Anti-Bullying Policy - Scoil an Linbh Iosa
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 Scoil an
Linbh Iosa, 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.
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-
o is
welcoming of difference and diversity and is based on inclusivity;
o encourages
pupils to disclose and discuss incidents of bullying behaviour in a
non-threatening environment; and
o 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-
o build
empathy, respect and resilience in pupils; and
o explicitly
address the issues of cyber-bullying and identity-based bullying including in
particular, homophobic and transphobic bullying.
·
Effective supervision and monitoring of
pupils;
·
Supports for staff;
·
Consistent recording, investigation and
follow up of bullying behaviour (including use of established intervention
strategies); and
·
On-going evaluation of the effectiveness
of the anti-bullying policy.
- 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
and
· 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
disabilities or special educational 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 on a social network site or other public forum
where that 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.
Additional
information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and
Post-Primary Schools.
- The relevant teacher(s) for
investigating and dealing with bullying is (are) as follows: (see Section 6.8 of the Anti-Bullying Procedures for Primary
and Post-Primary Schools):
The relevant teachers will normally be
the class teachers, but may also include the In-School Management team
(Principal, Deputy Principal, Teachers with Special Duties).
Other teachers who may investigate and
deal with bullying include any teacher who has witnessed an incident of concern
– for example, while supervising the school yard or on the corridor.
Occasionally, substitute teachers and
ancillary staff (eg SNAs and Secretary) may also be required to assist with
investigations.
5.
The
education and prevention strategies (including strategies specifically aimed at
cyber- bullying and identity-based bullying including in particular, homophobic
and transphobic bullying) that will be used by the school are as follows (see
Section 6.5 of the Anti-Bullying
Procedures for Primary and Post-Primary Schools):
a) A close eye should be
kept on any signs of bullying at home or in school.
b) A record should be kept
on all types of bullying that occur.
c) Pupils will be reminded
regularly that bullying of any sort is never tolerated in school.
d) Every effort should be
made to create a positive atmosphere in the school, and to encourage
cooperation.
e) Constant monitoring
will be kept in place.
f) At home and in school,
emphasis will be placed on activities to enhance the child’s self-esteem and
self-image through positive communication and praise where due.
g) At school children will
learn methods to avoid and resolve bullying e.g. It will be explained to
children how to conduct themselves in different situations, and how to get
support from others: e.g. learning appropriate social behaviour and manners;
using “I” statements like “I want you to stop”, and assertive, but not
aggressive behaviour.
h) Children will be
encouraged to “Tell”, ie to tell true friends, parents or adults they can trust
and who can support them.
i) Teachers can choose
from a menu of bullying resolution methods that he/she finds suitable to the
particular situation in his/her class.
j) The school will provide
numerous resources to help with the anti-bullying policy e.g. Religious
Education, Assembly Reminders, S.P.H.E., Walk Tall, Code of Behaviour, Artwork,
website, visiting speakers (School Community Guard Talk for 4th to 6th
Class), etc.
k) Parents will have
access to the School Anti Bullying policy, which will include advice on social
media and useful relevant websites.
l) Parents will be
informed of the prevention strategies in use in the school; parents will also
be provided regularly with information on counteracting Cyber-Bullying. (eg Visiting Speaker).
m) The school will avail
of the many resources and speakers available on the very pertinent issue of
Cyber-Bullying – eg liaison with Gardaí and parents, etc.
n) Children will be taught
that collusion in bullying is wrong, unacceptable and cowardly. Those who
collude are partially culpable also. Bystanders will be encouraged to avoid
collusion, support the victim and to prevent bullying, as peers have a major
influence on each other.
o) The school takes
particular care of ‘at risk’ pupils and uses its monitoring system (e.g.
teacher observation, leisure time behaviour, peer attitudes) to provide early
intervention when/if necessary and responds to the needs, fears or anxieties of
individual members in a sensitive manner.
p) A culture of
responsibility for each other will be promoted throughout all classes,
particularly with senior pupils, who will be encouraged to look out for other
pupils and to report any concerns to a responsible adult.
q) A culture of
inclusivity will be fostered in the school, to encourage acceptance and
positive integration of those from all backgrounds, gender, race, orientation,
religion, etc.
r) To aid the prevention
of bullying involving pupils with Special Educational Needs, focus will be
placed on Social Skills and Effective Communication Strategies. Assistance will be sought, where necessary,
from other educational personnel – eg Psychologists, Occupational Therapists,
Speech & Language Therapists, etc.
s) The school requires
each child, from 1st to 6th class to annually sign an
Anti-Bullying Pledge.
