ANTI BULLYING POLICY 

Definition:

Bullying is the repeated use of power over another person which exploits the weakness of the vulnerable while corrupting the user. It thrives on fear and undermines the community. Bullying isolates, controls and intimidates.

First Principles:

This School will not tolerate any kind of bullying. This could include:

  •  Repeated threatening behaviour: verbal or non-verbal
  •  Isolating a child from a group
  •  Name calling or constant teasing
  •  Unkind reference to a child and/or his/her family
  •  Racist jokes or remarks to a child or others
  •  Interfering with a child’s possessions
  •  Demanding payment of any kind
  •  Physical violence
  •  Encouraging others to commit acts of bullying
  •  Malicious online or text messaging (further details can be found on the published ‘Internet Usage Rules’ document)
  •  Watching incidents of bullying and failing to inform the appropriate person/people

Proactive Approach

The school ethos strongly encourages that all members of the community treat each other with due respect in all situations, at all times, regardless of age, race, gender, sexual orientation or physical ability. All members of the community are expected to uphold these values and to take appropriate action with anybody who fails to meet the expected norms.

These values are reinforced through more formal structures, events and procedures which include:

  •  Following a comprehensive PSHE curriculum which uses the published scheme JIGSAW at its core.
  •  Anti-Bullying Week once a year – age appropriate
  •  Revisiting the anti-bullying theme at the start of each term
  •  School Council
  •  School and Year Group Assemblies

However at times these procedures are not enough to prevent incidents of bullying from taking place and as such the School has a recognised structure for dealing with incidents which arise. It is important to note that every allegation of bullying is different from the next and, as such, professional judgement will be used in terms of flexibility of the following statements.

Identify the Problem:

Members of staff will take all allegations of bullying seriously and will investigate issues thoroughly when brought to their attention.

Parents concerned with bullying issues should, in the first instance, talk with the child’s class teacher/ form tutor.

A child concerned with issues relating to bullying can speak with any member of the school community, who will channel these concerns to the class teacher/form tutor. The class teacher/form tutor will monitor the situation and take the necessary action with both parties involved, using a range of strategies and their professional discretion.

Investigating the Issue:

The class teacher will raise any concerns about specific children in an open staff meeting to allow other members of staff to be aware of, and assist in, monitoring the situation.

Evidence will be gathered and recorded as it is observed. In the Junior School an ‘Incident Report’ will be filed. In all cases this will then be discussed with the Deputy Head and a decision taken as to when to inform parents. If instances of bullying are identified, and initial intervention has little or no effect, then the sanctions and procedures outlined in the British School of Amsterdam’s Behaviour Policy will come into effect.

During the investigation phase the needs of both the perceived bully and perceived target will be dealt with sensitively, providing time for reflection, discussion and, where necessary, rebuilding self-esteem.

Further steps that should be followed when dealing with incidents of bullying - please see below.

How Other Members of the Community will be involved in Anti-Bullying:

Open lines of communication will be encouraged and maintained between home and school.

Class teachers will regularly raise the profile of anti-bullying, for example through PHSE and assemblies. The Anti-Bullying Policy will be reviewed and distributed to the whole school community annually. The Principal of the school will be made aware of developments and may be involved with meeting parents. Parents will be made aware of continuing patterns in their child’s behaviour.

Peers are an important part of the communication network. Within each school section, an age appropriate approach towards bullying will be taken to encourage support and reconciliation between all individuals involved.

Bullying can occur to anybody at any time. Only a consistent and unified community approach, that reiterates the ethos and procedures laid down in this policy, can keep incidents to a minimum and avoid unnecessary suffering.


SENIOR SCHOOL ANTI-BULLYING POLICY

Aims

As stated in our philosophy and aims document, we are committed to providing a caring, supportive, friendly and safe environment for all of our pupils so that they can learn in a relaxed and secure atmosphere.

Bullying of any kind is always unacceptable and will not be tolerated at the British School of Amsterdam. It is our policy to foster an environment where everyone:

  • understands the type of behaviour that could be interpreted as bullying
  • realises the consequences of bullying for all concerned (the bully, any spectator, and followers, as well as the target of the bullying)
  • considers strategies to avoid becoming the target of bullying
  • develops the self-esteem to avoid becoming a bully, a spectator / follower or a target

Anyone who knows that bullying is happening is expected to inform any member of staff, a parent, or a friend; all pupils should feel able to report such incidents safe in the knowledge that they will be dealt with promptly and effectively.


