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Scoil Mhuire Banríon na hÉireann Plean Scoile

Appendix P: 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 Mary Queen of Ireland 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-


ü is welcoming of difference and diversity and is based on inclusivity;
ü encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment;
and
ü 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-
ü build empathy, respect and resilience in pupils; and
ü 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.

3. 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 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: Appendix Q.

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.

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4. The relevant teachers for investigating and dealing with bullying are as follows: (see Section 6.8 of the Anti-
Bullying Procedures for Primary and Post-Primary Schools):
• The mainstream Class teacher of the child concerned.
• The Principal.

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 may
include the following (see Section 6.5 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):

• Promotion of a positive school culture and climate in a number of ways:


ü The Happy Stamp system – positive behaviour management system in use throughout the school.
ü Modelling of respectful interactions at all times – adult/adult, adult/child, child/adult and child/child.
ü Targeted and specific praise given to children on a regular basis.
ü Awards and rewards for those who uphold the school ethos of respect and goodwill.
ü Buddy time – system of peer-mentoring used to enable relationship building and collaboration among
pupils.
ü Display of key respect messages in classrooms and assembly areas.
ü Delegating some special responsibility or privilege.
ü Pupil involvement in reviewing, policies and procedures that affect them.
• Internet Safety workshop for all members of school community from an external source on an annual basis.
• Adequate supervision of pupils at all times during the school day.
• Whole school SPHE programme includes lessons on self-esteem, co-operation, friendship, belonging, trust,
empathy, assertiveness, inclusivity, respect for diversity and conflict resolution.
• Whole school teaching of Stay Safe programme at all levels during the autumn term every year.
• Developing Independence in Dealing with Problems: In accordance with the Stay Safe programme, the pupils
are taught three steps for dealing with a problem that arises in the playground or in the classroom. The steps
provide the pupils with a way of managing their disagreements as well as knowing where and when they
should ask for assistance: Say No. Walk away. Tell.

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 may include the following (see
Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):

Due regard is given at all times to the professional judgement and discretion of the class teacher and Principal
when engaged in dealing with sensitive matters and unique situations.

Behaviour reported to relevant class teacher.


• Timely withdrawal of relevant child or children for the purpose of establishing what has taken place.
• Clear message given to children that they are behaving responsibly by “telling”.
• Teacher seeks answers to questions of what, where, when, who and why in a calm, non-aggressive manner.
• If pertinent, child or children may be asked to write down, draw or act out/mime their version of events.
• Teacher uses best judgment to determine whether bullying has occurred and how best the situation might be
resolved.

Where teacher determines bullying behaviour to have occurred:


• Teacher informs Principal of situation.
• Parents of parties involved notified and included in resolution process.
• Bullying child cautioned as per school Code of Behaviour and reminded of what bullying is and the type
relevant to their case.
• Efforts made to get bullying child to see the situation from the perspective of the pupil being bullied.
• Teacher aims to restore relationship between the children involved with the support of parents and Principal.
• Follow-up meetings with relevant parties will be held to monitor relationships and to attempt to prevent
further occurrences of bullying behaviour.
• If pertinent, counselling offered from relevant professional.

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Further action:
• Where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately
addressed within 20 school days after determining that bullying has occurred, it must be recorded on the
Record of Bullying template (appendix K in the Anti-Bullying Procedures for Primary and Post-Primary
Schools document).
• All cases reported by means of the Record of Bullying template will be reported to the Board of Management.

7. The school’s programme of support for working with pupils affected by bullying may include the following (see
Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):

• Various approaches and intervention strategies will be used depending on the specific circumstances. CPD
may be provided to up-skill staff in the range of possible strategies, which may include:
1. The traditional disciplinary approach
2. Strengthening the victim
3. Restorative Practice
• Follow up meetings will be used to assess how the pupils affected by bullying are coping.
• Counselling may be offered if appropriate and available.
• LITH and GAM hours may be used to dedicate time to supporting the development of pupils self-esteem,
friendships and social skills.

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.

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. This policy was adopted by the Board of Management on 25th March 2014.

11. This policy has been made available to school personnel and has been published on the school website. A copy of
this policy will be made available to the Department and the patron if requested.

12. 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 published on
the school website. 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: __________________

Date of next review: June 2016

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