- Cód Araíonachta agus Iompar
- Polasaí Frithbhulaíochta
- Nós Imeachta Chun Gearáin a Dhéanamh
- Obair Bhaile
- Polasaí Lón
- Polasaí Caomhnú Leanaí
- Polasaí ar Oideachas Caidrimh agus Gnéasachta
- Polasaí Clárúchán
- Rialacha Órga
• 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 Aonghusa have 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.
• 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; and
• 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.
Common examples of Bullying behaviour:
• Physical Aggression
• Damage to property
Cyber Bullying is when the internet or mobile phones or other devices are used to send or post text or images that are intended to hurt or embarrass another person.
• The relevant teacher(s) for investigating and dealing with bullying are as follows:
Naíonáin Shóisear – Múinteoir Áine Ní Chuilleagáin/ Hilary Cúc
Naíonáin Shinsear – Múinteoir Caitríona Ní Dhubhláin
Rang 1 – Múinteoir Jackie Tóibín
Rang 2 – Máistir Aonghus Ó Ruanaidh
Rang 3 – Múinteoir Mairéad Mhic an Ríogh
Rang 4 – Múinteoir Gráinne Ní hAnnaidh
Rang 5 – Máistir Seán English
Rang 6 – Múinteoir Máire Ní Choilm
Múínteoir Tacaíocht Foghlama – Múinteoir Áine Uí Bhearáin
– Múinteoir Karen Breathnach
Príomhoide – Edel Ní Bhroin
The ‘Relevant teacher’ in consultation with the Príomhoide will investigate and deal with bullying in accordance with the procedure outlined in Section 6.
• 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:
The school seeks to raise pupil awareness about bullying by:
• Holding staff meetings and discussions on the issue of bullying.
• Implementing programmes such as Stay Safe, Alive-O etc.
• Informing children of issues regarding equality, racism and interculturalism
• Promoting an understanding and celebration of cultural diversity
• Having a good selection of anti-bullying books in the library.
• Encouraging children to produce posters, pictures, poems, stories and short plays about bullying.
• Educating children on appropriate online behaviour, how to stay safe while online and also on developing a culture of reporting any concerns about cyber-bullying.
What should you do if you are being bullied?
If you are bullied, tell your teacher, parent or another adult. If you are bullied outside of school, tell your parents or carer.
Tell yourself that you do not deserve to be bullied, and that it is WRONG
Be proud of who you are. It is good to be individual.
Try not to show that you are upset. It is hard but a bully thrives on someone’s fear.
Stay with a group of friends/people. There is safety in numbers.
Be assertive-shout “NO!” Walk confidently away. Go straight to a teacher or member of staff.
Fighting back may make things worse. If you decide to fight back, talk to a teacher or parent/guardian first.
Generally it is best to tell an adult you trust straight away. You will get immediate support.
Teachers will take you seriously and will deal with bullies in a way which will end the bullying and will not make things worse for you.
If you know someone is being bullied.
TAKE ACTION! Watching and doing nothing looks as if you are on the side of the bully. It makes the victim feel more unhappy and on their own.
If you feel you cannot get involved, tell an adult IMMEDIATELY. Teachers have a way of dealing with the bully without getting into trouble.
Do not be or pretend to be friends with a bully.
As a parent:
Look for unusual behaviour in your children, For example, they may suddenly not wish to attend school, feel ill regularly, or not complete work to their normal standard.
Always take an active role in you child’s education, Enquire how their day has gone, who they spent their time with, how lunchtime was spent etc.
If you feel that your child may be a victim of bullying behaviour, inform the school IMMEDIATELY. Your complaint will be taken seriously and appropriate action will follow.
It is important that you advise your child not to fight back. IT can make matters worse!
Tell your son or daughter there is nothing wrong with him or her. It is not his or her fault that they are being bullied.
Make sure your child is fully aware of the School Policy concerning bullying, and that they will not be afraid to ask for help.
As a school:
Use any opportunity to discuss aspects of bullying and the appropriate way to behave towards each other, e.g the SPHE programme.
Deal quickly, firmly and fairly with any complaints, involving parents where necessary.
Review the School Policy and it’s degree of success.
The school staff will continue to have a firm but fair discipline structure. The rules should be few, simple and easy to understand.
Encourage pupils to discuss how they get on with other people and to form positive attitudes towards other people. This includes a review of what friendship really is.
Encourage pupils to treat everyone with respect
We will take bullying as a serious offence and take every action to eradicate it from our school.
• 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:
Procedure for noting and reporting incidents
All reports of bullying should be noted, investigated and dealt with by the class teacher so that pupils will gain confidence in telling. Each teacher has an incident notebook. This is checked regularly by the Principal.
Recorded bullying incidents are kept in the Principal’s office
Serious cases should be referred immediately to the Principal.
Parents should be informed earlier rather than later.
Parents should be informed of the appropriate person to whom they can make their enquiries regarding bullying.
Pupils must understand that reporting is not ‘telling tales’.
Individual teachers should record and take appropriate measures in accordance with policy and other class teachers informed if necessary.