Objectives

The objectives of this policy document are to ensure that all SB members, teaching and non-teaching staff, pupils and parents know:

  • what bullying is
  • what to do if bullying arise
  • what is the School’s anti-bullying policy
  • Anti-Bullying campaign (UK) advertised

As a school we take bullying seriously. Pupils and parents should be assured that they will be supported when bullying is reported.

Definitions

Bullying:

  • deliberately aggressive
  • is persistent
  • happens in an unequal power relationship
  • results in pain and distress which, in extreme cases, could result in the target’s suicide

It is important to respond to bullying because:

  • bullying hurts; no one deserves to be a target of bullying
  • everybody has the right to be treated with respect
  • bullies need to learn different ways of behaving
  • spectators / followers need to learn different ways of behaving / reacting

Procedures 1

Promotion of an Anti-bullying Climate within the School

The School works to promote the positive qualities of altruism and community spirit. We try to demonstrate this through our general approach to others, both in and out of the classroom. We intend to show that everyone is challenging bullying behaviour. In this way we hope to encourage a climate where bullying is not tolerated and pupils feel confident in reporting any incidents that do occur. More specifically, we deal with relevant issues in the following ways.

The Role of the Headteacher and Pastoral Heads

The School takes seriously and investigates all reports of alleged bullying. It is the duty of everyone who is aware of an actual or potential instance of bullying to act to stop it.

It is the responsibility of the Headteacher and Pastoral Heads to implement the School anti-bullying policy and to ensure that all staff (both teaching and non-teaching) are aware of the school policy and know how to deal with incidents of bullying.

All teachers ensure that all children know that bullying is wrong, and that it is unacceptable behaviour in this school. The Headteacher and Pastoral Heads draw the attention of children to this fact at suitable moments. For example, if an incident occurs, the Headteacher or Pastoral Heads may decide to use assembly as a forum in which to raise with the school why this behaviour was wrong.

The Headteacher and Pastoral Heads set the school climate of mutual support and praise for success, so making bullying less likely. When children feel they are important and belong to a friendly and welcoming school, bullying is far less likely to be part of their behaviour.

The Role of the Teacher

Teachers in our school take all forms of bullying seriously, and intervene to prevent incidents from taking place. They record all incidents that happen on 3sys and report them to the Pastoral Team (SS) who also keep information on all cases of bullying within their age phases on the pupils’ files within 3sys.

If teachers/tutors witness an act of bullying, they do all they can to support the child who is being bullied. If a child is being bullied over a period of time, then, after consultation with the Pastoral Team, the child’s parents are informed.

If, as teachers, we become aware of any bullying taking place, we deal with the issue immediately. This may involve counselling and support for the victim of the bullying, and punishment for the child who has carried out the bullying. We spend time talking to the child who has bullied; we explain why the action of the child was wrong, and we endeavour to help the child change their behaviour in future. If a child is repeatedly involved in bullying other children, we inform the Headteacher and Pastoral Heads. The child’s parents will then be invited into the school to discuss the situation.

Teachers attempt to support all children and to establish a climate of trust and respect for all. By praising, rewarding and celebrating the success of all children, we aim to prevent incidents of bullying.

The Role of Parents

Parents who are concerned that their child might be being bullied, or who suspect that their child may be the perpetrator of bullying, should contact their child’s form teacher. The child should be encouraged to talk to his or her class teacher about any worries as well.

Parents should watch for signs of distress in children, including reluctance to attend school, complaints about minor illnesses, complaints about missing possessions, and apparent isolation.

If necessary help the class teacher in devising strategies that will provide support for your child both in and out of school.

Parents have a responsibility to support the school’s anti-bullying policy and to actively encourage their child to be a positive member of the school.

Preventative Action

Issues relating to bullying will be dealt with thoroughly through the PSHE Programme. The topic will also be dealt with by class teachers who have regular contact with their classes, in full School Assemblies and in Key Stage Assemblies.

All staff follow the guidelines which are set out in the Behaviour and Discipline Policy.

In the Junior School, each classroom displays a child friendly ‘Anti-Bullying Code’ giving pupils procedures and advice to follow if they are being bullied or know of another pupil who is being bullied. In the Senior School relevant notices are on display around the School.

Activity

Responsible

Actions

PSHE

Lessons


Pastoral Head. PSHE

teacher

1. See the PSHE programmes (KS3)













Key Stage Business

Tutor;

Head of

Key Stage;

Teachers;

  1. Consider and implement practices that raise

    • awareness of issues in this policy

    • self-esteem amongst pupils

  2. On learning about a pupil who is involved in bullying or

being bullied, discuss the matter as soon as possible with relevant members of the team in order to determine the best course of action.

