Cloughduv National School

Anti-Bullying Policy
Cloughduv National School March 2018

1. In accordance with the requirements of the Education (Welfare) Act 2000 and the Code of Behaviour Guidelines issued by the NEWB, the Board of Management of Cloughduv National School has adopted the following Anti-Bullying Policy within the framework of the school’s overall Code of Behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013. Policy-Reports/

2. The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils, and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:

A positive school culture and climate which –
is welcoming of difference and diversity and is based on inclusivity;
encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
promotes respectful relationships across the school community;
Effective leadership
A school-wide approach
A shared understanding of what bullying is and its impact
Implementation of education and prevention strategies, including awareness raising measures that-
build empathy, respect and resilience in pupils
address the issues of cyber-bullying and identity-based bullying
Effective supervision and monitoring of pupils
Supports for staff
Consistent recording, investigation and follow up of bullying behaviour. Serious behaviour incident forms are kept in the staff room for recording purposes.
On-going evaluation of the effectiveness of this Anti-Bullying Policy.


3. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:

Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time.The following types of bullying behaviour are included in the definition of bullying:

deliberate exclusion, malicious gossip and other forms of relational bullying
cyber-bullying
Identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with additional needs.
Isolated or once-off incidents of intentional negative behaviour including a once-off offensive or hurtful text message or other private messaging do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.

However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement can be viewed and /or repeated by other people will be regarded as bullying behaviour.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

Appendix 2 to this policy lists specific examples of what is considered bullying behaviour. This list is not exhaustive.

4. The relevant teacher(s) for investigating and dealing with bullying are as follows:

All Class teachers
Special Education Teachers
Deputy principal – Maria Breen
Principal – Sylvia Linehan

5. The following education and prevention strategies, at the appropriate and relevant level for each class, will be used by the school:

Prevention and awareness raising measures across all aspects of bullying and involves strategies to engage pupils in addressing problems when they arise. In particular, such strategies need to build empathy, respect and resilience in pupils

Provide pupils with opportunities to develop a positive sense of self-worth

Prevention and awareness raising measures focusing on cyber-bullying by educating pupils on appropriate online behaviour and how to stay safe while online

Teachers can influence attitudes to bullying behaviour in a positive manner

There are a number of curriculum components and programmes which are particularly relevant to the prevention of bullying and the promotion of respect for diversity and inclusiveness. The SPHE curriculum makes specific provision for exploring bullying as well as the inter-related areas of belonging and integrating, communication, conflict, friendship, personal safety and relationships. The Stay Safe & RSE programmes at primary level are personal safety skills programmes which seek to enhance children’s self-protection skills including their ability to recognise and cope with bullying. Various other social, health and media education programmes can further help to address the problem of bullying behaviour. Also, since September 2015, the teachers use the online resources from www.antibullyingcampaign.ie , Strand 1, Raising Awareness.
The work could be extended into many other areas such as Art, Drama, Religious Education, and Physical Education. Co-operation and group enterprise can be promoted through team sports, project work, Green Schools, as well as through practical subjects
Sporting activities in particular can provide excellent opportunities for channelling and learning how to control aggression. GAA and rugby coaching is offered to some classes from outside agencies and teachers are also involved in coaching the school’s sports teams.

6. The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows:
The primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame).
With this in mind the schools procedures are as follows:

(i) In investigating and dealing with bullying, the teacher(s) will exercise his/her/their professional judgement to determine whether bullying has occurred, what type if it has, and how best the situation might be resolved

(ii) All reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher(s). In that way, pupils will gain confidence in “telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying, they are not considered to be telling tales but are behaving responsibly.

(iii) Non-teaching staff such as secretaries, special needs assistants (SNAs), must be encouraged to report any incidents of bullying behaviour witnessed by them or mentioned to them, to the relevant teacher

(iv) Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible.

(v) It is very important that all involved (including each set of pupils and parents) understand the above approach from the outset

(vi) Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents

(vii) Initial investigations of bullying will be done in class where possible but some incidents might be best investigated outside the classroom situation to ensure the privacy of all involved. Children may be asked to write an account of what they have been involved in or witnessed.

(viii) All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way

(ix) If a group is involved, each member should be interviewed individually. Two adults will be present. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements

(x) Where the relevant teacher(s) has/have determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied

(xi) In cases where it has been determined by the relevant teacher(s) that bullying behaviour has occurred, the parents of the parties involved should be contacted to inform them of the matter and explain the actions being taken. The school may give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school
(xii) It must also be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school

(xiii) Follow-up meetings with the relevant parties involved may be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable

(xiv) An additional follow-up meeting with parents of the children involved may take place after an appropriate time to ensure that the matter has been resolved satisfactorily

(xv) Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school’s Complaints and Grievances procedures

RECORDING: Noting and reporting of bullying behaviour is to be documented using the Template for Recording Bullying Behaviour (Appendix 3). All records must be maintained in accordance with relevant data protection legislation. The school’s procedures for noting and reporting bullying behaviour will adhere to the following:

(i) While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher(s), the relevant teacher(s) will use his/her/their professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same

(ii) If it is established by the relevant teacher(s) that bullying has occurred, the relevant teacher(s) must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.

(iii) The relevant teacher(s) must use the recording template at Appendix 3 to record the bullying behaviour. Hard copies are available to all teachers.

(iv) The BOM will be notified of any bullying incidents under investigation, while no specific names will be given

7. The school’s programme of support for working with pupils affected by bullying involves a whole school approach.
Given the complexity of bullying behaviour, no one intervention/support programme works in all situations. Therefore various approaches and intervention strategies may be used including suggesting that parents seek referrals so that appropriate outside agencies, in order to receive further support for the pupils and their families if needed.
8. Supervision and Monitoring of Pupils: The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible. This policy is available to school personnel and will be published on the school website.
This policy will be reviewed when necessary. This policy was adopted by the Board of Management.
Signed: ____________________ Signed: _______________________
Chairperson of BoM Principal / Secretary to the BoM
Date: _____________________ Date: ____________________