Brighton & Hove City Council Hub > Learning > Anti-Bullying > Anti-Bullying Toolkit > Prevention

 Prevention

Section

Focus of Practice

Source of Good Practice

Summary of Practice (including links to case studies and resources)

Prevention

Developing school values and ethos

DfE Advice to Schools

Schools which excel at tackling bullying have created an ethos of good behaviour where   pupils treat one another and the school staff with respect because they know that this is the right way to behave. Values of respect for staff and other pupils, an understanding of the value of education, and a clear understanding of how our actions affect others permeate the whole school environment and are reinforced by staff and older pupils who set a good example to the rest.
Schools should create a safe environment where pupils can openly discuss the cause of their bullying, without fear of further bullying or discrimination Successful schools celebrate success. Celebrating success is an important way of creating a positive school ethos around the issue.

Preventing & Tackling Bullying - Advice for headteachers, staff and governing bodies. 

Prevention

Developing school values and ethos

BHASVIC

The College vision ‘Consideration of self and others’ sets ‘a whole college culture of respect, value in diversity and consideration of others’ This sets a climate where bullying is less likely to happen and more likely to be challenged when it does.

 

Prevention

Developing school values and ethos

Somerhill Junior / Brunswick Primary

The school values of kindness, honesty, respect, positivity, honesty, creativity, and determination permeate the ‘DNA’ of the school and provide an overarching ethos. One value is prioritised each term and this is then used as the focus for discussions about behaviour and attitudes to learning. Every adult uses the same language so children receive a consistent message – this approach takes time and consistency to be effective. When children receive consistent messages from all adults in the school they are likely to feel more secure and less likely to engage in bullying. They are also more likely to have the confidence to report bullying when it happens. The school has recently merged with Davigdor Infant School to become Brunswick Primary, at the time of writing the values policy developed at Somerhill was still in place on the school website.

 

Prevention

Developing school values and ethos

St Luke's Primary

The school has an equality focused ethos.  The school has worked with children, parents and carers to develop an Equality Information Leaflet. This has led to a shared understanding across the school community and offered a learning opportunity for those children involved.  Staff are called by first names to remove the hierarchical barrier between staff and parents and carers and there is a systematic awareness about relationships. PSHE is at the heart of the curriculum on the basis that happy children are happy learners. Playtime is valued and is the most important part of learning mentors’ work. As bullying incidents often happen on the playground this emphasis on a creating a safe, happy playground where all children can engage in activities reduces the likelihood of bullying taking place.  
 

St Luke's Equality & Diversity Policy

 

Prevention

Behaviour for learning and anti-bullying

Brighton and Hove PRU

The school implemented a new Behaviour for Learning approach (2014-2015) which includes a consistent and systematic approach to challenging any poor or unacceptable behaviour including bullying. Students have been involved in deciding what rewards are most appropriate for each key stage. Students have individual targets and 1st choice of reward is given to the child in each class who exceeds their target most. The children understand that different children have different targets and consider this to be fair. There is regular dialogue with the children and young people about the new system, how it is going and how it could be better. Student involvement at all stages of the development of the approach has resulted in greater ownership of it and consequently improved behaviour. There is no separate anti-bullying policy – anti-bullying messages are embedded in the behaviour and equalities policies. This ensures that all behaviour is considered equally and that anti-bullying is not seen as a separate add on. It also provides the opportunity for more discussion about what behaviour actually constitutes bullying along the continuum of behaviour issues faced by many of the students.
 