  1. When issues of bullying occur, decide if it is appropriate

to deal with the topic again in a School / Year Group Assembly

  1. Discuss with pupils if there are areas within the school or on the school buses where they feel unsafe/at risk of being bullied. Keep accurate records in order for patterns to be identified.

  2. Work with the Head of Key Stage to eliminate areas where the pupils feel unsafe/at risk of being bullied.






Assemblies

Head of Key Stage; Headteacher

  1. Liaise with the Headteacher to ensure that the issue of bullying is raised during assemblies, at a time that fits in with the PSHE programme, as detailed in the Assembly Plan.

  2. Inform the Headteacher of areas where the pupils feel unsafe /at risk of being bullied.

  3. Inform the Headteacher of cases of bullying and subsequent actions.


The School population is made aware of Bullying and of Anti-Bullying procedures throughout the year in the following ways:

  • The attention of the academic staff is drawn to the Anti-Bullying Policy during the Staff (INSET) Days at the start of each academic year.
  • New teaching staff are made aware of the Anti-Bullying Policy as part of the induction procedure.
  • The Anti-Bullying Policy is published to parents on the School’s website.
  • The Anti-Bullying Policy is published to staff on the website as well as on Firefly, the School’s VLE.
  • Pastoral Heads discuss the school policy on bullying in their meeting with Tutors / Form Teachers at the start of the academic year and throughout the year as necessary.

In the above ways we hope to:

  • raise awareness of bullying behaviour
  • raise the profile of the School’s anti-bullying policy
  • challenge attitudes about bullying behaviour
  • increase understanding of how it feels to be bullied
  • increase understanding of the dangers and serious consequences of bullying
  • encourage the anti-bullying ethos of the School

After an incident has been investigated and dealt with, it is important that the situation is monitored to ensure that further bullying does not take place. Accurate records must be maintained for patterns of potential acts of bullying to be identified. This will allow us to take action to reduce risk at times and in places where acts of bullying are most likely to happen.

Procedures 2(a) Dealing With Cases of Bullying When They Arise (GENERAL)

Any member of the staff may be called upon to deal with a bullying incident because they have:

  • witnessed it
  • been taken into the confidence of a target, friend of the target, or eyewitness
  • been contacted by a parent

This member of staff should:

  • take bullying issues seriously so that the bullying behaviour (or threats of bullying) can be investigated and the bullying stopped as soon as possible
  • report incidents immediately to the target’s Tutor copied to the Pastoral Head
  • Incident opened in 3sys and details are recorded

The Pastoral staff will decide on the appropriate members of staff to interview the pupils concerned and to keep the rest of the team informed. This person will instigate the following procedure:

  1. interview the pupils concerned and record the incidents
  2. ask pupils to record, sign and date their version of events
  3. keep accurate records of cases of bullying
  4. help pupils concerned to reconcile their differences and be prepared to put previous incidents behind them
  5. help all pupils concerned to identify more appropriate ways of behaving in the future
  6. communicate information to colleagues
  7. help to restore the target’s self esteem, and encourage greater self confidence and assertiveness
  8. help the spectators / followers to learn how to behave more appropriately
  9. help the bully to learn how to behave more appropriately
  10. consider self-esteem issues concerning the bully
  11. in serious or persistent cases, inform parents and invite them to a meeting to discuss the problem
  12. consult external authorities (e.g. psychologists, police) if necessary and appropriate

It is the duty of everyone who is aware of an actual or potential instance of bullying to act to stop it.


Procedures 2(b) Dealing With Cases of Bullying When They Arise (DETAILS)

STAGE 1. Once an incident of bullying has been identified, if it is the first formal complaint against the bully, the following sequence of events will occur:


Step (1): Gathering and Sharing of Information

Responsible

1BPupil

Action



Member of the Pastoral Team designated to deal with the case of bullying (usually the Tutor with support from the Pastoral Head (s)






  1. Target

  2. Bully

  3. spectators / followers

  4. Witnesses

Investigate and document the alleged bullying.

  1. Ask all pupils to write an account of the incident, sign and date it. Do not allow the words ‘only’ and ‘just’ to be used in these accounts.

  2. Read through the accounts and ask for further information/clarification

where necessary.

