Friendship and Inclusion Policy

Friendship and Inclusion Policy
(Incorporating Anti-Bullying Procedures)

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 Scoil Eimhín Naofa has adopted the following Friendship and Inclusion Policy (incorporating Anti-Bullying Procedures) 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 of Scoil Eimhín Naofa 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) 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; and

·          promotes respectful relationships across the school community;

See P. 23 Table A (6.1.5.Procedures): Key elements of a positive school culture and climate, and also P.43 Appendix 2: Practical tips for building a school culture and climate.

(b) Effective leadership

(c)  A school-wide approach

 (d) A shared understanding of what bullying is and its impact

(e) 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;

(f) Effective supervision and monitoring of pupils

(g) Supports for staff

(h) Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and

(i) On-going evaluation of the effectiveness of the Friendship and Inclusion Policy (Incorporating Anti-Bullying Procedures).

 

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.

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, pages 9 – 11, of the Anti-Bullying Procedures for Primary and Post-Primary Schools .

The list of examples below is non-exhaustive and may be amended to include behaviours which reflect our own school circumstances.

 

 

Examples of bullying behaviours
 

 

 

General  behaviours which apply to all types of bullying

 

·            Harassment based on any of the nine grounds in the equality legislation e.g. sexual harassment, homophobic bullying, racist bullying etc.

·            Physical aggression

·            Damage to property

·            Name calling

·            Slagging

·            The production, display or circulation of written words, pictures or other materials aimed at intimidating another person

·            Offensive graffiti

·            Extortion

·            Intimidation

·            Insulting or offensive gestures

·            The “look”

·            Invasion of personal space

·            A combination of any of the types listed.

 

 

 

 

 

 

 

 

 

 

 

 

 

Cyber

 

·            Denigration: Spreading rumours, lies or gossip to hurt a person’s

                          reputation

·            Harassment: Continually sending vicious, mean or disturbing

                 messages to an individual

·            Impersonation: Posting offensive or aggressive messages under

                      another person’s name

·            Flaming: Using inflammatory or vulgar words to provoke an online

          fight

·            Trickery: Fooling someone into sharing personal information which

          you then post online

·            Outing: Posting or sharing confidential or compromising information

       or images

·            Exclusion: Purposefully excluding someone from an online group

·            Cyber stalking: Ongoing harassment and denigration that causes a

                     person considerable fear for his/her safety

·            Silent telephone/mobile phone call

·            Abusive telephone/mobile phone calls

·            Abusive text messages

·            Abusive email

·            Abusive communication on social networks e.g. Facebook/Ask.fm/ Twitter/You Tube or on games consoles

·            Abusive website comments/Blogs/Pictures

·            Abusive posts on any form of communication technology

Identity Based Behaviours

Including any of the nine discriminatory grounds mentioned in Equality Legislation (gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community).

 

Homophobic and Transgender

 

·            Spreading rumours about a person’s sexual orientation

·            Taunting a person of a different sexual orientation

·            Name calling e.g. Gay, queer, lesbian…used in a derogatory manner

·            Physical intimidation or attacks

·            Threats

 

Race, nationality, ethnic background and membership of the Traveller community

 

·            Discrimination, prejudice, comments or insults about colour,

nationality, culture, social class, religious beliefs, ethnic or traveller

background

·            Exclusion on the basis of any of the above

 

 

 

Relational

 

This involves manipulating relationships as a means of bullying. Behaviours include:

·            Malicious gossip

·            Isolation & exclusion

·            Ignoring

·            Excluding from the group

·            Taking someone’s friends away

·            “Bitching”

·            Spreading rumours

·            Breaking confidence

·            Talking loud enough so that the victim can hear

·            The “look”

Use of terminology such as ‘nerd’ in a derogatory way

Sexual Unwelcome or inappropriate sexual comments or touching

Harassment

 

 

 

Special Educational Needs,

Disability

Name-calling

Taunting others because of their disability or learning needs

Taking advantage of some pupils’ vulnerabilities and limited capacity to recognise and defend themselves against bullying

Taking advantage of some pupils’ vulnerabilities and limited capacity to understand social situations and social cues.

Mimicking a person’s disability

Setting others up for ridicule

 

 

4. The relevant teacher(s) for investigating and dealing with bullying is (are) as follows:

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

Refer to pages 29 and 30,  sections 6.8.3. and 6.8.4 in the Procedures.

The Relevant Teachers in Scoil Eimhín Naofa are: Principal, Deputy Principal and all class teachers.

Any teacher may act as a relevant teacher if circumstances warrant it.

5. The education and prevention strategies (including strategies specifically aimed at cyber- bullying, homophobic and transphobic bullying) that will be used by the school are as follows (see pages 26 to 28, Section 6.5 of the Anti-Bullying Procedures for Primary and Post-Primary Schools ):

 

Sample education and prevention strategies

School-wide approach

A school-wide approach to the fostering of respect for all members of the school community.