Prevention

Behaviour for learning and anti-bullying

Varndean School

The school is moving towards an ethos of consistency and certainty with the expectation that students can believe and trust that things will be done when problems arise. This is underpinned by an ethos of respect reflected in the Behaviour for Leaning Code. At the start of each year training on identifying bullying and prejudiced language is given to all staff with additional training for new staff with expectations about reporting and specific techniques for challenging prejudiced language. This includes asking clarification questions, (What do you think that word means?), confronting unacceptable language/behaviour, (You might not think that remark’s offensive, but many would) giving personal responses, (What you’ve said really disturbs/upsets me) and using institutional responses (In our school we always try to be kind to each other and when you use ‘gay’ like that it is unkind.) (PowerPoint and Brighton & Hove City Council Guidance). Ofsted mentioned the fact that all incidents are meticulously tracked and acted on:


“The school is meticulous in its recording of bullying and prejudice based incidents and shows how each incident has been followed-up.” Ofsted July 2013

 

There are clear guidelines about where people are supposed to be and what they are supposed to be doing. Pro-active moves are made to increase a sense of safety by limiting where children can be, increasing the visibility and presence of teachers in non- structured times. The school has a competitive, community and charity response to rewards to help build a sense of community responsibility. The emphasis on safety and community helps build good relationships and reduces the likelihood of bullying. The school has seen a significant reduction in bullying reported in the Safe and Well School Survey, 2014.

 

Students have been involved in the development of the Behaviour for Learning Code and the new Rewards Policy. They have delivered assemblies to the rest of the school on these issues. Student involvement has resulted in greater acceptance about the fairness of the code and policy and therefore better adherence to them.  
 

Varndean School Public Policies

 

Prevention

Anti-Bullying Policies

DfE Advice to Schools

Successful schools have policies in place to deal with bullying and poor behaviour which are clear to parents, carers, pupils and staff so that, when incidents do occur, they are dealt with quickly. However a school chooses to define bullying for the purposes of its own behaviour policy, it should be clearly communicated and understood by pupils, parents, and staff.
Successful schools provide effective staff training. Anti-bullying policies are most effective when all school staff understand the principles and purpose of the school’s policy, its legal responsibilities regarding bullying, how to resolve problems, and where to seek support.

 

Preventing & Tackling Bullying - Advice for headteachers, staff and governing bodies.  

 

Prevention

Anti-Bullying Policies

Brighton & Hove City Council

Brighton & Hove City Council has developed two tools to support schools with the development of effective anti-bullying policies:

The most effective policies are those which involve the whole school community in their review and development.

 

Prevention

Pupil involvement in policy development

St Luke's Primary

The school has worked with children to develop a Child Friendly Policy and Equality Information leaflet. This has led to a shared understanding across the school community and offered a learning opportunity for those children involved.

 

St Luke's Equality & Diversity Policy

  

Prevention

Pupil/Student Involvement

Blatchington Mill

The school has Equality Commissioners and Behaviour Commissioners drawn from students in Year 10 and above. These young people have been involved in developing the Anti-Bullying Policy and the Positive Behaviour Management Policy including reading and commenting on drafts. Students agreed with the high level of sanctions to be used for all incidents of bullying including contact with home, additional support and moving through to exclusion with fixed term exclusion, reintegration and referral to the Deputy head for directed racist/homophobic/sexist language. Student involvement in the development of the policy has resulted in better understanding and knowledge of it by the greater student body and acceptance of its value and importance. Students were also involved in an Equality and Diversity Learning Walk supported by the Council and using key aspects of the Council developed Equality and Diversity Learning Walk. A report was written of the learning walk and shared with staff and governors.

 

Prevention

Students with Special Educational Needs and Disabilities

Longhill Secondary

The school has high levels of pupils with Special Educational Needs and Disabilities (SEND) and a culture of inclusion. One to one input is commonplace in classrooms and as additional support and there is always more than one member of staff in the classroom. Children come from a wide demographic and the Head champions personalised learning, individual needs and provision on the basis of need. This support for individual pupils builds their resilience to bullying behaviour.