Non-teaching staff are obliged to report incidents. Discretion is important.
Procedures for investigating and dealing with bullying
Calm, unemotional problem-solving approach.
Teacher should speak separately to the pupils involved.
Answers should be sought to questions of WHAT, WHERE, WHEN, WHO, WHY
Members of a gang should be met individually and as a group.
Meet parents of parties involved.
In addition, the following guidelines (6 R’s) and steps are encouraged in the school.
• Keep calm and objective
• Don’t jump to conclusions
• Don’t be side tracked
• Avoid sarcasm and criticism
• Take notes/Brief and factual; stating
• Names of those involved
• Names of witnesses
• Nature of incident
• “You did the right thing”
• “It is not your fault. There is nothing wrong with you”
• Help is available
• Action will be taken
4. Ensure pupil safety
• No immediate danger
• Contact parents if necessary
5. Explain process/Keep young person informed
1. Decide who to consult
• Class Teacher
• Parents of victim
• Parents of bully
• Outside agency
2. Decide who to interview
• Other pupils
3. Seek answers to
• Stay calm and unemotional
• Interview in private or with witness
• Adopt problem solving approach
• Criticise behaviour not the child
• No threats
• Don’t humiliate anyone
• Time out
It is important when responding that teachers are cognisant of the nature of the bullying behaviour. If any behaviour in the course of the interview gives cause for concern for any child’s welfare then these concerns should be immediately conveyed to the Designated Liaison Person.
Most bullying cases at primary school can be resolved by explaining to the bully what is wrong with his/her behaviour
• Aim for Win-Win
• Seek agreement to stop.
• An apology will be sought
• Contact Parents
• Explain situation
• Seek agreement on future behaviour
• Hierarchy of sanctions as outlined in the School’s Code of Behaviour.
Set a date with the victim and the bully to review. Give ample opportunity for feedback.
In the case of resistant or persistent bullying it may be necessary to revisit some of the steps taken. It might also be necessary to involve a wider group in the response:
• Principal (If not already involved)
• Designated Liaison Person
• Health Board
The relevant teacher must use the recording template at Appendix 1 to record the bullying behaviour in the following circumstance:
• In cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and
• Where the school has decided as part of it’s anti-bullying policy that in certain circumstances bullying behaviour must be recorded and reported immediately to the Príomhoide or Leas-Príomhoide as applicable.
In each of the circumstances at (a) and (b) above, the recording template at Appendix 1 must be completed in full and retained by the teacher in question and a copy provided to the Príomhoide. It should be noted that the timeline for recording bullying behaviour in the recording template at Apprendix 1 does not in any way preclude the relevant teacher from consulting the Príomhoide at an earlier stage in relation to the case.
In Scoil Aonghusa, the relevant Teacher should inform the Príomhoide of all bullying behaviour/incidences.
The Principal will furnish the Board at each meeting with a summary report relating to the reporting of bullying behaviour and incidences.
The Principal will provide the Board with a detailed report of any bullying issues that have not been resolved within 20 school days after it has been determined that bullying behaviour has occured.
• The school’s programme of support for working with pupils affected by bullying is as follows
A programme of support for pupils who have been bullied is in place in Scoil Aonghusa. Such pupils may need counselling and/or opportunities to participate in activities designed to raise their self-esteem, to develop their friendship and social skills and thereby build resilience whenever this is needed.
We use restorative practices, mediation and reconciliation where appropriate. We maintain open communication between school, parents and outside agencies and we work together to resolve the situation and protect the victim.
•Involvement in activities to encourage a greater sense of self worth
•Regular ‘check up’ discussions with the class teacher/ Príomhoide
•Referral to useful resources through the SPHE and RE programmes.
•Review and evaluation of how the Anti-Bullying policy is working
•Model respectful behaviour to all members of the school community at all
•Explicitly teach pupils what respectful behaviour looks like, acts like and
•Display key messages in classrooms and public areas
•Acknowledge respectful behaviour
•Consistently tackle the use of discriminatory and derogatory language
•Explicitly teach pupils about the appropriate use of social media
•Actively promote the right of every member of the school community to feel
safe and secure in school.
•Ensure there is adequate yard/outdoor supervision.
A programme of support for those pupils involved in bullying behaviour must also be part of the school’s intervention process. Pupils involved in bullying behaviour need assistance on an ongoing basis. For those with low self-esteem, opportunities should be developed to increase feelings of self-worth. It is, therefore, important that the learning strategies applied within the school allow for the enhancement of the pupils self-worth. Pupils who engage in bullying behaviour may need counselling to help them learn other ways of meeting their needs without violating the rights of others.
• 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 the 11th March 2014 and reviewed on 23rd September 2014.
• This policy has been made available to school personnel, is on display in the school and a copy has been provided to the Parents’ Association. At least once a year children in Rang 1 – Rang 6 receive a booklet, relating to bullying and how best to deal with bullying. Relevant parts of the policy are found on the school website. A copy of this policy will be made available to the Department and the patron, if requested. Copies of this policy are available on request from the office.
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.