Tackling Bullying Issues and Responsibilities

Legislation Children Act (1989) Education Act (2002) Section 175 and 157 Children Act (2004) Section 10/11 guidance on statutory safeguarding arrangements

OFSTED framework New OFSTED revised framework, Safeguarding (2011) The evaluation schedule for the inspection of maintained schools and academies (January 2012) Inspecting Safeguarding (September 2012) Exploring School’s actions to prevent homophobic bullying (September 2012)

New OFSTED revised framework 2011 Safeguarding was a separate judgement in the last framework. ‘The effectiveness of safeguarding procedures’ came under leadership and management. It was also given the status of being a ‘limiting judgement’, so if your school was inadequate against this, then overall effectiveness was likely to be inadequate too. In the new framework, limiting judgements no longer exist and safeguarding no longer has its own section.

New OFSTED revised framework 2011 OFSTED’s new requirement under safeguarding, 4 point scale measuring ‘behaviour and safety’. Behaviour and Safety of pupils: Pupils’ attitudes to learning and conduct in lessons & around the school Pupils’ behaviour towards, and respect for, other young people and adults, including freedom from bullying & harassment that may include cyber-bullying & prejudice-based bullying related to special educational needs, sexual orientation, sex, race, religion & belief, gender reassignment or disability How well teachers manage the behaviour and expectations of pupils to ensure that all pupils have an equal and fair chance to thrive and learn in an atmosphere of respect and dignity Pupils’ ability to assess and manage risk appropriately and to keep themselves safe Pupils’ attendance and punctuality at school and in lessons How well the school ensures the systematic and consistent management of behaviour

Evaluation Schedule, January 2012 The emphasis is more on bullying and on pupils’ own ability to assess and manage risk and to keep themselves safe. Pupils and parents will be asked about bullying and inspectors will want to see effective procedures in place particularly to enable pupils to disclose. Inspectors will take into account: The types, rates and patterns of bullying & the effectiveness of the school’s actions to prevent it and tackle it The views of pupils about bullying The views of parents, carers, staff, governors and others Inspectors will want to look at any records you may have relating to Bullying.

Evaluation Schedule, January 2012 Risk Assessment According to the grade descriptors, to qualify as ‘outstanding’ in relation to safety and risk management, schools must demonstrate that: All groups of pupils feel safe at school at all times Pupils understand very clearly what constitutes unsafe situations Pupils are highly aware of how to keep themselves and others safe

Inspection Schedule, September 2012 The inspection framework sets out how OFSTED will report on the way that schools make pupils aware of how they can keep themselves safe and what behaviour towards them is not acceptable. Inspectors should include e-safety in their discussions with pupils (covering topics such as safe use of the internet and social networking sites, cyber bullying, including by text message and so on), and what measures the school takes to promote safe use and combat unsafe use, both proactively (by preparing pupils to engage in e- systems) and reactively (by helping them to deal with a situation when something goes wrong).

Exploring School’s actions to prevent homophobic bullying (September 2012) Primary school inspectors may explore whether or not: ‘pupils ever hear the word ‘gay’ when describing a thing, or whether they have been told by teachers that using the word ‘gay’ to mean something is rubbish is wrong and why it is wrong. ‘pupils ever get picked on by other children for not behaving like a ‘typical girl or boy’ ‘pupils have ever had any lessons about different types of families e.g single parent, living with grandparent, having two mummies or daddies.

Exploring School’s actions to prevent homophobic bullying (September 2012) With Secondary pupils, inspectors may explore: If there is any homophobic bullying or name calling in school or social networking sites. If a gay pupil was ‘out’ in school, they would feel safe from bullying. If they have learned about homphobic/transphobic bullying and ways to stop it happening in school. If they learn in school about different types of families-whether anyone is, or would be teased about having same-sex parents.

Exploring School’s actions to prevent homophobic bullying (September 2012) With staff and senior leaders, inspectors might explore: Whether they are aware of any instances of homophobic or transphobic language in school, whether this is recorded and how it is acted upon. Whether the school’s equalities, bullying and safeguarding policies address gender identity and sexuality. Whether training has been provided to staff. Whether the school has taken any action to ensure that the provision meets the needs of LGBT groups. How the school seeks to support LGBT groups. Whether policies promote safety and cover the above areas.

In summary The schools arrangements for safeguarding pupils must meet statutory requirements and give no cause for concern to qualify as outstanding, good and satisfactory. Inadequate would mean that the school does not meet statutory requirements and therefore gives serious cause for concern.

Sunderland’s Safeguarding Requirements in Anti-bullying Evidence of evolving practice. Anti-bullying and Cyber Bullying policy inclusive of ICT use for staff and students. Evidence of parent and child involvement. Focus on child’s voice.

StandardRange of evidence and responsibilities ActionTimescale 5.1 Establishment has anti- bullying/cyber-bullying guidance  An anti-bullying policy inclusive of preventative strategies which identifies vulnerable groups is in place  Policy development demonstrates involvement of parents, teachers and young people. The policy is reviewed annually and publicised.  There are clear procedures in place for managing, reporting and recording hate incidents (e.g. racist, homophobic, disability) and bullying incidents via the ARCH system.  Evidence of Racial Incident log and Nil Return to Local Authority on termly basis.  Peer support is an adopted system within the school  Evidence of appropriate training undertaken for staff and peer mentors e.g. CEOP training via the CLC.  Establishment holds anti- bullying charter mark and has established explicit links with feeder schools

New Procedures: Working Together to Safeguard Children March 2013 ‘Anyone working with children should see and speak to the child; listen to what they say; take their views seriously; and work with them collaboratively when deciding how to support their needs.’ Child’s voice should be evident in all we do when working with young people.

How can we evidence the voice of the child? Charter Mark Pupil Participation-e.g. takeover days Pupil Surveys Child friendly anti-bullying policy, that children have been part of developing Peer mentors / bully buddies School council

Recap Where is your school in terms of anti-bullying procedures? If OFSTED came into your school tomorrow; What would your school be judged as outstanding for in anti-bullying? What would your school be judged as inadequate for in anti-bullying? What innovative ideas do you have to improve anti- bullying in your school?