Anti Bullying
Policy
Contents
Definition of bullying........................................................................... 2
Anti-bullying policy ............................................................................. 3
Organisations for help and advice....................................................... 7
Student Friendly Anti-Bullying Policy .................................................. 8
Checklist for assessing bullying behaviour .......................................... 9
Procedures for dealing with bullying incidents ................................. 13
1
DEFINITION OF BULLYING
The repetitive, intentional hurting of one person by another, where the
relationship involves an imbalance of power. Bullying can be carried out
physically, verbally, emotionally or through cyberspace. This behaviour can
leave people feeling helpless, frightened, anxious, depressed or humiliated.
EVERY reported incident of bullying should be recorded, both on SIMS and
witness statement(s). Your priority should be to take care of the ‘target’ rather
than trying to prove intent to harm. Please make sure that you are considering
the target’s perception rather than your own. Where there is a record of
physical bullying on SIMS, please ensure you make reference to emotional
bullying in the comments box, as physical bullying cannot take place without it
affecting someone emotionally.
When considering a sanction, please consider that one size does not fit all and
that any action taken should be firm yet imaginative. Consider the points on
your checklist for assessing bullying behaviour.
Not all reported incidents will be defined as bullying; it doesn’t have to be
bullying for us to do something about it.
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Aspire, Grow, Succeed
ALLERTON GRANGE SCHOOL
 Working together to achieve our full potential.
 Celebrating our diverse school community and
fostering tolerance and respect for all.
 Developing active citizens within the school
community and beyond.
 Inspiring confident, creative and independent
learners
ANTI-BULLYING POLICY
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Statement of Intent
We are committed to providing a caring, friendly and safe environment for all of our pupils
so they can learn in a relaxed and secure atmosphere. Allerton Grange values and celebrates
diversity and expects all sections of our school community to demonstrate respect towards
others and together, make our school ‘safe for everyone’
We want our school to be an environment which is ‘safe, supportive and listening’, where all
sections of our school community (governors, staff, students and parents) understand that
bullying in any form, by anyone (adults or children) and anywhere, is always unacceptable.
We expect everyone to take action when bullying occurs, all pupils and parents should feel
assured that incidents will be dealt with promptly and effectively.
What is bullying?
Bullying is the repetitive, intentional hurting of one person by another, where the relationship
involves an imbalance of power. Bullying can be carried out physically, verbally, emotionally or
through cyberspace. Bullying can be understood as behaviour which leaves people feeling helpless,
frightened, anxious, depressed or humiliated.
Bullying can be:
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Emotional - being unfriendly, excluding and tormenting (eg. hiding books, threatening
gestures).
Physical - pushing, kicking, hitting, punching or any use of violence.
Racist - racial taunts, graffiti, gestures.
Sexual - unwanted physical contact or sexually abusive comments.
Homophobic - because of, or focusing on the issue of sexuality.
Transphobia –because of, or focusing on gender reassignment or gender dysphoria.
Verbal - name calling, sarcasm, spreading rumours, teasing.
Cyber - all areas of internet, such as e-mail & internet chat room misuse. Mobile threats by
text messaging & calls. Misuse of associated technology, i.e. camera & video facilities.
Why is it important to respond to Bullying?
Bullying hurts. No one deserves to be a victim of bullying. Everyone has the right to be treated with
respect. Pupils who are bullying need to learn different ways of behaving and bystanders need to
understand the impact their role can have. Schools have a responsibility to respond promptly and
effectively to issues of bullying.
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Objectives of this Policy
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All governors, teaching and non-teaching staff, pupils and parents should have an
understanding of what bullying is.
All governors, teaching and non-teaching staff should know what the school policy is on
bullying, and follow it when bullying is reported.
All pupils and parents should know what the school policy is on bullying, and what steps they
can take should their child be affected by bullying.
As a school we take bullying seriously. Pupils and parents should be assured that they will be
supported when bullying is reported.
Bullying will not be tolerated.