- 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 (see Section 6.8 of the Anti-Bullying Procedures for Primary
and Post-Primary Schools) :
Given
the complexity of bullying behaviour it is generally acknowledged that that no
one intervention works in all situations. International and national research
also continues to evolve in this area and the effectiveness of particular
approaches continues to be reviewed.
Procedures for Noting & Reporting
Incidents:
1. If anyone has concerns about a child being
bullied, they should inform the class teacher as soon as possible.
2. The teacher should investigate the matter,
giving the child/children an opportunity to discuss the matter, as appropriate.
3. Bullying reports from parents, children or
teachers should be kept by the staff member(s) concerned.
4. It should be made clear to the child/children
reporting the bullying that they are acting responsibly.
5. Parents will be informed as necessary – eg if
incidents are deemed by school staff to be of a serious or continuous nature.
6. An incident sheet should be kept by the class
teacher which states the date, time, place, pupils involved, details and action
taken and this should be signed by the teacher and this sheet should be
returned to the office if deemed necessary by the teacher.
7. When the class moves on, the next teacher
should be discreetly informed of any problems that existed.
8. A confidential record of serious incidents
will also be kept in the school files of the pupils involved for future
reference.
- The school’s programme of
support for working with pupils affected by bullying is as follows (see Section 6.8
of the Anti-Bullying Procedures for
Primary and Post-Primary Schools) :
Dealing with
bullying - guidelines for pupils & adults:
Teachers
are best advised to take a calm, unemotional problem-solving approach when
dealing with incidents of bullying behaviour reported by pupils, staff or
parents/guardians. Such incidents are
often best investigated outside the classroom situation to avoid the public
humiliation of the victim or the pupil engaged in bullying behaviour.
In any
incident of bullying, the teacher should speak separately to the pupils
involved, in an attempt to get both sides of the story. 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.
• When analysing incidents of bullying
behaviour seek answers to questions of what, where, when, who and why. This
should be done in a calm manner, setting an example in dealing effectively with
a conflict in a non-aggressive manner.
• If a gang is involved, each member should be
interviewed individually and then the gang should be met as a group. Each
member should be asked for his/her account of what happened to ensure that
everyone is clear about what everyone else has said.
• If it is concluded that a pupil has been
engaged in bullying behaviour, it should be made clear to her/him how s/he is
in breach of the Code of Behaviour and Discipline and try to get her/him to see
the situation from the victim’s point of view.
This aims to help the alleged perpetrator to move on.
• Each member of the gang should be helped to
handle the possible pressures that often face them from other members after
interview by the teacher.
• Teachers who are investigating cases of
bullying behaviour should keep a written record of their discussions with those
involved. It may also be appropriate or
helpful to ask those involved to write down their account of the incident.
• In cases where it has been determined that
bullying behaviour has occurred; meet with the parents or guardians of the
parties involved as deemed appropriate by the principal. Explain the actions being taken and the reasons
for them, referring them to the school policy.
Discuss ways in which they can reinforce or support the actions taken by
the school.
• Often a follow-up meeting will be arranged
separately with each party involved, with a view to possibly bringing them together
at a later date if the victim is ready and agreeable. This can have a
therapeutic effect.
Possible Steps to Follow if Being
Bullied:
The most appropriate response will depend on the situation
and on the individuals involved. Advice
should always be sought from a responsible adult.
A) Act
as confident as you can; Face him/her/them; Look at them eye to eye; tell them
to stop; remain calm; move away.
B) Don’t hit out. (You may get hit worse, get blamed or feel
more embarrassed)
C) Fogging:
If called names, teased, ‘slagged’, try laughing it off. Use a neutral phrase to show you’re not
bothered and you don’t care e.g. Ye
right…..So what?.... Who cares? etc Don’t let them see you’re hurt. Don’t give the bully ammunition that
he’s/she’s succeeding in upsetting you.