 

Prevention

Pupil/Student Involvement

BHASVIC

‘Our student led clubs and societies in themselves communicate to the wider student body that people in our community celebrate equality and actively seek to advance it.’ BHASVIC – students can apply to the student union for funding to set up any club or society they wish.
Equality and Welfare Student Union Reps led a campaign during Anti- Bullying week based on challenging other students to think about disablist language. They produced posters and posted on Facebook. Involving students in these ways offers them opportunities to develop personally and give their peers a better understanding of the issues faced by those who are bullied.

 

Prevention

Pupil/Student and parent and carer Involvement

Bilingual Primary

The school developed a KS1 version of the Safe and Well School Survey (SAWSS) which identified that many children perceived they were being bullied but this was mainly due to them not having a clear idea about the difference between being bullied and falling out with friends – this informed subsequent work on conflict and the setting up of nurture groups. The children did a poster campaign on keeping safe and how to be a good friend. These were displayed and celebrated in assembly. SEAL materials and the PSHE All About Me topic were used to help children understand what bullying is and isn’t. The results of the survey were sent to parents who were then invited to spend time talking to their children about the difference between friendship problems and bullying. The survey results and follow up actions were also shared with governors and the school has 2 governors who oversee safeguarding. This triangulated work led to a better understanding across the school community about what bullying is and what it isn’t which helps when issues do arise.

An example KS1 survey is available on Pier2Peer.

 

Prevention

Parent and carer involvement

West Blatchington

Parents and carers receive a copy of the Anti- Bullying Policy leaflet designed in child friendly language by the school council. Click on Page1 and Page2 of this leaflet to download. The school operates an open door policy and offers drop ins on Monday and Friday with key members of staff available. The Inclusion team run coffee mornings and will visit at home if necessary. The school has a heightened awareness of the faith needs of the children and families in the community and welcomes local faith leaders into the school and contributed to the Council's Guide to Supporting Pupils and Students at Ramadan. All of these approaches help to build positive relationships with parents who then feel more confident to report bullying and to work with the school to deal with it.

 

Prevention

Use of data

Blatchington Mill

Blatchington Mill uses the Safe and Well School Survey data in a range of ways to improve anti-bullying practice in school. One of the first steps in this process is to identify targets. Over recent years the target has been to reduce levels of bullying reported by lesbian, gay and bisexual students. With support from Allsorts Youth Project, and a range of initiatives including assemblies, work in PSHE and staff training these activities have had a significant impact on reducing levels of bullying in this group to well below city average.

 

The school hosted an Equalities Conference in 2013 in partnership with the Council and Stonewall where young people from five other secondary schools attended to discuss a range of issues. Each school-based group of students examined the SAWSS data for their own school and developed actions to take back on the basis of their analysis. This provided a strong local focus which translated back at school into positive actions to raise the importance of equalities work and strengthen the intolerance of bullying. It also empowered young people to be aware of the SAWSS and to use it to inform work they are doing. The Argus reported on this Conference.

 

 Prevention

Use of data

Saltdean Primary

The school responds to the changing demographic of its catchment area. An analysis of bullying data (termly) and the SAWSS data indicated the need to address LGBT issues one year and racism the next. Responses were then implemented across the life of the school through PSHE, the curriculum and the development of a Family Diversity day in partnership with Allsorts Youth Project. This day is now held each year. Last year the focus was LGBT, children bought in photos of their ‘family’ and there was a positive celebration of family similarity and difference. The school also uses SEAL (Social and Emotional Aspects of Learning) ‘Good to be me’ materials. Allsorts did assemblies for Yrs 1 and 2.  This year the focus week will be on racism and children will bring in stories of the ways in which their family celebrate significant events in their lives which will be shared and equally valued.

 

Prevention

Use of data

BHASVIC

The college has also been part of the development of the Information Transfer Protocol from KS4-5 which enables schools and colleges to share information about students prior to transfer in order to be aware of vulnerabilities and offer support at the point of transition.  This ensures that the college can work proactively to prevent bullying.