Links with Other Policy Statements
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Other policies refer to anti-bullying related issues and should be read in conjunction
with this policy statement. These include:
Positive Pupil Discipline Policy
E-Safety policy
Child protection policy
Relationships and sex policy
Equality policy
PSHE policy
Signs and Symptoms
A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of
these possible signs and that they should investigate if a child:
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is frightened of walking to or from school
doesn’t want to go on the school/public bus
begs to be driven to school
changes their usual routine
is unwilling to go to school
begins to truant
becomes withdrawn anxious, or lacking in confidence
starts stammering
attempts or threatens suicide or runs away
cries themselves to sleep at night or has nightmares
regularly feels ill in the morning
begins to underachieve at school
comes home with clothes torn or books damaged
has possessions which are damaged or “go missing”
asks for money or starts stealing money (to pay bully)
has dinner or other monies continually “lost”
comes home hungry (money/lunch has been stolen)
has unexplained cuts or bruises
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becomes aggressive, disruptive or unreasonable
is bullying other children or siblings
stops eating
is frightened to say what is wrong
is afraid to use the internet or mobile phone
is nervous and jumpy when a cyber-message is received
gives improbable excuses for any of the above
These signs and behaviours could indicate other problems, but bullying should be considered a
possibility and should be investigated.
What you can expect to happen when bullying is reported
Bullying is reported
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It will be investigated; part of this process will involve taking statements
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If the incident is racist, sexist or homophobic it will be recorded as a racist/sexist/homophobic
incident
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Both sets of parents informed as well as the parents of any bystanders
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PC Brown, our School Liaison Officer may become involved during any of the above stages
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A sanction will be given to the bully; this will range from a verbal warning to exclusion
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A range of options could also be used to achieve a positive outcome:
 Mediation – talking to both people and/or groups involved to try to help them to agree on a
solution to the problem. A member of staff will always be present and mediation will only
take place if all the people involved agree.
 Student Support Officer to work with the student being bullied.
 Pastoral staff to work with the perpetrator to help them change their behaviour. This may
involve them attending the bullying intervention group
 A log of all incidents are kept and anonymised data is presented annually to governors and
termly to our Senior Leadership Team.
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Organisations for help and advice
Allerton Grange Anti-bullying helpline - 07900 741239
Zee-Tee Anti-bullying group at Allerton Grange
Our team of Ambassadors can be contacted during school hours. Details can be found on the
school’s anti-bulling notice board
LGBT Club at Allerton Grange
Details can be found on the LGBT noticeboard in school
Children’s Legal Centre - 0845 345 4345
www.childrenslegalcentre.com
KIDSCAPE - 0845 120 5204
Parents Helpline (Mon – Fri, 10-4)
www.kidscape.org.uk
Parentline Plus - 0808 800 2222
www.parentlineplus.org.uk
Anti Bullying Alliance
www.antibullyingalliance.org.uk
Advisory Centre for Education (ACE)
www.ace-ed.org.uk
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Student Friendly Anti-Bullying Policy
OUR STATEMENT OF INTENT
We, the students and staff at Allerton Grange, are dedicated to creating a bright, comfortable and
safe learning space for all students so they can feel loved, cared for and relaxed whenever they are
in our school. Bullying happens. It happens everywhere, in all walks of life. There isn’t always a
reason for this, but there is always help. Our school celebrates diversity, togetherness and
respectfulness, something in which we are proud of. Our team will listen and act upon whatever is
troubling you, however, if we don’t know what the problem is, we can’t resolve it. We have a
bullying helpline in school, we have staff who care, and we have a team of ambassadors….. TELL
THEM AND LET THEM FIX IT!
WHAT IS BULLYING?
Bullying is hurting someone intentionally and doing it repeatedly. Bullying comes in many different
shapes and sizes:
EMOTIONAL
PHYSICAL
RACIST
SEXUAL
HOMOPHOBIC
TRANSPHOBIA
VERBAL
CYBER
WHY IS IT IMPORTANT TO RESPOND TO BULLYING?
Bullying hurts. It causes damage and everyone has the right to feel safe in school
OBJECTIVES OF THIS POLICY
All of our staff, governors, students and parents should understand why bullying is.