  1. Refer, if appropriate, to a Anti-Bullying Advice to Pupils leaflet.

  2. Send the original accounts for filing to the Pastoral Heads who will

    • send a note to the Tutor of the bully

    • send a note to the Tutor of each of the spectators /followers

    • send a concerned referral to the Tutor of the target

    • send a positive referral to the Tutor of each of the witnesses (merit)

    • inform the Tutor / Pastoral Head / Headteacher that the issue has been dealt with


Step (2): Dealing with the Situation

Responsible

2BPupil

Action











Member of the Pastoral Team designated to deal with the case of bullying (usually the Tutor with support from the Pastoral Head






a) Bully

Aim to change the bully’s behaviour; ask him/her to

  1. consider the effect his/her actions have had on the target

  2. acknowledge that what he/she did was wrong, as well as a serious offence against School rules

  3. recall the sanctions that the School is prepared to implement in cases of serious/persistent bullying

  4. think of a more appropriate way of behaving

  5. record appropriate personal targets for future behaviour in his/her planner

  6. offer a genuine apology to the target






b) Target

Aim to restore the target’s self-esteem; he/she should be:

  1. reassured that what the bully did was wrong

  2. promised the support of the school

  3. asked to monitor what happens in the future and to report immediately any future problems with bullying

  4. encouraged to consider more assertive and confident ways of behaving in order to avoid the unwelcome attentions of a bully

  5. encouraged to accept the bully’s apology and give him/her the chance to prove that the apology is meant




c) spectators/ followers

Aim to change the spectators’ / followers’ behaviour: encourage them to:

  1. understand that it is never acceptable to treat bullying as a spectator sport

  2. acknowledge that what they did was wrong

  3. think of a more appropriate way of behaving

  4. consider more assertive and confident ways of behaving if they are themselves frightened of becoming the target of the bully


d) Witnesses

  1. Reassure the witnesses that they were right to inform on the bully

  2. Congratulate them on their responsible attitude

All parties

Inform the teaching staff at the next briefing/meeting





Step (3): Support and Monitoring during the school day

Responsible

3BPupil

Action



All Staff



All parties

  1. Provide support for the target

  2. Monitor the behaviour of the bully and spectators / followers towards the target and witnesses

  3. Report any concerns to the Tutor




Step (4): Support and Monitoring from the Class Teacher/Tutor

Responsible

4BPupil

Action







Tutor/s



a) Target

  1. Be aware of the concerned referral.

  2. Check that there has been an appropriate improvement in the situation

(e.g. daily for the first week; weekly for the next month) i.e. that the bullying has stopped and that there have been no repercussions following the investigation.


  1. Bully

  2. spectators / followers

  1. Be aware of the negative referral.

  2. Monitor the pupils’ future behaviour.

  3. Seek opportunities to praise appropriate/cooperative behaviour.

  4. Encourage other staff to praise appropriate/cooperative behaviour and

record it via a positive referral.


d) Witnesses

  1. Be aware of the positive referral.

  2. Check that the bullying has stopped and that there have been no repercussions following the investigation (e.g. once a week for a month).


After an incident has been investigated and dealt with, it is important that the situation is monitored to ensure that further bullying does not take place. Accurate records must be maintained for patterns of potential acts of bullying to be identified. This will allow us to take action to reduce risk at times and in places where acts of bullying are most likely to happen.

STAGE 2. In serious cases (for example, involving physical violence, damage to property, vicious verbal abuse, organised isolation) as well as in persistent cases (the bully has been involved in previous bullying incidents, either against the same or a different target), further measures will be taken concerning the bully.

Procedure – as for Stage 1, with the following changes and additions:

  • the person responsible for Step (1) and Step (2). should be the Pastoral Head.
  • if it seems appropriate, the Head of Learning Support could be asked for advice about strategies to change the bully’s behaviour
  • parents of the bully should be invited to school to discuss the situation with the Pastoral Head (s)
  • parents and the bully should be reminded of the School’s anti-bullying policy and given a copy to take away
  • the bully should be punished using whichever of the usual School sanctions reflects the seriousness of the case, e.g. exclusion from certain areas of the school premises, a school detention or possibly even a fixed term exclusion from school
  • if appropriate, the bully should be asked to replace damaged property
  • if it is not the first time the target has been bullied, investigate further steps to improve self- confidence and assertive behaviour; ask the target to monitor what happens in the future by keeping a diary; inform the parents of the target of what has happened and offer them the opportunity of coming into School to discuss the situation

STAGE 3. If the serious or persistent bullying behaviour continues, thus indicating that the attempts to help the bully to learn to behave in a socially acceptable way through the use of the School sanctions and counselling mentioned above have not been successful.

