere within the school.
Foster positive caring attitudes towards everyone where achievements at all levels are acknowledged and valued.
Encourage increasing independence and self-discipline so that each child learns to accept responsibility for his / her behaviour.
Have a consistent approach to behaviour throughout the school with parental co-operation and involvement
Make boundaries of acceptable behaviour clear and to ensure safety.
Raise awareness about appropriate behaviour.
Help children to understand another person’s point of view.
Help pupils, staff and parents have a sense of direction and feeling of common purpose.
Contribute to the maintaining an environment that enables each adult and child to work to the best of his/her ability and allows others to do the same.
Promote co-operation throughout the school community.
Facilitate an understand the school discipline procedures.
The school community will know and abide by the school code of behaviour, the playground code of behaviour and the classroom code of behaviour.

Children’s responsibilities
Work to the best of their ability and allow others to do the same.
Co-operate with other children and adults
Know and understand the school’s expectations for behaviour.
Know and abide by the school code of behaviour for classrooms, the playground and the leisure area.

Staff responsibilities
Treat all children fairly and with respect.
Raise children’s self-esteem and develop their full potential.
Provide a challenging and interesting and relevant curriculum.
Be a good role model.
Form a good relationship with parents so that all children can see that the key adults in their lives share a common aim.
Recognise that each child is an individual, and
Be aware of their (special) needs.
Offer a framework for social education.


The parents’ responsibilities
Make children aware of appropriate behaviour in all situations.
Encourage impendence and self-discipline.
Show an interest in all that their child does in school.
Support the school in the implementation of this policy.
Be aware of the school discipline plan and school code of behaviour.
Show a good example of interpersonal behaviour.


What the school does to encourage good behaviour
We are pro-active in creating a positive environment that provides the best conditions for learning. We:-
A friendly start to the day is established when a member of staff welcomes children into school.
Calming music is played for children entering classrooms and on occasions as a stimulus for creativity e.g. art work.
There is an expectation that all children will be well behaved.
Adults actively praise good behaviour both privately and publicly.
Respect for other is promoted in order to discourage unsociable behaviour.
Teaches children that they are responsible for their own actions and behaviour and they can choose to behave well or badly.
Teaches children that they do not have the right to stop or interrupt the teacher teaching or the other children learning by behaving badly.
Staff ensure that children become aware that their actions affect others.
Teach children about the school discipline policy so that they understand the consequences of their actions whether they choose to behave or misbehave.


Rules

Follow directions
Keep hands, feet and objects to yourself
No teasing, name-calling or swearing
Move around safely and appropriately
Keep the school tidy


Consequences

1. First incident: Warning

2. Second Incident: Class teacher informed at the end of the session and 1 to 5 minutes taken off the next playtime.

3. Third Incident: Class teacher informed at the end of the session and 5 to 10 minutes taken off the next play time.

4. Class teacher informed at the end of the session and either the Head or Deputy Head are asked to be involved.

5. Parents informed by Head or Deputy Head

At any time or depending on the severity of the incident, the teacher, supervisor or instructor may choose to ‘drop down’ the list of consequences to the appropriate action.

Remember you are responsible for your own behaviour. Set yourself high expectations and standards.


Code of Behaviour

We, the children, staff and parents aim to make our school a happy and safe place by following this code of behaviour. We:-
1. Treat others as you would want to be treated yourself.
2. Show respect and care for yourself, other people and their belongings, the school and the school property.
3. Are kind and considerate towards others and play safely at playtimes, (see playground rules / code).
4. Behave in a quiet and sensible manner in all parts of the school, and move about in an appropriate manner.
5. Try our best at all times to develop self-esteem and good behaviour.
6. Respect the rules of the school at all times.
7. Achieve to the best of our ability.

