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St. Rynagh's Primary School
Anti Bullying Policy
Introductory Statement
This policy was reviewed in 2010 - 2011. The input of teachers, pupils, parents, Board of Management and ancillary staff was used to inform this process. Questionnaires were used to garner the opinions of parents, the parent reps. on the B.O.M. were consulted. Confidential questionnaires along with teacher pupil dialogue have also informed this process along with a series of discussions held during staff meetings over the school year.
Rationale
Bullying behaviour, by its very nature, undermines and dilutes the quality of education and imposes psychological damage. As such it is an issue that must be positively and firmly addressed through a range of school-based measures. (Guidelines on Countering Bullying Behaviour in Primary and Post Primary school, DES 1993).
We are reviewing our anti-bullying policy as the parent questionnaires and the pupil questionnaires administered during the W.S.E. process provide insights that can inform our anti-bullying policy.
School Vision
Our anti-bullying policy should be formulated in line with our Vision Statement and our hope that our school would be an inclusive Catholic School where all children are treated equally, are helped to grow in knowledge and understanding and are encouraged to live a healthy responsible Christian life.
Aims
The pupil questionnaires administered by the inspectorate indicate that 99% of the pupils know the school and class rules. We wish to ensure that these levels continue to be high. The parent questionnaires administered indicated that 96% of parents felt their children liked school, 99% of parents are aware of the schools code of behaviour, 96% felt that discipline was good in the school, 96% of parents felt their child is fairly treated by teachers 96% felt that the school helped their child's social and personal development, 98% felt the school provided a safe environment, 96% trust the school to deal fairly with complaints and 1% felt that the school did not deal well with bullying.
We wish to continue this good work and if possible better it.
Definition of Bullying
In St. Rynagh's we agree with the D.E.S. definitions of bullying; repeated aggression, verbal psychological or physical, conducted by an individual or group against others. Isolated incidents of aggressive behaviour, which should not be condoned, can scarcely be described as bullying. However, when behaviour is systematic and ongoing it is bullying. (Guidelines on Countering Bullying Behaviour in Primary and Post Primary school, DES 1993).
Teachers, parents and pupils themselves through their teachers and parents can refer to their definition. The code of behaviour may be applied for incidents of aggressive behaviour that are not specific bullying issues.
Adult Behaviour
The definition of bullying written above can also be used to define adult behaviour.
Indications of Bullying
All teachers and school staff should be vigilant for signs of bullying as in some cases a pupil may not bring the bullying to the attention of the teachers. If a pupil brings bullying to the attention of a teacher the procedures for dealing with bullying will be followed. This will be the same if another teacher or parent brings bullying to the attention of a teacher of if indicators such as anxiety about travelling to and from school, unwillingness to go to school and deteriorations in educational performance, isolation on yard, lack of interaction with peers on yard or at assembly times. When a pupil brings bullying to the attention of a teacher the procedures should be followed directly. If other people or the indicators above are the source of the information a period of extra vigilant monitoring may be necessary to determine the exact nature and content of the bullying concerns.
Strategies for Prevention of Bullying and Bullying Awareness
It is important that the whole school community feels pride in how they behave. This way bullying becomes an antisocial, negative behaviour that places the bully as not playing their part fully in supporting the school community.
Procedures
Procedures for dealing with bullying and other serious breaches of the Code of Behaviour:-
1. The incident should be reported, in the first instance, to the class teacher, or the teacher on duty if relevant.
2. The class teacher speaks privately to both the victim and the offender individually to ascertain the extent of the problem.
3. The teacher reprimands the offender and advises him/her on the benefit of adhering to the Code of Behaviour and the consequences of deviating from it.
4. The teacher documents the incident.
5. Should the problem persist, the class teacher must inform the Principal of the problem, whereupon the Principal repeats steps 2 and 3 as listed above, and informs parents of both the bully and the victim if the incidents are serious enough.
6. The Principal documents the incident and meets the victim at regular intervals, thereafter to ascertain that there has not been a recurrence.
7. On discovery of a further offence, a meeting with the parents of the perpetrator is arranged. Children will not be present at this meeting.
8. Further offences will warrant a meeting between parents, principal, class teacher and offending pupil. Sanctions will be put in place e.g. the removal of privileges, extra homework, etc. A programme for improvement will be decided upon at this meeting and a further meeting planned so that progress can be monitored.
9. If a group is involved, each member will be dealt with individually, following steps 1 - 8.
10. Where cases of bullying or serious breach of the Code of Behaviour remain unresolved, these will be referred to the Board of Management and ultimately to the Education Welfare Board.
At any of the numbered steps above sanctions may be applied that comply with our Code of Behaviour should the sanctions be deemed necessary.
Board of Management
The overall responsibility for ensuring that a code of behaviour is prepared in the school rests with the Board of Management. The Board has particular responsibility for the ethos of a school as well as having overall responsibility for school policies. P15 Developing a Code of Behaviour: Guidelines for schools, NEWB, 2008.
This policy was presented to the B.O.M. in the 2011 - 2012 school year.
As stated in stage 10 of The Procedures where cases of bullying or serious breach of the Code of Behaviour remains unresolved, these will be referred to the Board of Management and ultimately to the Education Welfare Board if necessary.
Success Criteria
In 2010 - 2011 our pupil and parent questionnaires were a very practical indicator of the success of this policy. In general, however, success will be indicated by
Roles and Responsibility
The Principal will coordinate and monitor the implementations of this policy through working with all the partners in the school and in particular working with the Deputy Principal and the Teachers.
Parents as outlined in the Education Welfare Act and as they sign to do on enrolling are expected to agree that the code of behaviour is acceptable to them and that they shall make all reasonable efforts to ensure compliance with the code by their child.
Pupils are expected to behave well, to accept corrections if they fail to behave well and to improve their behaviour if necessary. They will be given to understand that the anti-bullying policy protects all.
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