Pretend you don’t care and that you’re not hurt.
D)
Tell your friends and people you trust about what’s going on and how you feel. Ask them to stand up for you
against the bully. Ask them to come with you to the teacher/parent/responsible
adult if you’re afraid.
E) Be
assertive (not aggressive); you have the right to stand up for yourself! I don’t like you calling me a ....... Stop
it. I don’t like when you take my stuff.
Don’t do it. Stop hitting, taking,
pushing, or I’ll tell the teacher/ principal /mam etc.
F)
Learn to say “No” if being pressurised
into doing something you do not want to do.
No, I
don’t want to go the field. No, I won’t
take it. No, I don’t want to have a
smoke.
G)
Broken Record. Keep saying same thing to reinforce a point if put under
pressure e.g. “No. I told you I don’t want to go there. I’m not going”.
J)
Bystanders: This is the most successful way in the senior end of primary school
to influence/prevent bullying. Children will be strongly encouraged to stand up
and be counted and do the right thing.
K) Parents
are requested to inform the school as soon as possible if they have been made
aware of any information of concern.
Intervention Approaches for Investigating
and Dealing with Bullying and Cyber bullying
We
suggest the following strategies for use both at school and in the home, as
bullying is not confined to one place.
Intervention is critical.
Depending on the particular situation, strategies may be chosen from the
menu below. (Based on “Bullying
Intervention in School” by Ken Rigby.)
The examples below are in no particular order.
Traditional
Approach: Teacher
intervention when bullying brought to light
1 Tell accused you know what happened and that
it’s totally unacceptable
2 Ask what they have to say. Take no excuses
3 Point out rules regarding behaviour and
bullying
4 State sanctions that will apply according to
school rules
5 Stress what happens if bullying
continues
Mediation
Approach: Used when Bully and Victim agree to mediation
1. Teacher / Mediator asks each person to
explain situation as they see it.
2. Each student must listen and not interrupt
until other student is finished, and then summarise to the satisfaction of the
other as the speaker sees it.
3. Each must make suggestions as to how to
resolve the situation. Mediator records
suggestions, adding further suggestions if necessary.
4. Suggestions are listed, examined and
discussed to see what will work to resolve conflict.
5. Plan is recorded and monitored.
Restorative
Practice Approach:
Used to restore damaged relationships between individuals / groups. Requires offender to acknowledge wrongdoing /
harm caused. The offender acts
restoratively.
Procedure: Mediator asks offender questions in front of
victim, then victim in front of Offender.
Final questions are to offender, re-restoring justice /peace.
a) What happened? What were you thinking at the
time? What have you thought of since? Who has been affected by this? In what
way?
b) What did you think when x happened? What have
you thought of since? What impact has it had on you / others? What has been
hardest for you? What needs to happen to make things right for you?
c) What do you think you can do to make things
right? How can we make sure it won’t happen again?
Restorative
Action: When suggestions are agreed upon
and accepted by victim, decisions are recorded and monitored. Victim ………seldom wants retribution…just
peace again. Offender / Bully…. learns
many lessons
Teacher….understands both offender and victim better
Method
of Shared Concern:
Used where bullies have been identified.
Part A:
1. Teacher meets with bully, shakes hand, firm
and cordial. Explain you have asked to
talk to him / her because “you are concerned about x” (person being bullied).
2. Share what you know about how x is feeling
(afraid, lonely depressed etc.) No accusations)
3. Ask student what he/ she knows about x
4. As soon as there is any recognition ask “what
can we do about it?”
5. Listen to suggestions, and perhaps add
more. Reinforce the positives ones.
6. Explain you will be talking to others on how
to improve the situation.
7. End on positive note. Arrange for another meeting at a definite
date to see progression.
Part
B: Meet with victim. Explain what’s
happening. No one is being punished. Gain victim’s confidence….and gain more
information … and insight too.
Part
C: Meet bullies again individually.
Ascertain progress. If adequate progress has been made, convene meeting with
all suspected bullies.
Part
D: Make agreed plan to resolve conflict
with the co-operation of victim. Agree and negotiate acceptable solutions.
