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

2. 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?

3. 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

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

5. 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

6. 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

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

8. 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

9. 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

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

11. 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

12. 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

13. 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?

14. 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

15. 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

16. 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.

17. 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.

18. 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

19. 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
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20. Any Questions?

21. Ymgynghoriaeth Addysgol SJ SJ Education Consultancy
Manylion Cyswllt/Contact: Rhif ffôn symudol/Mob:
12/9/2018