Playground Code of Behaviour
1. Be fair, friendly and kind to others and let people share in your play.
2. Respect other people, their property, the apparatus and the garden.
3. Leave the quiet area for those who want to be quiet.
4. Decide on the rules of the game before you start to play.
5. Stay in the playground.
6. Talk about problems and try to stay calm.
7. Do as the supervisors, teachers or monitors ask.
8. Keep the playground tidy.
9. Only play ball games at lunchtime and in afternoon play.
10. Leave animal and plant life unharmed.
11. Avoid rough games.
12. Remember the fence is not strong enough for climbing on
13. Look after the plants
14. Put your litter in the bins
15. Look after the trees
16. Sit on the benches
17. Climb on the climbing frames when there is an adult present
18. Walk carefully up the steps, and look where you are going
19. Look after the animals and plants
20. Watch where you walk
21. Put things back carefully where they were found

The Avenue Code
B R U T A
Be sensible
Remember it is a quiet place
Use it carefully
Try to have a happy time
Always walk

Classroom Code of Behaviour
At the start of each school year every class discusses the behaviour that would be expected in the class. The children and teacher draw up and display a code of behaviour for the class. Children’s attention is frequently drawn to the code as positive reinforcement.
The statements on the code are positive in nature (see Year 1 example below).

Class Rules for Children and Staff
1. It’s fun to smile.
2. Look forward to learning.
3. Be kind to each other.
4. Always listen.
5. Be sensible.
6. Look after and share equipment.
7. Have fun.
8. Keep the room tidy.
9. Work hard.

An example (Nursery – this is agreed verbally during circle time):-

Nursery Rules

1. Always walk inside the Nursery.
2. Listen carefully.
3. Look after each other.
4. Look after the equipment.
5. Be kind and caring towards each other.

Raising Self-Esteem

“The connection between behaviour and self-esteem is well documented, but research is now showing that the correlation between self-esteem and school achievement is as high as that between IQ and school achievement.
Self-esteem is the pivotal point between success and failure; it has a marked effect on learning. Self-esteem is the key to unlocking the door to a healthy, successful and satisfying future.”
Murray White – Jenny Mosley

Profile of children with high self-esteem
• Work co-operatively with others.
• Usually have a wide circle of friends.
• Are open to the ideas of others.
• Are not overly concerned with what others think about them.
• Often set high standards for themselves.
• Like to work towards goals.
• Take pride in their accomplishments and are creative.
• Take responsibility for their actions.
• Are generally aware of their own strengths and weaknesses.
• Attribute success to their own efforts.

Profile of children with low self-esteem
• Rarely raise hands or volunteer.
• Focus on their fears and worries.
• Are often extremely shy and withdrawn, or,
• Are rude and lack compassion.
• May skillfully procrastinate and make excuses.
• Are unable to make decisions.
• Are unwilling to take responsibility.
• Engage in a variety of defense mechanisms.
• May be ill, late, absent and engage in lying and cheating.

Strategies used to raise the self-esteem of children at Latchmere
1. Circle Time, which gives opportunities for the children and teacher to:-
Build a supportive and secure environment
Recognise that each child is unique and has a special contribution to make
Raise the awareness of the value of friendship and co-operation
Become aware of feelings, understand them and learn to handle them
Deal with worry, anxiety and pressure
Resolve conflicts and problems
Promote goal-setting, self-correction and self-direction
2. Special Day, in which each child in the class takes it in turns to be the Special Child of the Day. This is a wonderful way to raise self-esteem. It gives the child a sense of security, identity and belonging. For some children, it may be the first time that they realise that they are likeable and appreciated.
3. Celebration of ALL pupils’ work, good behaviour and achievements. For example, Achievement Assemblies, Achievements recorded in the achievement book, displays of work.
4. Pupils given opportunities to be self-reliant, self-assessing and make decisions about the future. This is particularly evident in the School Council arrangements for Year 2 children.
5. Pupils given opportunities of developing responsibility e.g. monitors, playground signs, registers.
6. Staff showing a genuine interested in and care and respect for children. This means also making time to be available when individual children want and need to talk e.g. “time out” (A resource offered by the Deputy Head.)
7. Teachers helping the children evaluate their own behaviour and the consequences of their actions; helping them to gain insight into their problems and anxieties; and encouraging the expression of feelings, both positive and negative, in appropriate ways.
8. Staff providing good behaviour role models for the children, by taking time to be sociable and caring with each other.
9. Class token system raises profile of entire class. (See section “Sanctions & Rewards”).

Staff with high self-esteem will promote confidence in children and encourage them to explore new dimensions, set their own goals and become more independent. Staff with high self-esteem will themselves have positive attitudes and behaviours, which will enable them to create an atmosphere of trust and acceptance in which all staff feel able to work together.