All of the students in our school should know where to go if they are being bullied or if they know of
someone who is
We take bullying seriously at Allerton Grange. We are 100% committed to stamping it out
We have a procedure in school for dealing with bullying and we stick to it. We believe in it. We will
take action against it.
Produced by: Rebecca Storrie, Laura Vindedze, Rebecca White, Zach Tuddy
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CHECKLIST FOR ASSESSING BULLYING BEHAVIOUR
Below are a list of questions that should be asked when assessing bullying
behaviour and dealing with incidents:
NATURE
What is the nature of the bullying - physical, verbal, non-verbal, indirect, racist,
homophobic, emotional, cyber, sexual?
Was the bullying prejudice/identity based? If so, which ‘protected characteristic’ was
involved - disability, gender/sex, gender identity, sexual orientation, race/ethnicity, religion
INTENT
Was there a clear intention to hurt? Was there an understanding/should there have been
an understanding of the hurt caused?
To those responsible for the bullying:
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Did you mean this to happen?
Did you mean the person(s) to be hurt?
What did you think would happen to the person(s) you have bullied?
What did you think would be their feelings when you did this to them?
How did the person(s) react when you were doing this to them?
Why did you not stop when it was clear that he/she/they did not like what you were
doing to them?
To those receiving the bullying:
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Do you think he/she/those responsible meant this to happen (i.e. actions)
Do you think he/she/those responsible meant to hurt you? (i.e. feelings)
Did he/she/those responsible know what was happening was hurting you?
Did he/she/those responsible continue when it was clear you were being hurt?
HURT
What was the hurt caused by the bullying? What have been the consequences of the hurt
caused by the bullying? Did he/she/those responsible know that the bullying was causing
hurt?
To those responsible for the bullying:
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Do you know how you have hurt him/her/those involved?
Did you know you were hurting him/her/them whilst it was taking place?
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To those receiving the bullying:
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Has the bullying hurt you?
How has the bullying hurt you?
How do you feel now?
Do those responsible for the bullying know that you are hurt?
Do those responsible know how you are feeling?
REPETITION
How many times has the bullying taken place?
Has the person(s) responsible behaved this way to any other students? How many pupils
have they bullied?
To those responsible for the bullying:
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Has the bullying taken place more than once?
How many times has it taken place?
Have you been bullying anyone else?
Who else has been involved?
How often have you bullied these other students?
To those receiving the bullying:
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Has the bullying taken place more than once?
How many times has it taken place?
DURATION:
Over what period of time has the bullying taken place? Has it got more frequent over the
period of time? Has the nature of the bullying changed over the period of time?
To those responsible for the bullying:
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How long have you been behaving this way to him/her/them?
Has the way you have been treated by him/her/them changed over this period?
To those receiving the bullying:
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How long have you been bullied by him/her/them?
Has the way you have been treated by him/her/them changed over this period?
POWER
Is there an imbalance of power between those responsible for the bullying and those
receiving the bullying? What is the nature of the imbalance? How great is the imbalance?
How did those responsible use their imbalance against those receiving the bullying and
bystanders?
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To those responsible for the bullying:
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How do you feel when you are with her/him/them?
How do you think other students feel when they are with you?
Are there any other students who you feel are uncomfortable with you?
To those receiving the bullying:
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How do you feel when you are with him/her/them?
How do you think others feel when they are with him/her/them?
Do you know any other students who are uncomfortable when they are around
him/her/them?
PROVOCATION
How did the person(s) receiving the bullying come to the attention of him/her/those
responsible? Did the person(s) do anything to those responsible that might explain (but
NOT excuse) the bullying behaviour?
To those responsible for the bullying?
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Were he/she/they doing anything that made you take notice of him/her/them?
Did he/she/they do anything to you that you didn’t like?
To those receiving the bullying:
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Did you do anything that made him/her/them take notice of you?
Did you do anything to them that he/she/they may not have liked?
