Hertfordshire Anti Bullying Accreditation Programme by jolinmilioncherie


									Hertfordshire Anti Bullying
Accreditation Programme
        Hertfordshire Development Centre
                 17 March 2009
 Liz Biggs – Team Leader – Health and Wellbeing
      Karen Summers – PSHE and C Adviser
   Deborah Sheppard – Healthy Schools Adviser
   “Every child should be able to learn in a school
   environment free from bullying of any kind and in which
   they feel safe and supported. There is no place for
   bullying in our schools and communities and each of us
   involved in education has a role in creating a culture in
   schools where bullying is not tolerated. No child
   deserves to suffer the pain and indignity that bullying can
   cause. We recognise the negative impact it has on the
   educational experiences and wider development of so
   many of our children and young people.”
Safe to learn 2007
              Statutory Duties
• The duty to safeguard children

• The wellbeing duty

• The community cohesion duty

• The anti-harassment work required under the Disability
  Discrimination Act, Sex Discrimination Act and Race
  Relations (Amendment) Act, The Equality Act (Religion
  and Belief), The Equality Act (Sexual Orientation)
               National context
• Every Child Matters

• The Children’s Plan
   – Staying Safe Action Plan

• DSCF guidance documents

• National Indicator 69 (Tell Us data)
• Health and Wellbeing Indicators (September 2009)
   – Indicators relating to pupils’ and parents’ perceptions
       • Helps pupils to manage their feelings and be resilient
       • Promotes equality and counteracts discrimination
       • Gives pupils the opportunities to contribute to the local
       • Helps pupils of different backgrounds to get on well, both in
         the schools and in the wider community
• Extent to which pupils –
       •   Feel safe
       •   Experience bullying
       •   Know who to approach if they have a concern
       •   Feel listened to
       •   Are able to influence decisions in the school
                  Local context
•   JAR report
•   SOLERO termly return
•   Anti Bullying Adviser
•   Children and Young People’s Plan
•   Local Area Agreement
•   Safeguarding Board
•   Health Related Behaviour Questionnaire
• Monitor, support and challenge practice in schools and
  other settings (Secondary schools priority)
• Promote the Hertfordshire anti-bullying accreditation
  programme to develop anti-bullying and harassment
  policy in schools and other settings
• Engage partners and the wider community in identifying
  joint working opportunities to promote and further
  develop anti-bullying policy and practice within the
  context of community cohesion
• Establish a programme for engaging school governing
  bodies in monitoring and evaluating policy and practice
• Support parents, carers and schools through the
  development of independent advocacy and mediation
• In Hertfordshire 36% of pupils think their school deals
  well/quite well with bullying (Tell Us 2008)
• Local data reports 55% of Hertfordshire pupils think their
  school deals well/quite well with bullying (HRBQ 2008)
• Increase of 3% in the number of pupils who report
  bullying is not a problem in their school (Tell Us 2008)
• Nearly half of pupils report they have been bullied (at
  school and/or somewhere else) (Tell Us 2008/National
  Indicator ‘69’)
• Children and young people are less confident that
  secondary schools can deal with bullying (75% primary,
  59% secondary- HRBQ 2008)
• Recorded bullying in primary schools is at its lowest level
  in 4 years, but it is increasing in secondary schools (Up
  by a third over 3 years – SOLERO 2008)
• Schools are required to have the following in place
  before being accepted onto the programme:

• Minimum of grade 2 for personal development and
  wellbeing (section 4) on their last Ofsted inspection
  and/or in their last JARV visit

• Hertfordshire Healthy School Status
• Schools should be aware that, at the time of submission
  of their application for accreditation they will also need to
  show that associated statutory duties have been met:
• Policy and detailed procedures are in place for racist
• Equalities schemes/policy are in place as required under
  the Disability Discrimination Act, Sex Discrimination Act
  and Race Relations (Amendment) Act
• Termly data returns for bullying and racist incidents have
  been provided within published timescales
          Criteria and evidence
• Portfolio of evidence (written or electronic)

• Year 1 completion of 8 compulsory criteria (age and
  stage appropriate)

• Up to date and no more than 3 years old

• Evidence should demonstrate impact and development
            Development Areas
              (from year 2)
• After achieving accreditation, identification of a targeted
  development area for each subsequent year

• Should respond to the school’s changing needs,
  evaluation and feedback

• Development areas should be sufficiently challenging to
  make a significant contribution to the development of
  anti-bullying work and its impact. They may be about
  consolidation and further development of existing
  practice or could take completely new directions
     Process for registering and
      application assessment
• Completion of the registration form – notification to SIP
• Applications for accreditation can be submitted at any
  time throughout the year. This can either be
  electronically or in hard copy
• Validating group will meet 3 times a year, normally
  during the last week of each term. The group will assess
  those portfolios that were submitted by the closing date
  for that term
• A submission in the first year will comprise:
   – Evidence of entry criteria detailed above
   – Evidence against each of the 8 criteria
• In years 2 & 3 participating schools will need to evidence
  maintenance under the 8 criteria, follow up on any
  recommended areas from the last application and
  detailed development of their focus area. In year 4 a
  comprehensive portfolio will be required as in the first
• Where an application requires further development, the
  required areas will be specified in the feedback. Schools
  will be encouraged to resubmit their portfolios on
  completion of the areas identified in the written feedback
• Accreditation is valid for one year. All applications will
  receive feedback that recommends areas for future
• Validating and reference group

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