1. THE POLICY
1.1. This Policy should be taken in the context of the College's aims as set out in the
prospectus and which include the reference to:
1.1.1. The College as a caring community ..........
1.1.2. A happy College ...............
1.1.3. A College framework within which moral values can be developed.
1.2. Throughout our programme of PSHE, within the College Rules and the Code of Conduct
we endeavour to be proactive in developing a culture of kindness within the College.
1.3. There is a focus on:
1.3.1. Being polite; always help anyone who needs help.
1.3.2. Never hurt anyone else, either with words or with blows.
1.3.3. Always think before you act. If you want a general rule to guide you, try this:-
"Think of others and always act in a way which maintains your own standards
and those of the College."
1.3.4. Respect of individuals and their property.
2. IMPLEMENTATION OF THE POLICY
2.1. By Education Aim: To provide an education so that pupils can recognise what is / is not
appropriate behaviour. This is covered through a variety of methods including:
2.1.1. Awareness of Christian values through programme of Religious & Philosophy,
Personal Social and Health Education, House, Year group and Whole-school
2.1.2. Practical interaction with other pupils in different contexts in controlled
situations e.g. classroom structured learning, non-supervised time, games,
2.1.3. Study of consequences of changes of human relationships e.g. within R&P,
PSHE, English and General Studies.
2.1.4. Opportunities to write about their own relationships e.g. within R&P, PSHE,
English and General Studies.
2.1.5. Acquire role model of behaviour from senior pupils and staff.
2.1.6. Set out clear guidelines for pupils on what is/is not appropriate behaviour as
indicated in the College rules.
2.2. By Environment Aim:To provide a structured, disciplined and caring environment. This is
covered through a variety of strategies including:
2.2.1. All Staff taking an active role in encouraging acceptable behaviour both inside
and outside the classroom.
2.2.2. Breaches of College discipline dealt with promptly, firmly and fairly.
2.2.3. Regular adult presence in all areas of the College.
2.2.4. The importance of the appropriate environment is taken into account in the
design of any new or refurbished building(s).
3.1. It is evident from many cases that pupils are often reluctant to confide in their parents and
in staff. Even if they are more open with their parents, they may deter parents from
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talking to staff because of fear of repercussions.
3.2. Intimidatory behaviour may be difficult to detect, as it is often the personal perception of
the individual being bullied. In many cases there is no intended malice by the perpetrator
and there is little overt evidence of a concern.
3.3. Within the culture of the College we endeavour to develop an open culture that allows all
individuals to come forward with their concerns. We provide a wide range of avenues to
allow pupils to find a way in which they are comfortable in indicating their concerns.
These avenues are as follows:
3.3.1. Form tutors with twice daily contact with pupils.
3.3.2. Vertical House System providing continuity of care through the Head of House.
3.3.3. Rotation of Form Tutors where appropriate so that pupils retain the same tutor
for a period of two years, to allow relationships to develop between tutor and
3.3.4. Senior pupils attached to Junior Forms as Form Prefects and as personal one-
to-one confidantes and counsellors.
3.3.6. 6th Form Personal Tutors
3.3.7. School Matrons
3.4. In addition to these pupil-orientated means of identification of inappropriate behaviour
there are frequent formal meetings to discuss any concerns. These include:
3.4.1. Head of House hold regular meetings with Form Tutors and Form Tutors are
encouraged to keep Heads of Houses fully informed of any concerns they may
have of pupils who may be being intimidated or are involved in intimidation.
3.4.2. Heads of House meet every Wednesday to discuss concerns.
3.4.3. Formal meetings including the Headmaster, Deputy Heads, Senior Teachers
occur on average every half term.
3.4.4. Weekly SMT meetings
3.4.5. Formal whole staff meetings to discuss concerns with pupils occur twice each
4. STAFF RESPONSE TO UNACCEPTABLE BEHAVIOUR
4.1. The DFEE have provided a very helpful checklist for providing an immediate response to
bullying as a more serious form of unacceptable behaviour. This is given in Appendix B9.
4.2. All members of staff are expected to be vigilant in ensuring that instances of bullying are
dealt with as soon as they are witnessed or reported.
4.3. While there may be little or no physical bullying, staff should be aware that verbal
intimidation, ostracism, sexist or racist behaviour is just as distressing for the victim. It is
important to be aware of the sensitivities of particular groups and behaviour which could
be construed as offensive to them should not be tolerated.
4.4. Staff witnessing such behaviour, or those to whom it is reported, should deal with it
directly by explaining why it is unacceptable and appealing to reason and good sense.