It is important that staff assessing the seriousness ask questions and check out information
about those responsible for the bullying. Where the bullying is by an individual, the
following questions need answering:
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Has the person responsible picked on someone that they have no relationship with
or is it someone that there is an ongoing relationship with, or was there a past
relationship?
What is the nature of the bullying behaviour?
Is the bullying behaviour ‘out of character’ or is there a past record of bullying or
related negative behaviour?
Is the person bullying other students?
How is the bullying affecting others in the class/group and the class/group as a
whole? Is the person responsible sees as a ‘negative’ or ‘intimidating’ force by other
students?
Could the person be ‘intimidating’ and/or bullying adults at school or out of school?
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Where the bullying is being carried out by a group, there are other questions that need to
be asked, particularly to understand the nature of the relationship within the group. It is
possible that some of the group themselves are being bullied to carry out the actions. The
questions that need answering are:
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How many are in the group? What are their different roles within the groups? Is
there a ringleader?
Is the group a cohesive group always acting together or is it a group where there is a
core but others are either fringe members who are not involved or have been drawn
in for this particular action?
Does the group deliberately pick on individual students or is the bullying against an
identifiable group?
What is the nature of the bullying behaviour?
Is the group seen as a negative and/or intimidating force by staff and other adults in
or out of school?
It is important to develop a profile of those responsible for the bullying, both from the
current case and from knowledge of previous behaviour. Does the person(s) responsible:
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Admit the behaviour, seek to defend it or deny it?
Feel remorse and is able to empathise with the feelings of those who have been
bullied?
Want to (not just will) apologise and act to put things right?
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PROCEDURES FOR DEALING WITH BULLYING INCIDENTS
Step 1
Concern about bullying behaviour witnessed or reported to a member of staff:
Initial assessment made on the severity of the behaviour - low, medium or high
level
Step 2a - Low level
Member of staff talks with all those involved including bystanders and decides
no further action is required: reinforces with all involved school’s stance on
bullying. Record on SIMS as resolved along with confirmation that the above
has taken place
Step 3a
The student who has been the ‘target’ is asked to report any subsequent
unpleasant behaviour immediately to a member of staff and to parent/carer.
Step 4a
Member of staff decides to inform other appropriate members of staff: All will
keep ‘eyes and ears’ open: peer supporters/befrienders may be engaged
Step 2b - Medium level
Member of staff decides the behaviour needs further investigation and
incident details are recorded on SIMS. Member of staff formally reports
details of the incident to the Student Support Manager for the student’s year
group
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Step 3b
Behaviour investigated to assess the nature and severity of the behaviour: all
of those involved, including bystanders are spoken to: behaviour records are
checked for previous bullying incidents: parents/carers are informed and
involved as appropriate: feedback on progress regularly provided. If there is
repeated incidents of bullying by the same student, this should be reported to
RPh as a potential safeguarding issue
Step 4b
Assessment completed, details recorded and decision made on appropriate
disciplinary action to be taken: consideration on additional support needed to
prevent further bullying including support to develop protective skills for those
bullied and to help change the behaviour of those bullying: bystander
behaviour addressed: parents/carers informed of decisions
Step 5b
Review of effectiveness of action taken within appropriate timescale (GMu)
Step 2c - High level
SSM to be made aware and then report to SLT and if appropriate a designated
Child Protection Officer
Step 3c
Key Stage Co-ordinators to inform parents/carers immediately and meeting
arranged as soon as possible (unless action could put the student at risk):
parents/carers are involved as appropriate and feedback on progress regularly
provided
Step 4c
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Key Stage Co-ordinators to instigate investigation immediately and decide
whether the case needs to be referred to an external agency, notably Police or
Child Protection: where external agencies are involved, further school action
needs to be agreed with the involved agencies: parents/carers involved of
decisions
Step 5c
Assessment of severity completed, details recorded and appropriate
disciplinary action implemented: bystander behaviour addressed:
parents/carers informed of decisions: consideration on additional support
needed to prevent further bullying including support to develop protective
skills for those bullied and help to change behaviour of those bullying: decision
made about referral to and involvements of specialist external support services
Step 6c
Review of effectiveness of action taken within appropriate timescale
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