Monitor.
*N.B. In extreme cases of bullying, a Disciplinary
Approach will be required,
possibly involving the Gardaí and/or the Social
Services.**
- 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.
- Prevention of Harassment
The
Board of Management confirms that the school will, in accordance with its
obligations under equality
legislation, take all such steps that are reasonably practicable to
prevent the sexual harassment of pupils or staff or the harassment of pupils or
staff on any of the nine grounds specified i.e. gender including transgender,
civil status, family status, sexual orientation, religion, age, disability,
race and membership of the Traveller community.
- This
policy was adopted by the Board of Management on ________________ .
- This
policy has been made available to school personnel, published on the
school website and provided to the Parents’ Association. A copy of this
policy will be made available to the Department and the patron if
requested.
- This
policy and its implementation will be reviewed by the Board of Management
once in every school year. Written notification that the review has been
completed will be made available to school personnel, published on the
school website and provided to the Parents’ Association. A record of the review and its outcome
will be made available, if requested, to the patron and the Department.
Signed: Myles Mc Hugh Signed: Rena Jordan
(Chairperson of Board of Management) (Principal)
Date: 10.04.2014
Date: 10.04.2014
Appendix 1
- Practical tips for building a positive school culture
& climate
The following are some practical tips for immediate actions that can be taken to help build a positive
school culture and climate and to help prevent and tackle bullying behaviour.
Model respectful
behaviour to
all members
of the
school community at all times. Explicitly teach pupils what respectful language and respectful behaviour looks like, acts like,
sounds like and feels
like in class and around the school. Display key respect messages in classrooms, in assembly areas and around the school. Involve pupils in the development of these
messages. Catch them being good - notice and acknowledge desired respectful behaviour by providing positive
attention. Consistently
tackle
the
use of discriminatory and derogatory
language in the school – this includes homophobic and racist language
and language that is belittling of pupils with
a disability or SEN. Give
constructive feedback to pupils when respectful behaviour and respectful language are absent. Have a system of encouragement and rewards to promote desired behaviour and compliance with the
school rules
and
routines. Explicitly teach pupils about the
appropriate use of social media. Positively encourage pupils to comply with the school rules on mobile phone and internet use. Follow up
and follow through
with pupils who
ignore the rules. Actively involve parents and/or the Parents’ Association in awareness raising campaigns around social media. Actively promote the right of every member of the school community to be safe and secure in school.
Highlight and explicitly teach school rules in pupil friendly language in the classroom and in
common
areas. All staff can actively watch out for signs of bullying behaviour. Ensure there is adequate
playground/school yard/outdoor supervision. School staff can get pupils to help them to identify bullying “hot spots” and
“hot
times” for
bullying in the school.
o
Hot spots tend to be
in
the playground/school yard/outdoor areas, changing rooms, corridors and
other areas of unstructured supervision.
o
Hot times again tend to
be times where there is
less structured supervision such
as when pupils are
in
the playground/school yard
or moving classrooms.
1. We,
children, parents, teachers and Board of Management of Scoil an Linbh Iosa
expect students
· to be gathered in class
line in Hall not later than 8.45 a.m. each
morning;
· to wear full school
uniform every day (except on P.E. day
when school tracksuit and runners must be worn) and to bring to school books,
copies and whatever else is needed;
· to walk on right hand side of stairs at
all times;
· to eat nutritious
lunches at school and remain seated in classroom during break time;
· to let the school know
the reason for absence on the first
day of any absence;
· to be collected or
leave the school immediately class is over;
· not to go into the
school building without permission during playtime and not to leave the school
without parental permission;
· never to shout or run
within the school or delay while out of the classroom;
· never to bring chewing
gum or tippex to school;
· to respond immediately
to the bell.
2. We ESPECIALLY expect our children
· to be well mannered at
all times;
· never,
deliberately, to do or say anything
which will hurt another or others or to take part in any bullying
behaviour;
· to tell a teacher or a
parent if we are, or if some other is
being bullied;
· to help keep our school
beautiful.
