Our 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 and the Board of Management of Fermoyle N.S. 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 it can have on the lives of pupils, and is therefore 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.
• 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
• Constant 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.

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3. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools, bullying is defined as “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.
This definition includes a wide range of behaviour, whether verbal or written, whether physical or social, whether targeting person or property, whether carried out directly or indirectly through any electronic or other medium, which could harm a pupil or undermine his/her self-esteem or self confidence.
Bullying of children with Special Educational Needs in the school will always be considered a serious matter and will be dealt with accordingly.
Isolated or once-off incidents 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.
Appendix 1 gives a list of specific examples of bullying behaviour. This list is not exhaustive.
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 investigation and dealing with bullying are as follows:
 The class teacher initially
 The Principal thereafter if necessary

5. The education and prevention strategies (including strategies specifically aimed at cyber-bullying and identity based bullying) used by the school. Three awareness-raising exercises per school year explaining the nature and variety, causes, consequences and unacceptability of bullying as outlined below:
• The Anti Bullying module of the SPHE programme as it applies during each school year.
• Implementing the “Grow in Love” and “Alive 0” programme programme throughout the school.
• The “Stay Safe Programme” will be taught in conjunction with the Child Protection Policy.
• Pupils are encouraged to recognise, reject and report bullying behaviour, either spontaneously or through questionnaires that are regularly used in the school.
• Teachers will register on various Anti Bullying websites to get up to date teaching material on this subject.
• Through presentations or other exercises, the school staff and parents/guardians are made aware of the nature of bullying and the signs that might indicate that a pupil is being bullied. They are encouraged to be vigilant in watching out for signs of bullying and to report any suspicion of bullying they may have to the “Relevant Teacher” (in the case of staff members) or any staff member (in the case of parents/guardians).

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, (eg the six step approach available from the “Dealing with Incidents” section of the Anti-Bullying Campaign website) are as follows:
• The ‘Relevant Teacher’ investigates all instances of reported or suspected bullying behaviour, whether these take place within the school or outside it, with a view to establishing the facts and bringing any such behaviour to an end.
• The school, through the ‘Relevant Teacher’ reserves the right to ask any pupil to write an account of what happened, as part of an investigation. This will be a standard procedure and does not necessarily imply that a pupil is guilty of misbehaviour.
• Pupils who are alleged to have been involved in bullying behaviour are interviewed by the ‘Relevant Teacher’ to establish the nature and extent of the behaviour and any reasons for it. In the event that they have been involved in bullying behaviour they are asked to sign a binding promise that they will treat all pupils fairly, equally and respectfully including the targeted pupil(s).
• The ‘Relevant Teacher’ does not apportion blame but rather treats bullying behaviour as a “mistake” that can and must be remedied. S/he emphasises that the intention is not to punish perpetrators but to talk to them, to explain how harmful and hurtful bullying is and to seek a promise that it will stop. If that promise is forthcoming and is honoured there will be no penalty and that will be the end of the matter. Pupils who report bullying therefore are not getting others “in trouble” so much as enabling them to get out of trouble into which they ultimately get if the bullying continued.
• When an ‘investigation’ is completed and/or a bullying situation is resolved the ‘Relevant Teacher’ will complete a report, to include the findings of the investigation, the strategy adopted and the outcome of the intervention, as well as any other relevant information.
• If a pupil has signed such a promise but then chooses to break that promise and continue the bullying behaviour, this can then no longer be considered a ‘mistake’. In this event the parent(s)/guardian(s) will be informed and requested to countersign their daughter/son’s promise. Breach of this additional promise by further bullying behaviour is regarded as a very grave matter and a serious sanction may be imposed by the school authorities (See sanctions below).
• All documentation regarding bullying incidents and their resolution is retained securely in the school.
• Where a child with Special Needs is the perpetrator of a particular bullying incident, the school will have regard for that child’s special need when dealing with the incident.

Sanctions:
Where a pupil has been found to be engaged in bullying behaviour, has formally promised to stop and has broken that promise, any of the following sanctions maybe imposed:
– S/he may be required to sign another promise, this time countersigned by a parent/guardian;
– Parent(s)/guardian(s) may be contacted by the ‘Relevant Teacher’ and informed of the nature and the extent of the bullying behaviour with a view to agreeing a strategy whereby a promise to end the bullying behaviour would be honoured;
– Parent(s)/guardian(s) may be invited to a meeting with the ‘Relevant Teacher’ and the Principal and the pupil may be suspended from school.
– The case may be referred to the Board of Management and the pupil may be expelled from the school.

7. The school’s programme of support for working with pupils affected by bullying is as follows:
BULLIED PUPILS:
– Ending the bullying behaviour,
– Changing the school culture to foster more respect for bullied pupils and all pupils,
– Changing the school culture to foster greater empathy towards and support for the bullied pupils,
– Indicating clearly that the bullying is not the fault of the targeted pupil through the awareness-raising programme,
– Indicating clearly that the bullying is not the fault of the targeted pupil through the speedy identification of those responsible and speedy resolution of bullying situations,
– Making adequate counselling facilities available to pupils who need it in a timely manner,
– Helping bullied pupils raise their self-esteem by encouraging them to become involved in activities that help develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school),
– Implementing a “buddy system” in the school ?
BULLYING PUPILS:
– Making it clear that bullying pupils who reform are not blamed or punished and get a ‘clean sheet’,
– Making it clear that bullying pupils who reform are doing the right and honourable thing and giving them praise for this,
– Making adequate counseling facilities available to help those who need it learn other ways of meeting their needs besides violating the rights of others,
– Helping those who need to raise their self-esteem by encouraging them to become involved in activities that develop friendships and social skills
(e.g. participation in group work in class and in extra-curricular group or team activities during or after school),
– Using learning strategies throughout the school and the curriculum to help enhance pupils’ feelings of self-worth,
– In dealing with negative behaviour seeking resolution and offering a fresh start with a ‘clean sheet’ and no blame in return for keeping a promise to reform.

8. 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.

1) The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps as are reasonably practicable to prevent the sexual harassment of pupils or staff on any of the nine grounds specified – ie gender, including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the traveller community.

2) This policy was adopted by The Board of Management on ___/___/____.

3) This policy is readily accessible to parents and pupils on request and provided to the Parents’ Association. A copy of this policy will be made available to the Department of Education and Skills and to the patron if requested.

4) 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 and is accessible to parents and pupils on request and provided to Parent’s Association. A record of the review and outcome will be made available to the Department of Education and Skills and to the Patron if required.

Signed: ________________ Signed: ________________
(Chairman of Board of Management) (Principal)

Date: ___________________ Date: _________________

Date of next Review _______________________