Anti - Bullying Policy - YaR - ANTI-BULLYING POLICY

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					                                    ANTI-BULLYING POLICY

Yarm at Raventhorpe plays its part in the whole school anti-bullying policy as follows:


It is a primary aim of the School that it should combine high personal and social standards with a
friendly atmosphere and mutual tolerance in which pupils of all ethnic and cultural backgrounds, of all
religious persuasions and of various levels of ability are welcome.

We believe that the School should be a happy and positive community characterised by an appreciation
of, and respect for, the work of every member of that community.

We expect our pupils to do their best to aspire to excellence. We expect them to be diligent, to be
honest, to practise good manners in their relationships with one another and with staff, to be reliable and

We recognise that our pupils have various talents and differing rates of development. We attach value
to every achievement, however modest, which stems from the efforts and care of the individual pupil. It
is our hope and aim that every pupil should discover at least one area of school life in which he or she
can show genuine prowess.

We believe that every pupil has the right to look for happiness and security at School. We insist that no
pupil or pupils have the right to make the life of other pupils unhappy, whether through overt bullying
(physical or non-physical), or through less obvious forms of pressure or alienation. We attach particular
gravity to such offences.

The example of the staff is of paramount importance in creating that climate within which pupils feel
valued, secure and happy. The mutual respect with which staff regard one another, and the public
demonstration of this are both important. Similar standards apply to the relationship between staff and
pupils, so that pupils are always treated with honesty, fairness and with regard for their individuality.


Parents and guardians have a right to expect that Yarm at Raventhorpe School has taken steps to
develop an anti-bullying policy. They should feel that the staff are aware of agreed responses to
incidents of bullying.

The Board of Governors and Senior Management Team share these expectations.
Staff need to have clear guidelines about the action to be taken when there is a suspicion of bullying.
They need to have confidence that the staff and Senior Management will implement the appropriate
procedures and will support their concerns about individual children.

This policy has regard to the DCSF guidance on the prevention of bullying contained in Safe to Learn –
Embedding anti-bullying work in schools.


We aim to create an anti-bullying culture which ensures that pupils and staff live and work in a safe
environment where they are valued, respected and listened to. In this environment pupils will feel
confident and be able to approach adults about matters of concern to them. The adults who work in the
School will have knowledge of the School’s anti-bullying policy and procedures.


   o   To promote an ethos within the School which aims to prevent bullying
   o To ensure the protection of all of our staff and pupils from all forms of bullying.
   o To encourage open communication and good listening.
   o To ensure that the staff are kept updated about any national initiatives to maintain good
     professional standards.
   o To ensure that staff follow internal procedures, including any updates as necessary.
   o   To ensure that pupils and their parents and/or guardians are fully aware of the School’s expectations, our
       anti-bullying policy and the procedures to be followed


   o   To encourage an ethos and expectation in the school community that any form of bullying is unacceptable
   o   To prevent, de-escalate and stop any continuation of harmful behaviour
   o   To react to bullying incidents in a reasonable, proportionate and consistent way
   o   To safeguard the pupil who has experience bullying and to trigger sources of support for that pupil
   o   To apply disciplinary sanctions in line with the School’s Disciplinary Policy to the pupil causing the
       bullying and to ensure they learn from the experience through appropriate support.


Oversight for the pastoral care of pupils and staff is delegated by the Headmaster to Mr David
Woodward (Deputy Headmaster, Senior School); Mrs Gillian Taylor (Head, Yarm Preparatory School)
and Mr David Boddy (Head of Yarm at Raventhorpe). In each school, pastoral care for pupils is
provided through key staff with delegated responsibilities as part of a Pastoral Team. Full details of the
team structure for each school are given in their respective Staff and Parental Handbooks.