4.5. All minor instances of unacceptable behaviour (e.g. bad language, in the context of
ordinary conversation) should be checked and can often be dealt with by a cautionary
4.6. Staff should be aware of the growing trend in cyber or electronic bullying, which may take
one of several forms, e.g. defamatory messages, messages purporting to be from one
user when they are actually from another. Use of text messaging, chat rooms etc. Further
details are included in the ICT policy. Response to this form of bullying should be as for all
4.7. Unresponsiveness to such warnings or more serious instances (including bullying) will
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require firmer action. Heads of House should be informed and they will take a lead role in
investigating incidents and developing appropriate corrective strategies. In the case of
bullying, a written formal record should be made in the pupil's office file.
4.8. In many cases the root cause of the inappropriate behaviour is a misperception by the
perpetrator as to the true feelings of his victim. It is vital that a programme of re-education
is put in place as well as sanctions where appropriate. With the agreement of the victim
and within a carefully controlled forum it is often effective to encourage the two parties to
talk openly to each other.
4.9. In the majority of instances the victim can be categorised as being ‘passive’ or
‘submissive’; in some cases the victim could be termed ‘provocative’. Passive victims may
be physically weak, cautious, sensitive; they may have difficulty asserting themselves with
their peers; they may be anxious, insecure and unhappy with a negative view of
themselves; they are not aggressive but often relate better to adults than to their peers.
They are likely to be generally unpopular.
4.10. Provocative victims are also likely to be anxious, insecure and unhappy, but they may be
hot-tempered and fight back in a temper when provoked; they may be hyperactive,
offensive, tension-creating and clumsy; they may be disliked by adults and may
themselves bully weaker pupils. Discussions between the perpetrator and the victim may
help identify the ‘trigger factor’ which will assist in preventing recurrence.
4.11. The level of sanction to be imposed as both a corrective measure and deterrent should be
appropriate to the specific incident. It may not be appropriate in all cases to impose
punitive sanctions, especially in incidents involving ‘provocative victims’. It should be
noted, however, that the College’s response to systematic and malicious intimidatory
behaviour is very strong and may lead to Suspension or Exclusion from College.
5. REVIEW OF POLICY AND PROCEDURES
5.1. It is recognised that a policy in itself is meaningless unless it is effectively implemented
and regularly reviewed to ensure its effectiveness.
5.2. It is intended that all aspects of the policy and procedures be operated and driven
vertically (re: staff/pupil) and horizontally (re: pupil/pupil and staff/staff). By using formal
questionnaires and through informal discussion an assessment of the extent of any
intimidating behaviour is made on a regular basis. The policy is re-evaluated and
strengthened in light of this assessment.
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D.F.E.E CHECKLIST - IMMEDIATE RESPONSES TO BULLYING
If you come across bullying what can you do?
1. First steps: do –
1.1. Remain calm; you are in charge. Reacting emotionally may add to the bully’s fun and give
the bully control of the situation.
1.2. Take the incident or report seriously
1.3. Take action as quickly as possible
1.4. Think hard about whether your action needs to be private or public; who are the pupils
1.5. Reassure the victim(s), don’t make them feel inadequate or foolish.
1.6. Offer concrete help, advice and support to the victim(s)
1.7. Make it plain to the bully that you disapprove
1.8. Encourage the bully to see the victim’s point of view
1.9. Punish the bully if you have to, but be very careful how you do this. Reacting aggressively
or punitively gives the message that it’s all right to bully if you have the power
1.10. Explain clearly the punishment and why it is being given.
2. Involving others: do-
2.1. inform the Form Tutor, Head of House and Deputy Head
2.2. inform colleagues if the incident arose out of a situation where everyone should be
vigilant, eg unsupervised toilets
2.3. inform both sets of parents calmly, clearly and concisely; reassure both sets of parents
that the incident will not linger on or be held against anyone. The Form Tutor or Head of
House may choose to do this.
3. Final steps: do-
3.1. make sure the incident doesn’t live on through reminders from you
3.2. try to think ahead to prevent a recurrence of the incident, if you uncover the trigger factor.
If you have to deal with bullying, what should you avoid?
4.1. be over-protective and refuse to allow the victim to help him/herself
4.2. assume that the bully is bad through and through; try to look objectively at the behaviour,
with the bully
4.3. keep the whole incident a secret because you have dealt with it
4.4. try to hide the incident from the parents of the victim or of the bully
4.5. call in the parents without having a constructive plan to offer either side.
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Policy: CHILD PROTECTION Number: W1cp
Applies to: The Senior and Junior Colleges Authors: Deputy Heads
W3dp Data Protection W8con Confidentiality
W4dda Disability Discrimination
W5sen Learning Support / Special Educational Needs
W6eq Equal Opportunities
I certify that I have reviewed this policy, and verify that, to the best of my knowledge; it reflects current legislation
and is in accordance with the wishes of the Governing Body and Headmaster.
Last reviewed by………………………………………………… Date. ……………………………..
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