APPENDIX 3 - CODE OF DISCIPLINE
The overall responsibility for discipline within the
school rests with the Principal. Each
teacher has responsibility for the maintenance of discipline within his/her
classroom while sharing a common responsibility for good order within the
school premises. A child will be
referred to the Principal for serious breaches of discipline and for repeated
incidents of minor misbehaviour.
MISBEHAVIOUR AND SANCTIONS
Unacceptable
Behaviour
Where unacceptable behaviour occurs i.e. disregard for any
aspect of the Code of Behaviour, the following strategies will be implemented
but not necessarily in order.
· Reasoning with and
encouraging the pupil;
· Reprimand, including
advice on how to improve and encouragement
towards improving;
· Temporary separation
from peers, friends or others;
· Temporary removal from
class;
· Loss of privileges e.g.
outing, etc.;
· Prescribing additional
tasks;
· Referral to Principal;*
· Communication with
parents;*
· Individual Education
Plan eg Shorter school day
· Suspension
· Expulsion
* in the case of younger children (g) might precede (f) as
a
strategy.
Strategies used will be based on teacher’s professional
judgement and will take account of the individuality of each child.
-
Suspension:
Where there are repeated instances of serious
misbehaviour, the Chairperson of the Board of Management will be informed and
the parents/guardians will be requested in writing to attend a meeting with the
Chairperson and Principal. If, after
this meeting, the pupil still does not behave in an acceptable manner, the
pupil may have to be suspended for a temporary period. The maximum initial period of such exclusion
will be 3 school days.
Expulsion:
The ultimate sanction of expulsion from the school
may be considered in an extreme case and shall only be exercised with the prior
consent of the Board of Management.
Gross
Misbehaviour
For gross misbehaviour, suspension will be considered.
Aggressive, threatening, sectarian or
violent behaviour towards any member of the school will be regarded as gross
misbehaviour.
In the case of gross misbehaviour the Board shall
authorise the Chairperson or Principal to sanction an immediate suspension,
pending a discussion of the matter with the
parents. Every effort will be made to have an emotionally disturbed
child referred for psychological assessment without delay. Rule 130 of the Rules for National Schools will
apply.
Serious
Misbehaviour
Serious misbehaviour is considered to be persistent
unacceptable behaviour e.g. persistent
non-co-operation with teachers/peers, persistent distruption, disrespect,
persistent lying, cheating and stealing, etc.
Where there are repeated instances of serious misbehaviour, the
Chairperson of the Board of Management will be informed. The parents of the
transgressing child will be requested in writing to attend at the school to
meet with the Chairperson and the Principal.
If the parents do not give an undertaking that the pupil will behave in
an acceptable manner in the future, the pupil may have to be suspended for a temporary
period. Suspension will be in accordance
with the terms of Rule 130(5) of the Rules for National Schools. Teachers shall
keep a written record of all instances of serious misbehaviour as well as a
record of improvements in the behaviour of disruptive pupils. Before resorting to serious sanctions e.g.
suspension, the normal channels of communication between school and parents
will be utilised. Parents will be
involved at an early stage, rather than as a last resort.
Before a child may be enrolled in Scoil an Linbh Iosa, their
parents/guardians must sign that they will make every effort to ensure that
their child will at all times adhere to the school’s code of behaviour and
discipline.
APPENDIX 4: Teaching Resources
& useful websites for Parents & Teachers
- Garda Colouring Book: http://www.garda.ie/Documents/User/Garda%20Colouring%20Book.pdf
- An Garda Síochána ‘Working with our Communities to Protect and
Serve Children and Young People’ Children and Youth Strategy 2012-2014: http://www.garda.ie/Documents/User/AGS%20Children%20&%20Youth%20Strategy%202012-2014.pdf
- www.schooldays.ie/articles/types of bullying
- coolschoolbullyfree.ie
- nobully.org
- bullying.co.uk
- www.bullyingawarenessweek.org or .com
(prevention through education and awareness)
- www.bullyingcourse.com
- www.cyberbullying.org
Bullying Intervention in Schools, Ken Rigby, Camberwell Pub.