To ensure the implementation of this policy :

   o Each of the three school sites has a Designated Senior Person (DSP) for safeguarding and child
     protection: The Senior School Deputy Headmaster is the Designated Senior Person (DSP) for
     Child Protection across the whole school, responsible for the annual report to Governors for
     Yarm Senior School and Yarm Preparatory School (including EYFS), but in addition, the School
     Nurse at the Preparatory School and the Head of Yarm at Raventhorpe (YatR) have delegated
     responsibility as the DSP for child protection matters on their respective school sites including
     EYFS. Mr David Boddy, as the DSP for Yarm at Raventhorpe, is responsible for the annual
     report to Governors.

   o   Delegated responsibility for pastoral care in the Senior School lies with the Head of Sixth Form and Head
       of Middle School and through them the Heads of Year and Tutors. In the Preparatory School delegated
       responsibility lies with Mr Matthew Sellers and Mr Edward Jones and through them the Class Teachers.
       For Yarm at Raventhorpe, the Head retains overall responsibility.

   o   All staff have access to a copy of this policy and are expected to follow set procedures. See Appendices.
       Training for all staff on the prevention of on dealing with bullying is incorporated into the INSET
       programme on a three yearly basis as part of the child protection training. Staff are referred to the DCSF
       guidance on the prevention of bullying contained in Safe to Learn - Embedding anti-bullying work in

   o   Written procedures for all staff will provide guidance on the keeping of notes and records. It is essential
       that clear, factual, written notes are kept to assist in the thorough investigation of suspected bullying

   o   Departmental handbooks and risk assessments will include details of how to reduce the risk of bullying at
       times and in places where it is most likely within their departments, e.g. in corridors / changing rooms.

   o   The development of curricula opportunities to promote Anti-bullying concepts, e.g. as a core theme in the
       PSHE programme, (which will be revisited several times as a child progresses through the School) are
       encouraged in all subject areas where appropriate. Other opportunities such as themes in assemblies, use
       of current affairs, learning projects and general literature are used to highlight and inform pupils of the
       nature and negative effects of bullying. This will include explaining to pupils the serious effects which
       bullying can cause such as psychological damage and in the most severe cases, suicide

   o Staff who report suspected bullying will be supported by the Senior Management Team.

   o The School will make full use of a variety of support systems including all staff but particularly
     the pastoral staff responsible for the individual and his/her family and any outside agencies if

   o Staff who have to deal with cyber-harassment of either children or staff can refer to the anti-
     bullying network site for a comprehensive list of
     telephone and internet providers and their contact numbers including abuse reporting numbers
     for Yahoo Messenger, MySpace and Bebo.

Appendices and relevant documentation

Reference should also be made to the relevant Staff and Parent Handbooks, School Rules, Discipline
and Behaviour Policies, Child Protection, Health Care and Disability Access Policies for each section of
the School.

Attached appendices

Appendix 1     Preventative Measures
Appendix 2     Procedures for dealing with bullying
Appendix 3     Bullying Incident Report Form
Appendix 4     Response Levels
Appendix 5     Identifying bullying behaviour
Appendix 6     Bullies and victims
Appendix 7     Extracts from DCSF Guidance : Safe to Learn :Cyberbullying
                                                            Homophobic Bullying
                                                            Racial, Religious or Cultural Bullying

                                 PREVENTATIVE MEASURES

We take the following preventative measures:
   • We use appropriate Assemblies to explain the school policy on bullying. Our PSHE and
      Tutorial programmes are structured to give pupils an awareness of their social and moral
      responsibilities as they progress through the school. The programmes are structured to enforce
      the message about community involvement and taking care of each other.
   • All our pupils are encouraged to tell a member of staff at once if they know that bullying is
      taking place.
   • All reported incidents are recorded and investigated at once. We always monitor reported
   • We have a strong and experienced pastoral team. Class Teachers, members of the Steering
      Group and the Head are trained in handling any incidents as an immediate priority, and are alert
      to possible signs of bullying and on the follow-up work with both victims and bullies.
   • Staff are always on duty at times when pupils are not in class and patrol the school site,
      particularly areas where bullying might occur. They are trained to be alert to inappropriate
      language or behaviour.
   • We reserve the right to investigate incidents that take place outside school hours, on school visits
      and trips and that occur in the vicinity of the school, involving our pupils
   • We welcome feedback from parents and guardians on the effectiveness of our preventative


In addition to the preventative measures described above, Yarm at Raventhorpe:

   •   Expects all pupils to adhere to its charter for the safe use of the internet and mobile technologies.
   •   Certain sites are blocked by our filtering system and our IT Department monitors pupils’ use.
   •   Issues all pupils with their own personal school email address.
   •   Access to sites such as MSN or Facebook are not allowed through the school network.
   •   Adheres to the BECTA guidelines regarding E-teaching and the internet.
   •   Offers guidance on “stranger danger”.
   •   The use of mobile telephones in school is regulated under the terms and conditions of the School
       Useage Policy.
   •   Will impose sanctions for the misuse, or attempted misuse of the internet or mobile technologies.