Procedure – as for Stage 1, with the following changes and additions:

  • the person responsible for Step (1) and Step (2) should be the Pastoral Head
  • parents of the bully should be invited into school to discuss the situation with the Pastoral Head
  • if appropriate, the bully should be asked to replace damaged property
  • the bully should be punished using whichever of the usual School sanctions reflects the seriousness of the case, probably a fixed term suspension from School
  • if it seems appropriate, the Head of Learning Support could be asked for advice about strategies to change the bully’s behaviour or the school could insist that advice and/or counselling is sought from an outside agency such as an Educational Psychologist before the child is allowed back to school
  • if it is not the first time the target has been bullied, investigate further steps to improve self- confidence and assertive behaviour; ask the target to monitor what happens in the future by keeping a diary; inform the parents of the target of what has happened and offer them the opportunity of coming into School to discuss the situation
  • The Headteacher will be informed.

STAGE 4. If the procedures outlined in Stages 1, 2, and 3 have been unsuccessful in altering a bully’s behaviour, the time will have come to consider permanent exclusion from the school.

Procedure – as for Stage 1, with the following changes and additions:

  • the person responsible for Step (1) and Step (2) should be the Pastoral Head
  • the Pastoral Head should put together all records of previous cases of bullying
  • instead of Step (2)a, the Pastoral Head should take the bully and the records directly to the Headteacher
  • if appropriate, Headteacher will discuss the case with the Principal. Principal will then decide whether to set in motion the procedures for a permanent exclusion
  • if it is not the first time the target has been bullied, investigate further steps to improve self- confidence and assertive behaviour; ask the target to monitor what happens in the future by keeping a diary; inform the parents of the target of what has happened and offer them the opportunity of coming into School to discuss the situation


List of Appendices


  1. Signs and symptoms of a bullied child

  1. You’re a bully if …

  1. School sanctions



Appendix 1: 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:


  • 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 (school phobic)
  • begins truanting
  • 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
  • feels ill in the morning
  • begins to do poorly in school work
  • comes home with torn clothes or damaged books
  • has possessions go "missing"
  • asks for money or starts stealing money (to pay bully)
  • continually "loses" money
  • has unexplained cuts or bruises
  • becomes aggressive, disruptive or unreasonable
  • is bullying other children or siblings
  • stops eating
  • is frightened to say what's wrong
  • 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.




Appendix 2: You can be bullying if you do any of these things to someone else;

  • You call them names.
  • You spread rumours about them.
  • You take their friends away, leaving them on their own.
  • You tell other people not to be friends with them.
  • You look at them in a nasty way.
  • You tell them you’re busy and then go off to enjoy yourself with other people.
  • You don’t choose them to be your partner in class.
  • You leave them out when choosing a games team.
  • You laugh or sneer at their work.
  • You take away their possessions.
  • You hide their bag, books or other belongings.
  • You damage their property.
  • You send them nasty notes.
  • You write nasty graffiti about them on books, pencil cases, desks etc.
  • You make jokes about them when you can see they’re upset.
  • You carry on ‘messing about’ when you can see they’re not enjoying it.
  • Send them nasty text messages.
  • You make silent calls on their phone.
  • You write nasty things about them on the computer.
  • You make up stories to get them into trouble.
  • You hit them, kick them, trip them up or push them around.
  • You make nasty remarks about their clothes.
  • You make nasty remarks about their family.
  • You make nasty remarks about their culture, religion or colour.
  • You make nasty remarks about their sexuality.
  • You make nasty remarks about their looks or weight.
  • You make nasty remarks about their disability or medical condition.
  • You demand money or possessions from them.
  • You make threats about nasty things that will happen to them.
  • You go along with the crowd who are doing any of these things.



Appendix 3: Sanctions


The punishment will be one of the usual School sanctions (refer to Behaviour Policy Document), reflecting the seriousness of the case.

STAGE 1
  • The process of identifying a pupil’s behaviour as bullying as well as the time taken from a bully in order to follow the above procedure will usually mean that no further punishment is necessary.


STAGE 2
  • Pastoral Head reprimand.
  • Lunchtime detention.
  • Afterschool detention
  • Exclusion from certain areas of the school premises.
  • School detention.
  • Fixed term exclusion from school.

STAGE 3
  • Headteacher reprimand.
  • Saturday detention
  • Fixed term exclusion.

STAGE 4
  • Principal reprimands.
  • Permanent exclusion.


This conforms to Part 2 & 3 of the UK Government’s British Overseas School Standards regarding the spiritual, moral, social and cultural development of the pupils and welfare, health & safety