Preventing Bullying Behaviours Jigsaw Event Porthcawl 15th October 2014 Shân Jones SJ Education Consultancy

Quiz Which Act defines protected characteristics? Which piece of Welsh government guidance asks schools to safeguard and promote welfare? Which legislation promotes multiagency working and is key guidance in Wales on Safeguarding? What guidance gives definitions of abuse and neglect? What guidance gives advice on the sharing of personal information? Where would you find International articles on the rights of children? What plans and policies do ESTYN require schools to produce in relation to safeguarding and bullying? What is the name of Welsh government Antibullying Guidance?

Quiz Answers Which Act defines protected characteristics? - Equality Act 2010 Which piece of Welsh government guidance asks schools to Safeguard and promote welfare? – Safeguarding Children in Education – The Role of Local Authorities and Governing Bodies under the Education Act 2002 Which legislation promotes multiagency working? – Safeguarding Children: Working together under the Children Act 2004 What guidance gives definitions of abuse and neglect?– All Wales Child Protection Procedures What guidance gives advice on the sharing of personal information? – Wales Accord for the sharing or personal information WASPI Where would you find International articles on the rights of children? – United Nations Convention on the Rights of the Child What plans and policies do ESTYN require schools to produce in relation to safeguarding and bullying? - Strategic Equality plan; Child protection policy Antibullying policy; Behaviour management policy; WASPI What is the name of Welsh government Antibullying Guidance? – Respecting Others

Activity: What do we know about bullying? Answer the following questions sending a member of your table to stand on the yes or no

Which of these statements do you agree with? It’s only a bit of harmless fun It’s often the fault of the person being bullied It’s a problem in my school Children just have to put up with it, its all part of growing up Children can usually sort it out themselves Victims eventually toughen up It is mainly physical Adults getting involved makes it worse Bullies need to have severe consequences Bullying is part of human nature Children need to learn to “fight their own battles” There is more bullying than there used to be

Myths about bullying Rites of passage myths Adults make it worse Its only a bit of harmless fun Its all part of growing up Children need to fight their own battles Victims eventually toughen up Adults make it worse Bullying doesn’t happen in this school We have a zero tolerance approach

Activity What is Bullying? looking at the following list, in your group decide whether it is bullying or not

A group of boys “wolf whistle” as Abbie walks past Faye is teased by her friend about a boy liking her A group of boys continually put each other down Kate decides that no one is to speak Chloe Brian’s friends mark his birthday with the usual “put downs” The teacher uses sarcasm to manage the class At break the year 5 boys will not let Daniel join in, claiming that he always spoils everything Two boys have a fight at lunch time in the school grounds George criticizes anyone who he thinks spoils the game he has organised Ben forces his way to the front of the lunch queue every day, shoving aside anyone who is in his way A group of the year 6 pupils make fun of the student teacher

What do we need to know? Context – one off incident or repetition How does the target/victim feel Are there friends – is the victim/ target part of a supportive peer group Bullying is about behaviour and feelings not just an event

Group -Define bullying Group - Define Conflict Activity 2 - Definition Group -Define bullying Group - Define Conflict

Conflict Bullying Bullying V’s Conflict Imbalance of power Happens Lack of Remorse Or Empathy No attempt at Resolution Intentional Deliberate Often repeated Conflict Happens occasionally Remorseful Willing to look at resolution Accidental

Welsh Government Guidance 2011 Definitions Respecting Others Welsh Government Guidance 2011 Difficult to defend themselves Deliberately hurtful Repeated over a period of time Recognising a one off incident can be traumatic Concepts Power Impact Duration Intention

What factors contribute to a school where the students feel safe? A Safe School What factors contribute to a school where the students feel safe?

Ethos & Culture Ground rules for behaviour A positive environment, based on respect for all Development of empathy and co-operation Role-modelling Issues addressed promptly and sensitively Pupils consulted and involved Wellbeing high on the agenda Curriculum work – PSE, healthy schools, incredible years, circle time, nurture groups, peer support Analysis of data – recording, highlights issues, focus resources Pleasant environment Supervision

Moving forward Bullying is happening Potentially very damaging Need to equip students and staff to deal with bullying when it happens Duty to deal unequivocally with all reports of bullying and be vigilant about its presence Focus on developing: Policy – shared definition, clear process linked with agreed intervention strategies Practice – consistency, embedded Recording – data can illuminate the problem Strategies – Peer support, Pro-social skills, assertiveness training, curriculum content Outcomes – measurement, analysis and adaptation

ESTYN – Action on Bullying Report June 2014 report examines the effectiveness of action taken by schools to address bullying, with particular reference to bullying on the grounds of pupils’ protected characteristics: age disability gender reassignment marriage and civil partnership pregnancy and maternity race religion or belief sex and sexual orientation.

Findings Certain groups of pupils are at a higher- than-average risk of being bullied, including: pupils with special needs or a disability; lesbian, gay, bisexual and transgender pupils; and pupils from a minority ethnic or religious background.

Findings Lack of a common understanding of the importance of the protected characteristics or their legal implications. strong ethos that promotes equality and diversity helps prevent bullying. Leadership is key in communicating expectations Very few schools consult with groups of pupils staff do not have a clear picture of the extent of verbal bullying that takes place or the sort of language that is used routinely as a form of insult. As pupils get older, they become less confident that the school will be able to resolve bullying issues Schools report an absence of high-quality face‑to‑face training staff feel less confident in discussing, such as homophobia and gender reassignment schools are anxious about highlighting diversity issues Cyberbullying school strategic equality plans do not pay enough attention to the full range of protected characteristics Good schools see bullying within a continuum of behaviour Few Schools ask the views of groups linked to the protected characteristics governing bodies quality of monitoring and the information provided to governors varies too much and is generally unsatisfactory Developing resilience is not planned for

Recommendations Schools should: raise awareness of bullying on the grounds of protected characteristics with pupils, parents, staff, and governors and take a more proactive approach to preventing and mitigating its effects consult pupils, parents, and others, to identify the extent and nature of bullying in the school and to agree the contents of strategic equality plans; plan age‑appropriate opportunities in the curriculum to discuss issues related to the protected characteristics and to build pupils’ resilience to bullying; ensure staff have a clear understanding of the extent and nature of bullying that may take place in school, including cyberbullying make sure that staff know how to deal with and record incidents of bullying; record and monitor incidents of bullying in relation to the protected characteristics and use this information to review strategic equality objectives make sure all policies and procedures meet the requirements of the Equality Act 2010. http://www.estyn.gov.uk/englis h/search/?keywords=action+on +bullying&gobut.x=0&gobut.y= 0

Any Questions?

Ymgynghoriaeth Addysgol SJ SJ Education Consultancy Manylion Cyswllt/Contact: sjed70@gmail.com Rhif ffôn symudol/Mob: 07712931540 12/9/2018