 

Prevention

Use of data

St Luke's Primary

The school regularly uses sociograms to understand the relationships between their children and from these develop proactive inclusion activities for potentially rejected and neglected children. The school also conducts an audit of their relationship with parents and carers and offers structured conversations between parents and teachers for those children and families identified as needing additional support. These proactive strategies to understand the relationships in the school community help the school to intervene early with positive actions which build self esteem and resilience and therefore reduce the likelihood of bullying. 
 

 

Prevention

Curriculum including PSHE Education and equality events calendar

Bilingual School

The school recognises that as a small free school its demographic is unusual so they need to make a greater effort to proactively celebrate diversity and promote equality through strategies such as using different skin coloured puppets in reception, using stories and role play to explore situations and using texts such as ‘We are Britain’ by Benjamin Zephaniah to reinforce difference, personalities and equality. The Bilingual Primary have shared their All About Me curriculum map, some literacy planning and some work on friendships.

 

Prevention

Curriculum including PSHE Education and equality events calendar

Carden Primary

Carden Primary annually celebrates a range of equality calendar events informed by the Council’s Equality and Health Events Calendar. The school has established good practice in marking LGBT History Month and Holocaust Memorial Day. The school marks these events by:

  • Inviting visitors into school
  • Assemblies
  • PSHE activities
  • Flying related flags on school flag pole

Prevention

Curriculum including PSHE Education and equality events calendar

Brighton and Hove City Council

The Council provides resources and teacher training to support the teaching of social and emotional, aspects of learning and PSHE education. This includes a range of resources to support teaching and learning about equality and diversity. Training can be accessed by emailing pshe@brighton-hove.gov.uk and resources can be found in the PSHE area of Pier2Peer.

 

The Council also annually distributes and Equality & Health Events Calendar and recommends all schools mark anti-bullying week and one other equality calendar event. This calendar and supporting resources can be found on Pier2Peer.

 

Prevention

Curriculum including PSHE Education and equality events calendar

Primary PRU

The school offers a range of pro-active anti-bullying activities such as making cakes to share with friends, making friendship bracelets to share, making a flag with their faces on to say they sign up to an anti-bullying ‘pledge’ and making a washing line of anti-bullying slogans. Teachers model and proactively identify and name politeness, kindness and resilience.

 

Prevention

Curriculum including PSHE Education and equality events calendar

Longhill Secondary

November 2014 was designated Anti- Bullying Month under the umbrella SMSC heading of ‘Do one thing different’. Four themes were communicated through a PowerPoint designed by Yr 9s and played in every tutor group on Monday mornings followed up with assemblies and activities. This involvement of students in delivering the messages strengthened their impact on the rest of the student body.

 

Prevention

Curriculum including PSHE Education and equality events calendar

Saltdean Primary

The school has mapped the PSHE curriculum against Citizenship, SEAL and Learning Powers across KS1 and 2 in order to make a cohesive and comprehensive experience for children.

Prevention

Working with Others approach

Downs Park

Downs Park is the first special school to use the Working with Others approach and are awaiting accreditation. The approach is underpinned by an ethos of Trust, Communication and Problem Solving. A specific programme is delivered - the school week starts with a discrete lesson teaching explicit language and behaviour, this is then consolidated throughout the week by additional activities and pre and post reflection. The programme teaches how to work collaboratively in groups, random pairs etc. This can be very difficult for some ASC (Autistic Spectrum Condition) children and adaptations have to made for this cohort which might include taking things slowly, keeping at it, adapting for individuals. An example might be a highly anxious child who needs to know where he is going to sit so is allowed to sit in a designated place but must work with randomly selected partners. The underpinning theory is that these children are likely to be victims of bullying in the wider world so the school needs to explicitly teach socialisation skills and how to deal with situations that raise anxiety. The programme is also good for staff development as it moves them away from the individualised ‘do for’ approach and challenges them to raise their aspirations for the young people.  In terms of anti-bullying it is harder to bully people you have worked with and it teaches people how not to act like a victim. 
 

Working With Others

 

 

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