Responses should be supported by the School ethos which:

•   Acknowledges that everyone in School has a responsibility to deal with bullying.
•   Acknowledges that staff are important role models and that the mutual respect with which staff
    regard one another and the public demonstrations of this are both important.
•   Encourages pupils to talk openly about their concerns.
•   Accepts that bullying is not part of “normal” school life.
•   Develops trust between children and adults.
•   Inspires the confidence of parents in the School’s ability to support all children.
•   Recognises the skills and talents of everyone in the School.

On witnessing or being told of an incident of bullying:

•   Stay calm, don’t make snap decisions or attach blame.
•   State briefly and firmly why the behaviour is unacceptable.
•   Separate those involved
•   Assure all involved that the incident will be treated very seriously and further action taken.
•   Be sensitive to what the pupil is saying. Take it seriously.
•   Reassure the “victim” that he/she is right to tell. Everyone has a right to be safe.
•   Do not promise to “keep a secret”.
•   Assure the pupil that further action will be taken and that you will offer support.
•   Ensure the pupil’s immediate safety (with a friend, another teacher) while the incident is reported
    and investigated.


•   Refer the incident as soon as possible to the appropriate member of staff, i.e. Form Teacher, Member
    of the Steering Group or Head (who will then investigate and implement sanctions as appropriate).

•   Record the incident on the appropriate form (Appendix 2).

•   Record any action taken up to the point of referral.


  Yarm at Raventhorpe School Bullying Incident
 Name : ___________________________________________          Date : ______________________

 Year : ________________ House : _____________________ Tutor : ______________________

Write a description of what happened below. You may continue overleaf if needed.
Who or what caused the problem, who else was involved, who else saw what happened?













                                                      Continue overleaf if necessary

 How do you think this problem could have been prevented?

Please attach to referral form and file centrally


                                         RESPONSE LEVELS

Under the Education and Inspections Act 2006 the Schools Disciplinary Policy reflects the School’s
Ethos and includes measures to encourage good behaviour and respect for others amongst members of
the school community. The law also empowers the school to impose appropriate disciplinary sanctions
in situations when behaviour off site can be deemed to affect another pupil e.g. through cyberbullying.

Incidents of bullying should be judged by their severity and the effects on the individuals involved.
Professional judgement should be used to decide on the most appropriate point on the scale of action to
commence with. The levels are in increasing order of severity:

Level 1        Pastoral staff interview all concerned about their involvement and the record of interview
               sheet is completed. The incident is lodged in the files of the pupils involved.

               Parents are not contacted.

               Pupils are asked to empathise with the feelings of the victim and suggest appropriate

               The alleged bullies are warned of the progression of sanctions which can be taken should
               the bullying persist.

Level 2        Pastoral staff interview all concerned about their involvement and a record of interview
               sheet is completed. The incident is lodged in the files of the pupils involved.

               Parents are notified and may be asked to come in. The letter to parents or record of the
               conversation is stored in the pupil’s file.

               A detention is given and a warning of the progression of sanctions which can be taken
               should the bullying persist.

Level 3        Pastoral staff interview all concerned about their involvement and a record of interview
               sheet is completed. The incident is lodged in the files of the pupils involved.

               Parents are contacted and asked to come in and the pupil is suspended from School. A
               final warning should be issued in writing about the pupils continued presence in the
               School, which is also stored in the pupils file.

Level 4        Bullying persists or is of a such a serious nature that a charge of assault may be
               considered or the effect on the victim is so devastating that the School would suggest
               expulsion/withdrawal of the pupil.

Note that, in all cases appropriate support is also given to all parties involved in the incident as part of a
behaviour management strategy.


    Bullying is defined as “Behaviour by an individual or group, usually repeated over time, that
          intentionally hurts another individual or group either physically or emotionally”.

