Anti Bullying Policy

1. Aims and objectives of the policy
Bullying is anti social; it is harmful to the person to whom it is directed, to the perpetrator and to the peer group. It breeds fear, which in turn affects the social, emotional and physical health of those whom it touches.
We have a shared belief that all pupils and staff deserve to feel respected, valued and safe. We have a shared resolve to eliminate bullying.
Our aim is to make Hartford High School a supportive environment, where everyone’s health, safety and well –being is important and where bullying can not flourish.
The key objectives of this policy are to make our shared view on bullying explicit through an agreed definition of what constitutes bullying, what procedures are in place to prevent bullying happening, what procedures to follow should bullying take place, how this policy dovetails with other policies.

2. Definition.
Any behaviour which is deemed as bullying will not be tolerated at Hartford High School.
Bullying is a subjective experience which is repetitive, willful, persistent, intended to instill fear and intentionally harmful. It produces an imbalance of power leaving the person who is being bullied feeling defenceless and threatened.

• Bullying generally fits into one of two categories: emotionally or physically harmful behaviour.
• It can be carried out by an individual, a group, a young person or an adult.
• A single act of aggression one against one, will be dealt with in line with the school Code of Conduct. However, when a single act is a group against one other, it will always be regarded as bullying.
• Where it is an older pupil against a younger pupil, it will be regarded as bullying, unless there are mitigating circumstances.
• The nature of bullying is changing and evolving as technology develops.

We regard bullying behaviour as:
deliberate isolation, verbal or text bullying, cyber bullying, physical and verbal aggression, rumour spreading, taking or damaging of possessions,  intimidation, extortion, sexual, homophobic and racial harassment.

3. Procedures to follow:
Bullies thrive when no-one tells on them. We must encourage anyone who is being bullied, or knows of others who are being bullied, to tell. Sensitive action will be taken to deal with the bullying effectively.
Pupils should be reminded regularly of the following :
If someone bullies you, who should you tell? The choice is yours.
In an emergency, tell any adult, prefect or go directly to the office.
Otherwise, any adult in school that you feel comfortable telling.

How?

• Ask the member of staff directly when you can talk with them.
• Ask someone else to ask on your behalf.
• Use the bully box. One is situated in each office. Write your concern on one of the slips available from the office and ask the office to pop this into the box.       ( Appendix 1 & 2)
• Go to the support rooms – one in each building.
• Use the anti bullying email: This email address is being protected from spambots. You need JavaScript enabled to view it. .You can access this in school from any computer connected to the internet. Someone will get back to you if you leave your name and tutor group. If you leave an anonymous email you will receive information for outside agencies that may be able to help you.

Parents are encouraged to tell school if a young person is being bullied, as are friends.
Staff are aware that sudden changes of behaviour, truancy, poor attendance could signal bullying. They will be vigilant and investigate. 

How will this information be recorded?

• On the form developed for this purpose. (  see Appendix 3 )This will be sent to Head of House for follow up. 
• Parents will be informed at the earliest opportunity

3. Rewards :

• Positive actions to prevent bullying will be recorded on pupils’ files. Recognition of this will take place, in line with the recipient’s wishes.
• The general reward structure aims to give positive recognition to all who are co-operative. Heads of House and tutors actively seek to give praise.
• Merits can be given by any member of staff.
• Service to the Community Awards presented at Commendation Ceremonies and on Certificate Evening are awarded to those pupils involved with an active role in the peer mentoring group.

4. Sanctions:
We will always seek reparation in the first instance. However, if the situation is not resolved a range of actions will be considered, in line with our behaviour policy.

5. Prevention

• School has a well developed system of duty patrols before school, at break, at lunchtime and after school.
• Staff patrol the path between buildings at change of lesson.
• Staff are on corridors managing pupil movement at change of lesson time.
• 4 Pastoral Managers have been appointed, one Pastoral Manager is responsible for the day to day running of the peer mentoring group. (2007 – 2008 H Everett)
• Prefects are on duty in the building at lunchtime.
• There are ‘safe’ havens for pupils who are vulnerable during lunch times.
• Assertiveness training for pupils is offered.
• Volunteers from years 8, 9, 10 , 11 act as Anti – Bullying/Peer mentors and work with Heads of House and named Pastoral Manager to offer support from the Peer Mentoring Group.
• Training for prefects is given in listening to and supporting others.
• Periodic surveys to gain pupils’ perceptions.

6. Curriculum

• Respect for oneself and others features in a number of curriculum areas, themes in English, for example, explore relationships.
• Assemblies highlight positive behaviour and draw attention to the policies in school which set out our principles.
• RESPECT and Citizenship are key areas for the discussion of relationships in a variety of forms.
• Tutor time allows for specific themes to be explored and school procedures explained.
• The Student Handbook contains copies of the Anti Bullying Charter.

7. Inset and Training.
Time is spent during staff meetings, and whole staff INSET to discuss implementation of the policy.
Arrangements for training for pupil mentors will need to take place on an annual basis.
Arrangements for assertiveness training for pupils will be investigated.

8. Relationship to other policies.
This policy should be read in conjunction with the school’s Child Protection, Race, Behaviour, Attendance and Equal Opportunities policies.

9. Monitoring and Evaluation:
A group comprising of pupils, Governors, parents and teaching staff will monitor and evaluate the policy on a yearly basis.