3.Curriculum

The key curriculum area of PDMU (Personal Development and Mutual Understanding) is designated to the promotion of positive behaviour and personal safety. Children learn to recognise and understand a variety of feelings and emotions and the need to manage them in a safe and positive way.

The children are given opportunities to interact with their peers and other class groupings and to use a range of strategies to manage conflict if it arises. Our PDMU programme is further supported by other curriculum areas:

-Grow in Love Programme
– Circle Time
– P7 Transition Programme, which highlights resilience as a key life strategy
– Drama workshops.
– Play based Learning/Activity Based Learning
– The TELL campaign is constantly promoted as a key strategy in helping a child deal with inappropriate behaviour/potential bullying
– Literacy activities (Novels, poetry and plays with bullying themes)

4.Whole School approaches

– Displays of the children’s work are used effectively both at class and whole school level as reminders for the need for good behaviour and contain strategies for dealing with perceived bullying behaviour.
– Anti-Bullying messages are placed strategically throughout the school environment as reminders of good practice for the children.
– The weekly assembly is used to present information to the children and aspects of acceptable/unacceptable behaviour are often discussed. The principal meets with the various year groups to discuss matters which affect them and listens carefully to suggestions. These suggestions are considered and actioned appropriately.
– The school App and Facebook page are used to reinforce key messages within the area of Anti-Bullying.
– The area of Positive Behaviour and Anti Bullying is an agenda item at the annual Parents’ Information Evenings in September annually. Follow up is provided where deemed appropriate.
– Outside agencies provide workshop support at an age appropriate level e.g. PSNI, Replay Theatre, Relax Kids, EWO Service, Helping Hands, Sunflower Programme, Wayne’s Top Tips, etc.
Lunchtime Supervisors have received training in the promotion of positive play.

5.Anti-Bullying Week

The school participates in the N. Ireland Anti-Bullying Forum’s Anti-Bullying Week programme in late November annually. As a school community we focus on the area of Bullying and use specific resources and activities to equip the children with the requisite skills to deal with any potential bullying situation. This is followed up on an ongoing basis appropriately over the school year.

Procedures for Dealing with Incidences of Potential Bullying Behaviour

When responding to a potential Bullying concern, staff will primarily adopt a positive mindset and when subsequently managing a Bullying situation, every effort will be made to be CALM, POSITIVE, ASSERTIVE AND CONFIDENT in determining the appropriate level of response as they move towards RESOLUTION.

1. Reporting of an incident:

When a perceived bullying incident is reported, the information will be passed on to the following personnel:

– The teacher of any child involved
– The Principal/Vice-Principal/Senior Teacher
– The Designated Teacher for Safeguarding & Child Protection (as appropriate)
– Where necessary, the parents of the children involved

2. Investigation of an incident:

– This will normally be carried out by the class teacher in conjunction with the Principal/Vice Principal – using a Restorative approach (see Appendix 3: Restorative Questioning)
– To determine the level of severity, staff will take account of the nature, frequency and duration of the Bullying behaviour and the perceptions of the child allegedly being bullied.
– A record will be made using the Teacher’s Blue Book/BACF/Safeguarding & CP Record as appropriate and retained in school records.

3. Agreement on a plan for resolution:

– As a way forward, a plan will be devised to resolve the conflict. Key personnel will be involved appropriately i.e. Principal, Vice Principal, Class Teacher, Designated Teacher, Safeguarding Team, SENCO – this plan will be shared with parents and the children concerned as deemed appropriate.
– The plan will include targets for acceptable behaviour and will set out
support measures which will be provided for the pupils concerned. We will adopt a caring and listening approach for the children concerned i.e. those presenting as the target of Bullying behaviour and those who present as displaying Bullying behaviour. We will be mindful that children displaying Bullying behaviour may be vulnerable i.e. having particular individual needs.

4. Interventions:

When responding to a bullying concern, school staff will implement interventions aimed at responding to the behaviour, resolving the concern and restoring the wellbeing of those involved. Where appropriate, school staff may implement sanctions for those displaying bullying behaviour.

– Restorative action will use the Intervention levels structure, as outlined in the ‘Effective Responses to Bullying’ document i.e. Low to High Risk categories e.g. Peer/Adult support, Coping Skills, Strength Building Plan, Support Group, etc.
– Regular monitoring and review of situation by the class teacher/key staff member will take place
– Referral to relevant outside agencies i.e. educational/medical support
Referral to relevant investigative agencies e.g. Gateway Team, PSNI
– Where/when it is deemed appropriate or in complex situations, parents will be involved immediately.

5. Further Action

– Where necessary, the school will draw on support from a range of outside agencies including Education Welfare Officer, Behaviour Management Team Educational Psychology Service, HSCT, Gateway Team.
– In extreme cases, the bullying behaviour will be brought to the attention of the school’s Board of Governors.
– Parents of all children involved will be informed of the school’s action and will be involved of any subsequent action.

Links with other school policies

This Anti-Bullying policy forms part of the school’s overall Pastoral Care Policies.
It links with our Safeguarding & Child Protection Policy which strives to protect children from harm and develop their personal safety strategies.
It links with the Positive Behaviour Policy in which the school promotes high standards of behaviour, details the standards of behaviour which are considered inappropriate and the restorative approach implemented in rebuilding harmonious relationships.
It links with our Special Educational Needs Policy which outlines the school’s practice in facilitating the particular needs of individual children, including behavioural issues.
It links with our E-Safety Policy in which the school outlines the steps taken to ensure children’s safety when utilising ICT.
It links with our PDMU Policy as a learning area of the school curriculum which promotes the welfare of the children in our care

Professional Development of Staff

The school recognises the need for appropriate and adequate training for staff, i.e. teaching and non-teaching. This will include:

a commitment to ensuring that staff are regularly provided with appropriate opportunities for professional development
noting the impact of the training on both the policy and its procedures – e.g. any amendments made, inclusions added etc. and disseminating to staff
ensuring that opportunities for safeguarding training are afforded to Governors and all staff – teaching and non-teaching
ensuring awareness of the importance of a robust system of record keeping

Conclusion

Implementation of this policy will be monitored by the Principal, Senior Leadership Team and PDMU Co-ordinator where appropriate in consultation with staff, parents and children.
A report on recorded incidents of bullying behaviour will be presented to the Board of Governors as appropriate. Trends and priorities for action will be identified. Furthermore, Governors will assess the effectiveness of strategies aimed at preventing and responding to Bullying behaviour.
Feedback from ongoing monitoring will inform amendments and new ideas and strategies will be incorporated accordingly. This policy will be formally evaluated and reviewed, in consultation with children and their parents/carers, on or before October 2024.