Pupils are bullied for a variety of reasons – and for no reason. Specific types of bullying include:
bullying related to race, religion or culture; bullying elated to special educational needs (SEN) or
disabilities; bullying related to appearance or health conditions; bullying related to sexual orientation;
bullying of young carers or looked-after children or otherwise related to home circumstances; sexist or
sexual bullying.

Bullying can take place between pupils, between pupils and staff, or between staff; by individuals or
groups; face-to-face, indirectly or using a range of cyberbullying methods.


•   is sometimes engaged in part of a group.
•   is generally persistent.
•   is deliberately hostile – there is an intention to hurt or upset.
•   involves an imbalance of power.
•   causes distress to one or more people.
•   can be violent

it may include any or some of the following:

•   threats of violence (both verbal and non-verbal).
•   teasing /ridiculing/mimicking/sarcasm
•   name calling
•   ignoring/shunning
•   interfering with property
•   racially offensive remarks or behaviour
•   offensive remarks or behaviour of a sexist nature
•   sexually offensive remarks or behaviour including those of a homophobic nature or which might
    offend an individual’s sexual orientation
•   culturally offensive remarks or behaviour
•   religiously offensive remarks or behaviour
•   offensive remarks or behaviour that make reference to a disability or to appearance
•   incitement by others to commit an act of bullying
•   graffiti designed to intimidate and/or embarrass.
•   fighting.
•   demanding money, material goods and/or favours through intimidation or force.
•   damaging another persons possessions/work/displays of material.
•   vandalism.
•   invading privacy.
•   intimidation.
•   deliberately trying to turn friends against one another by spreading rumours
•   the misuse of social websites, mobile phones, text messages, photographs, email or other forms of
    electronic communication leading to cyber bullying.

One of the most common forms of bullying amongst children is name calling. Remembering the
definition of a wilful and conscious desire to hurt can help us to distinguish between the casual, often
friendly name calling and the sustained victimisation which is sometimes practised by a group of
children on one individual.


Be aware of:

•   items of clothing, property, school work etc, that are damaged or lost more often than you would
    consider to be normal.
•   frequent injuries to the child (bruises, cuts etc).
•   the child who becomes withdrawn and is reluctant to say why.
•   those who spend a lot of time in their bedroom, possibly crying: who find it difficult to sleep, wet
    the bed or have nightmares.
•   educational attainment being slowly or suddenly reduced.
•   a reluctance to go to School. Parents may not even be aware of this as the child could be playing
    truant. It may only be noticed through the School’s attendance record.
•   request to be accompanied going to and from School or to go by a different route.
•   unusual patterns occurring with regard to money and possessions.
•   money in the house or school going missing.
•   depression in the child. Reluctance to eat or play normally.
•   the child who threatens or attempts to commit suicide.
•   taken individually, the actions listed above may not be due to bullying, but a combination of even
    some of these signs could be a good reason to suspect it. If a child is showing signs of or is
    experiencing any of the above, it can be an indication that all is not well, the child is not happy and
    therefore whatever the cause, it should be investigated.



These brief notes are not comprehensive. They are meant to give an idea of the diversity of
circumstances which may pre-dispose young people to be involved in bullying relationships.

Young people who bully may:

•   be excessively criticised at home.
•   experience excessive punishments at home.
•   live in a family where aggression is highly valued.
•   witness intense hostility within the parents relationships.
•   have an aggressive temperament.
•   need support for their learning.

Who is most likely to suffer from bullying behaviour?

Young people who:

•   are unable to manage everyday social situations with ease.
•   are or have been abused.
•   are cultural victims.
•   are clumsy.
•   are vulnerable during developmental crises.
•   have a very distinctive appearance or characteristics.
•   experience difficulties forming friendships.


                            EXTRACTS FROM “SAFE TO LEARN”

   DCSF guidance on the prevention of bullying : Safe to Learn – Embedding anti-bullying work in


“Cyber bullying involves the use of information and communication technologies to support deliberate,
repeated, and hostile behaviour by an individual or group that is intended to harm others."

   1. Cyberbullying can be an extension of face-to-face bullying, with technology providing the bully with
      another route to harass their target. However, it differs in several significant ways from other kinds of
      bullying: the invasion of home and personal space; the difficulty in controlling electronically circulated
      messages; the size of the audience; perceived anonymity; and even the profile of the person doing the
      bullying and their target.