Prim Education CDs, Workbooks and Posters
www.loggerheadpublishing.co.uk (CDs, on bullying, behaviour management,
anger management and conflict resolution)
www.webwise.ie
APPENDIX 5: I.N.T.O Guidelines on Staff
Relations
Appendix 6 - Template for recording bullying behaviour
1. Name of pupil
being bullied and class group
Name
_________________________________________Class__________________
2. Name(s) and
class(es) of pupil(s) engaged in bullying behaviour
|
______________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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|||||
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3. Source of
bullying concern/report (tick relevant box(es))*
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4. Location of
incidents (tick relevant box(es))*
|
|
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Pupil concerned
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Playground
|
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Other Pupil
|
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Classroom
|
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Parent
|
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Corridor
|
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Teacher
|
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Toilets
|
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Other
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School Bus
|
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Other
|
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5. Name of
person(s) who reported the bullying concern
|
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6. Type of
Bullying Behaviour (tick relevant box(es)) *
|
Physical Aggression
|
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Cyber-bullying
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Damage to Property
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Intimidation
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Isolation/Exclusion
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Malicious Gossip
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Name Calling
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Other (specify)
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7. Where behaviour is regarded as identity-based
bullying, indicate the relevant category:
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Homophobic
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Disability/SEN related
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Racist
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Membership of Traveller community
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Other (specify)
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8. Brief
Description of bullying behaviour and its impact
|
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9.
Details of actions taken
|
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Signed ______________________________ (Relevant
Teacher) Date
___________________________
Date submitted to Principal/Deputy Principal ___________________
The Board of Management (the Board) must undertake an
annual review of the school’s anti-bullying policy and its implementation. The
following checklist must be used for this purpose. The checklist is an aid to
conducting this review and is not intended as an exhaustive list. In order to complete the checklist, an
examination and review involving both quantitative and qualitative analysis, as
appropriate across the various elements of the implementation of the school’s
anti-bullying policy will be required.
Yes /No
|
Has
the Board formally adopted an anti-bullying policy that fully complies with
the requirements of the Anti-Bullying
Procedures for Primary and Post-Primary Schools?
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Has
the Board published the policy on the school website and provided a copy to
the parents’ association?
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Has
the Board ensured that the policy has been made available to school staff
(including new staff)?
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Is
the Board satisfied that school staff are sufficiently familiar with the
policy and procedures to enable them to effectively and consistently apply
the policy and procedures in their day to day work?
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Has
the Board ensured that the policy has been adequately communicated to all
pupils?
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Has
the policy documented the prevention and education strategies that the school
applies?
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Have
all of the prevention and education strategies been implemented?
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Has
the effectiveness of the prevention and education strategies that have been
implemented been examined?
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Is
the Board satisfied that all teachers are recording and dealing with
incidents in accordance with the policy?
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Has
the Board received and minuted the periodic summary reports of the Principal?
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Has
the Board discussed how well the school is handling all reports of bullying
including those addressed at an early stage and not therefore included in the
Principal’s periodic report to the Board?
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Has
the Board received any complaints from parents regarding the school’s
handling of bullying incidents?
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|
Have
any parents withdrawn their child from the school citing dissatisfaction with
the school’s handling of a bullying situation?
|
|
|
Have
any Ombudsman for Children investigations into the school’s handling of a
bullying case been initiated or completed?
|
|
|
Has
the data available from cases reported to the Principal (by the bullying
recording template) been analysed to identify any issues, trends or patterns
in bullying behaviour?
|
|
|
Has
the Board identified any aspects of the school’s policy and/or its
implementation that require further improvement?
|
|
|
Has
the Board put in place an action plan to address any areas for improvement?
|
|
Signed
_____________________________________ Date ________________
Chairperson,
Board of Management
Signed
_____________________________________ Date ________________
Principal
6.
Notification regarding the Board of
Management’s annual review of the anti-bullying policy
To: _____________________________________
The Board of
Management of ____________________ wishes to inform you that:
o The Board
of Management’s annual review of the school’s anti-bullying policy and its
implementation was completed at the Board meeting of _______________ [date].
o This
review was conducted in accordance with the checklist set out in Appendix 4 of the Department’s Anti-Bullying Procedures for Primary and
Post-Primary Schools.
Signed
_____________________________________ Date ________________
Chairperson,
Board of Management
Signed
_____________________________________ Date ________________
Principal