The promotion of the value of diversity to address issues of prejudice and stereotyping, and highlight the unacceptability of bullying behaviour.

The fostering and enhancing of the self-esteem of all our pupils through both curricular and extra-curricular activities. Pupils will be provided with opportunities to develop a positive sense of self-worth through formal and informal interactions.

Whole staff professional development on bullying to ensure that all staff develops an awareness of what bullying is, how it impacts on pupils’ lives and the need to respond to it-prevention and intervention.

An annual audit of professional development needs with a view to assessing staff requirements through internal staff knowledge/expertise and external sources

Professional development with specific focus on the training of the relevant teacher(s)

School wide awareness-raising and training on all aspects of bullying, to include pupils, parent(s)/guardian(s) and the wider school community.

Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra- curricular activities. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.

Involvement of the students in contributing to a safe school environment e.g. ‘Minders’, Buddy system, Mentoring, Lunchtime Pals, Playground ‘Play-Stations’ and other student support activities that can help to support pupils and encourage a culture of peer respect and support.

Development and promotion of an Anti-Bullying code for the school – to be included in student journals and displayed publicly in classrooms and in common areas of the school. Use of edited version of ISPCC ‘Shield Statements’ with all classes.

The school’s Friendship and Inclusion Policy (incorporating Anti-BullyingProcedures) is     discussed with pupils and all parent(s)/guardian(s) are given a copy as part of the Code of Behaviour of the school (every year).

The implementation of regular (e.g. per year/per term/per month/per week) whole school awareness measures e.g. dedicated notice boards in the school and classrooms on the promotion of friendship and bullying prevention; annual Friendship Week and parent(s)/guardian(s) seminars; annual or term or monthly student surveys; regular school assemblies by principal, deputy principal, etc.

Encourage a culture of telling, with particular emphasis on the importance of bystanders. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.

Ensuring that pupils know who to tell and how to tell, e.g.:

Direct approach to teacher at an appropriate time; for example after class.

Hand note up with homework.

Make a phone call to the school or to a trusted teacher in the school.

Anti-bully or Niggle box.

Get a parent(s)/guardian(s) or friend to tell on your behalf.

Administer a confidential questionnaire once a term to all pupils.

Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.

Identify clear protocols to encourage parent(s)/guardian(s) to approach the school if they

suspect that their child is being bullied. The protocol should be developed in consultation with parents.

The development of an Acceptable Use Policy in the school to include the necessary steps to ensure that the access to technology within the school is strictly monitored, as is the pupils’ use of mobile phones.

The listing of supports currently being used in the school and the identification of other supports available to the school

Implementation of curricula

The full implementation of the SPHE curriculum and the RSE and Stay Safe Programmes.

Continuous Professional Development for staff in delivering these programmes.

School wide delivery of lessons on bullying from evidence based programmes, e.g. Stay Safe Programme, The Walk Tall Programme.

School wide delivery of lessons on Cyber Bullying ( e.g. MySelfie – Primary Anti-Cyberbullying), Diversity and Interculturalism (e.g. Yellow Flag Programme).

 

Delivery of the Garda SPHE Programmes – Respectful Online Communication – at primary level. These lessons, delivered by Community Gardai, cover issues around personal safety and cyber-bullying.

The school will specifically consider the additional needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.

The school will implement the advice in “Sexual Orientation – Advice for Primary Schools” (RSE Primary, see booklet).

               Links to other policies

The non-exhaustive list below refers to school policies, practices and activities that are particularly relevant to bullying:- Code of Behaviour, Child Protection Policy, Supervision of pupils, Acceptable Use policy, Attendance Strategy.

 

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 are as follows (see pages 31 – 36, Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools

 

6.8.9.     Procedures for Investigating and Dealing with Bullying

 

The primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame);

The school’s procedures must be consistent with the following approach.

Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand this approach from the outset.

 

 Reporting bullying behaviour

 

Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school.

All reports, including anonymous reports of bullying, will be investigated and dealt with by the relevant teacher.

Teaching and non-teaching staff such as secretaries, special needs assistants (SNAs), bus escorts, caretakers, cleaners must report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher;

 

Investigating and dealing with incidents: Style of approach (see section 6.8.9)

In investigating and dealing with bullying, the (relevant) teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;

Parent(s)/guardian(s) and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible;

Teachers should take a calm, unemotional, problem-solving approach.

Where possible, incidents should  be investigated outside the classroom situation to ensure the privacy of all involved;

All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way;

When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner;

If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements;

Each member of a group should be supported through the possible pressures that may face them from the other members of the group after the interview by the teacher;

It may also be appropriate or helpful to ask those involved to write down their account of the incident(s)

In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parent(s)/guardian(s) of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parent(s)/guardian(s) an opportunity to discuss ways in which they can reinforce or support the actions being taken by the school and the supports provided to the pupils;

Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s Friendship and Inclusion Policy (incorporating Anti-BullyingProcedures) and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied;

It must also be made clear to all involved (each set of pupils and parent(s)/guardian(s)) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parent(s)/guardian(s) and the school;

 

Follow up and recording

 

In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:

– Whether the bullying behaviour has ceased;

– Whether any issues between the parties have been resolved as far as is practicable;

– Whether the relationships between the parties have been restored as far as is practicable;

– Any feedback received from the parties involved, their parent(s)/guardian(s)s or the school Principal or Deputy Principal

Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable.