   2. Research into the extent of cyberbullying indicates that it is a feature of many young people’s lives. It
      also affects members of school staff and other adults; there are examples of staff being ridiculed,
      threatened and otherwise abused online by pupils.

   3. Cyberbullying takes different forms: threats and intimidation; harassment or “cyber-stalking” (e.g.
      repeatedly sending unwanted texts or instant messages); vilification / defamation; exclusion or peer
      rejection; impersonation; unauthorised publication of private information or images (including what are
      sometimes misleadingly referred to as ‘happy slapping’ images); and manipulation. . Cyberbullying can
      involve Social Networking Sites, like Bebo and Myspace, emails and mobile phones, used for SMS
      messages and as cameras.

   4. Some cyberbullying is clearly deliberate and aggressive, but it is important to recognise that some
      incidents of cyberbullying are known to be unintentional and the result of simply not thinking about the
      consequences. What may be sent as a joke, may not be received as one, and indeed the distance that
      technology allows in communication means the sender may not see the impact of the message on the
      receiver. There is also less opportunity for either party to resolve any misunderstanding or to feel
      empathy. It is important that pupils are made aware of the effects of their actions.

   5. In cyberbullying, bystanders can easily become perpetrators – by passing on or showing to others images
      designed to humiliate, for example, or by taking part in online polls or discussion groups. They may not
      recognise themselves as participating in bullying, but their involvement compounds the misery for the
      person targeted. It is recommended that anti-bullying policies refer to those ‘bystanders’ – better termed
      ‘accessories’ in this context – who actively support cyberbullying and set out sanctions for this behaviour.
      It is important that pupils are aware that their actions have severe and distressing consequences and that
      participating in such activity will not be tolerated.

   6. Further information and advice is available at:


   1. Homophobic bullying occurs when bullying is motivated by a prejudice against lesbian, gay or bisexual

   2. Who experiences homophobic bullying?
               • Young people who are thought to be lesbian, gay or bisexual.
               • Young people who are different in some way - they may not act like the other boys or
               • Young people who have gay friends, or family, or their parents/carers are gay.
               • Teachers, who may or may not be lesbian, gay or bisexual.

   3. Who does the bullying?
               • Anyone. Especially if they have not been told it’s wrong.
               • They think that lesbian and gay people should be bullied, believing that gay people are
               • People who might be gay themselves, and are angry about that.
               • People who think “boys should act like boys” and “girls should act like girls”.
               • People who think gay people shouldn’t have the same rights as heterosexual people and
                 use this as justification for bullying.
               • People who think gay parenting is wrong and pupils should be treated differently
                 because of it.

How to recognise homophobic bullying

Homophobic bullying can be hard to identify because it may be going on in secret. Sometimes, pupils
may not want to tell anyone about it in case teachers/staff or other adults assume they are gay. A recent
study found that three in five gay pupils never tell anyone (either at home or school) when they are
being bullied. The fact that young people are particularly reluctant to tell is a distinctive aspect of
homophobic bullying. Generally, homophobic bullying looks like other sorts of bullying, but in
particular it can include:

• Verbal abuse, including spreading rumours that someone is gay, suggesting that something or someone
is “gay”
• Physical abuse, including hitting, punching, kicking, sexual assault, and threatening behaviour.
• Cyberbullying, using on-line spaces / text messaging etc to spread rumours about someone or exclude


Racial, religious or culturally motivated bullying has no place in a school community. Every child
deserves respect and a safe learning environment whatever their racial or religious background and
every child needs to learn that modern British society values diversity and mutual respect. We also
know that racist bullying is an aspect of bullying that schools find particularly challenging. The law
recognises the seriousness of abuse and attacks that are motivated by racism. Schools, like all public
bodies, have a duty at law to promote race equality. Creating an ethos where racist bullying rarely
happens, and is dealt with convincingly when it does, is one way in which schools fulfil that duty, and
one aspect of the school’s race equality policy.

“The term racist bullying refers to a range of hurtful behaviour, both physical and psychological, that
makes a person feel unwelcome, marginalised, excluded, powerless or worthless because of their
colour, ethnicity, culture, faith community, national origin or national status”.

Revised: August 2008                                Revised: November 2010
Revised: August 2009
Revised: November 2009
Revised: January 2010
Revised: August 2010


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