Strategies to promote high self-esteem in the staff
1. Team approach to decision making and planning in order to promote feelings of ownership and empowerment.
2. Genuine praise and celebration of successes. Recognition and appreciation of people’s contributions.
3. Support to staff through promoting an atmosphere of trust and concern in which difficulties can be discussed and shared.
4. Good communication at all levels and in all directions.
5. A Staff Development Policy that facilitates the personal and professional growth of individuals.
6. A positive attitude to appraisal as a means for professional development and personal self-reflection.
7. An Induction Policy for new staff and an effective mentoring system for newly qualified teachers.
8. Opportunities to socialise within and outside school.

“People who feel good about themselves produce good results” – Johnson and Blanchard.

Add ional information can be found on the Teacher’s shelf.

REWARDS & SANCTIONS

In any disciplinary process the emphasis should be on the positive approach of encouragement and praise, rather than negative criticism. Where it is considered that criticism is appropriate, it should be constructive in its approach and include advice on how to improve behaviour.

REWARDS
A range of strategies are available throughout the school appropriate to age range and situation.
• A written comment on pupils’ work either in general terms, or in a more detailed way, picking out specific points or ideas for positive comment. (see marking policy)
• A visit to another member of staff and/or the head for praise.
• A public word of praise in front of a group, a class, a year or the whole school.
• Achievement Assembly – names in the assembly book.
• Special helper badge.
• Written acknowledgement – stickers or stamps on the child or recorded in their books.
• Written sticker – photocopy work to go home.
• Special responsibility e.g. class monitor.
• A system of merit marks or points, with or without public acknowledgement of that award – team points.
• Special occasion awards when appropriate.
• Use of school reports to comment favourably, not only on good work and academic achievement, behaviour, involvement and on general attitudes.
• Communication to parents informing them specifically of some action or achievement deserving praise. Too often schools write only when something has gone wrong – verbal or sticker report to parent.
• Special day – part of circle time – awareness of others.
• Choosing time – behaviour reward time.
• Token system in which children receive a token for good / sociable behaviour at times they are outside of the classroom. This leads to “behaviour reward time” for the whole class. Year group or whole school notes this achievement in assembly or hall time.


SANCTIONS
Sanctions will also be used as the positive side of discipline, with the outcome being a modification or correction of the incorrect behaviour. A variety of strategies are available below to encourage a return to the acceptable norm. Teachers may use as many as appropriate to the situation. Consult the Headteacher or Deputy Head if you need further guidance.

Points to consider:
When implementing sanctions:
• Whatever you say to the child must be carried out
• Consistency and clarity for all concerned
• Clear for adults – child – and where necessary parent/guardian

Strategies:
Staff are encouraged to use the strategies below:-
• Children should be encouraged to reflect on their actions
• Reflect time out – playtimes walk around with adult
• Removal from the group
• Withdrawal of break or lunchtime privileges – usually linked to inappropriate playtime behavour.
• Withholding participation in any school tips or sports events that are not an essential part of the curriculum.
• Withdrawal from a particular lesson
• Moved during lesson time to an appropriate area
• Removed and working with Deputy Head
• Taking responsibility for their action/contribution to school
• Redressing the wrong by service to the community e.g. picking up litter
• Isolation within class.
• Record of behaviour – book.
• Removal of shoes from a kicking child.
• Internal exclusion with Deputy Head/Headteacher – see further strategies
• Exclusion, fixed term or permanent. See document PM0401 Official document for advice on the use of exclusion.

Response to isolated major incidents

1st time – The child will be talked to by the class teacher / adult concerned a record will be made of the incident.

2nd time – If the child repeats the offence – the class teacher will discuss this with Deputy Head or Headteacher who will talk to the child and consider the way forward – this may include a behaviour sheet/timetable – special charts with rewards and sanctions

3rd time – Parents or carers will be informed. A behavioural IBP will be made where it is deemed necessary.

Continued unacceptable
When unacceptable behaviour continues and the usual strategies have not bee successful in modifying behaviour an individual behaviour plan (IBP) will be created for the child in consultation with parents. Staff to be informed on staffroom notice board so that there is a cohesive approach, to assist the child’s return to the acceptable norm of behaviour.