Where a parent(s)/guardian(s) is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent(s)/guardian(s) must be referred, as appropriate, to the school’s complaints procedures.

In the event that a parent(s)/guardian(s) has exhausted the school’s complaints procedures and is still not satisfied, the school must advise the parent(s)/guardian(s) of their right to make a complaint to the Ombudsman for Children.

 

Recording of bullying behaviour

It is imperative that all recording of bullying incidents must be done in an objective and factual  manner.   The school’s procedures for noting and reporting bullying behaviour are as follows:

Informal – pre-determination that bullying has occurred

All staff must keep a written record of any incidents witnessed by them or notified to them.

Consideration needs to be given to where the records will be made e.g. incident book. All incidents must be reported to the relevant teacher.

While all reports, including anonymous reports, of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher must keep a written record of the reports, the actions taken and any discussions with those involved regarding same.

The relevant teacher must inform the principal of all incidents being investigated.

 

Formal Stage 1 – determination that bullying has occurred

If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.

The school, in consultation with the relevant teacher/s, should develop a protocol for the storage of all records retained by the relevant teacher.

       Formal Stage 2 – Appendix 3 (From DES Procedures)

The relevant teacher must use the recording template at Appendix 3 to record the bullying behaviour in the following circumstances:

 

a) In cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and

b) Where the school has decided as part of its Friendship and Inclusion Policy (incorporating  Anti-Bullying Procedures) that in certain circumstances bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal as applicable.

Behaviours that must be recorded and reported immediately to the principal should be in line with the school’s code of behaviour.

When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the principal. Due consideration needs to be given to where these records are kept, who has access to them, and how long they will be retained. Decisions around record keeping should be noted in this policy.

Established intervention strategies

Teacher interviews with all pupils

Negotiating agreements between pupils and following these up by monitoring progress. This can be on an informal basis or implemented through a more structured mediation process

Working with parent(s)/guardian(s)s to support school interventions

No Blame Approach

Circle Time

Restorative interviews

Restorative conferencing

Implementing sociogram questionnaires

Peer mediation where suitable training has been given

 

The Procedures mention the following intervention strategies and reference Ken Rigby;

www.bullyingawarenessweek.org/pdf/BullyingPreventionStrategiesinSchools Ken Rigby.pdf

The traditional disciplinary approach

Strengthening the victim

Mediation

Restorative Practice

The Support Group Method

The Method of Shared Concern

 

 

7. The school’s programme of support for working with pupils affected by bullying is as follows

(see Section 6.8.16 of the Anti-Bullying Procedures for Primary and Post-Primary Schools ) :

 

 

All in-school supports and opportunities will be provided for the pupils affected by bullying to participate in activities designed to raise their self-esteem, to develop friendships and social skills and to build resilience e.g.

– Pastoral care system

– Group work such as Circle Time / Golden Time

If pupils require counselling or further supports, the school will endeavour to liaise with the appropriate agencies to organise same. This may be for the pupil affected by bullying or involved in the bullying behaviour.

Pupils should understand that there are no innocent bystanders and that all incidents of  bullying behaviour must be reported to a teacher.

8. Supervision and Monitoring of Pupils

The Board of Management of Scoil Eimhín Naofa confirms that appropriate supervision and monitoring policies / practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.

 

The following Prompt Questions may be useful in considering this aspect of the policy:

Are there agreed appropriate monitoring and supervision practices in the school?

Have bullying danger spots been identified?

Have parents and pupils been consulted in the identification of these danger spots?

How will the student support/care structures (SPHE, RE, GAM/EAL teachers) support measures to counteract bullying behaviour?

How will pupils, in particular senior pupils, be involved as a resource to assist in counteracting bullying? In this regard, has a mentoring/buddy system been considered?

How will the student council and school clubs be involved?

In relation to Acceptable Use Policy in the school are the following issues addressed:

Are all Internet sessions supervised by a teacher?

Does the school regularly monitor pupils’ Internet usage?

Have pupils been instructed to use only approved class accounts for email purposes and to use these only under teacher supervision?

Have pupils been instructed to access only those chat rooms, discussion forums and messaging or other electronic communication fora that have been approved by the school?

(Note that the Schools Broadband Programme has blocked all social networking sites on the basis that they waste time and take up too much of the bandwidth which is being provided for educational purposes only).

 

 

9. Prevention of Harassment

The Board of Management of Scoil Eimhín Naofa 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 November 13th, 2014.

11. This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association. A copy of this policy will be made available to the Department of Education and Skills 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, published on the school website and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department of Education and Skills.