Anti-bullying policy

Anti-bullying policy

Version: 1.1 New or Replacement: New Approved by: SMT Date approved: 24 th October 2017 Name of author: Name of responsible manager: Tamarra Taylor Ben Owen Date issued: October 2017 Review date: October 2019 Document Reference: V1 Last update Sept 18 KCSIE 2018 peer on peer abuse. This policy applies to Grimsby Institute of Further & Higher Education (GIFHE) and incorporates the trading styles of TEC Partnership, Grimsby Institute of Further and Higher Education, Scarborough TEC, Skegness TEC, The Academy Grimsby and all wholly owned subsidiary companies of the Grimsby Institute of Further & Higher Education which include Modal, Support Staff Services and Grimsby College Trading. Page 2 of 9

1. Introduction At Grimsby institute we are committed to providing a safe, caring and friendly environment for all our learners, to enable them to study and learn in a relaxed and secure atmosphere. Bullying in any form is highly unacceptable and will not be tolerated at the institute. This policy applies to all members of staff employed by Grimsby Institute and to all learners enrolled on a course at the institute/ university centre. 2. Objectives 2.1 All governors, academic and non- academic staff, learners and parents/ carers should have an understanding of what bullying is. 2.2 All governors and academic/non- academic staff should know what the Institute policy is on bullying and should follow it when it is reported. 2.3 All learners and parents should be aware that the college has a policy around bullying and what their course of action should be in the event of a bullying issue arising. 2.4 As an organisation we take bullying very seriously, learners parents and carers should rest assured that they will be supported in the event of any bullying incidents. 2.5 The institute will ensure that all staff and learners have access to the policy. 3. Key Priorities. The key priorities of this policy are: 3.1 Learners will achieve their full potential whilst studying at the institute. 3.2 Learners are confident; they have respect for themselves and others. 3.3 Learners develop essential personal and social skills to support them in their working lives. 3.3 As an institute we reduce bullying behaviour and bullying within our environment. 3.4 Promoting an understanding of what bullying entails and its implications, throughout all staff and learners. Page 3 of 9

3.5 Record, Monitor and report all incidences of bullying. 3.6 Ensure regular reviews of reported incidents of bullying, 4. Bullying can be: 4.1 Emotional Being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures) 4.2 Physical Pushing, kicking, hitting, punching or any use of violence 4.3 Verbal Name-calling, sarcasm, spreading rumours, teasing 4.4 Racist and religious bullying an incident which is perceived to be racist by the victim or any other person. This can be in the form of: Verbal abuse, name calling, racist jokes, offensive mimicry; Physical threats or attacks; Bringing racist leaflets, comics or magazines; Inciting others to behave in a racist way; Racist graffiti or other written insults, even against food, music, dress or customs; Refusing to co-operate in work or play. 4.5 Sexual bullying this is generally characterized by: Abusive name calling Looks and comments about appearance, attractiveness, emerging puberty; Inappropriate and uninvited touching; Sexual innuendos and propositions; Pornographic material, graffiti with sexual content Sexual assault 4.6 Sexual orientation this can happen even if people are not lesbian, gay or bisexual. This can be in the form of: Use of homophobic language; Looks and comments about sexual orientation or appearance; Verbal abuse by name-calling; Offensive mimicry; Mockery of a person s demeanour or way of speaking; Page 4 of 9

4.7 SEN or disability These people are often at greater risk of bullying. This can be characterised by: Name calling; Comments on appearance; Comments with regard to perceived ability and achievement levels. Cyber bullying this is on the increase and can involve people receiving threatening or disturbing messages from possibly anonymous perpetrator, Age, Gender, religion and ethnicity. o Chatrooms and Message Boards Sending anonymous or threatening messages Groups of people victimising individuals Email Sending unpleasant or threatening messages Forwarding unsuitable content including images Accessing someone else s email o Social Network Sites Posting unpleasant comments and images Making private information public 4.8 Peer on peer abuse Staff should be aware that learners are capable of abusing their peers. This is generally referred to as peer on peer abuse and can include, though not limited to: Sexual violence and sexual harassment; Physical abuse such as hitting, kicking, shaking, biting, hair pulling and other forms of physical harm; Sexting (also known as youth produced sexual imagery); Initiation/hazing type violence and rituals; Bullying including cyberbullying. Whilst staff need to be aware of the gendered nature of peer on peer abuse, all peer on peer abuse is unacceptable and will be taken seriously. The college will not tolerate peer on peer abuse. Abuse is abuse and will not be passed off as banter. Every report of peer on peer abuse will be taken seriously and considered on a case by case basis, supported by other agencies, such as children s social care and the police as appropriate. Staff must report such allegations to the central Safeguarding Team who will record such allegations and the outcome on the central safeguarding database and relevant learner files. Page 5 of 9

College will make an immediate risk and needs assessment following the report of peer on peer abuse. The risk assessment will consider any risks posed to all learners and adequate measures will be put in place to protect them and keep them safe. The risk and needs assessment will consider: The victim, especially their protection and support; The alleged perpetrator; All other learners (and if appropriate adult learners and staff) at college and any actions appropriate and proportionate to keep them safe. College will undertake action following the report of peer on peer abuse. Immediate consideration will be given on how to support and protect the victim and alleged perpetrator. Dependent on the case, the college will respond in one or a combination of the following four ways when managing any reports of peer on peer abuse; Manage internally; Early help; Referral to social care; Report to the police. The response will be proportionate to the case and support for the victim and alleged perpetrator tailored on a case-by-case basis. Support may be provided by college, external agencies or a combination of both. A whole college proactive approach is adopted to preventing peer on peer abuse and includes; staff training through mandatory training; student awareness through tutorials; College stance on zero tolerance to peer on peer abuse articulated through policy statement, tutorials and training. 5. Signs and Symptoms of Bullying 5.1 A learner may indicate by signs or behaviour that he or she is being bullied. Everyone should be aware of these possible signs and that they should investigate if a young person: Is frightened of walking to or from College. Doesn t want to go on the public bus to College. Changes their usual routine. Page 6 of 9

Is reluctant to go to College. Drop in attendance Becomes withdrawn anxious, or lacking in confidence. Attempts at self-harm Has unexplained cuts or bruises. Becomes aggressive, disruptive or unreasonable. Is afraid to use the internet or mobile phone. Is nervous & jumpy when an online message is received These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated. Page 7 of 9

6. Why is it Important to Respond to Bullying? 6.1 Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Learners who are bullying need to learn different ways of behaving. Feel we have a responsibility to respond promptly and effectively to issues of bullying. 6.2 The safety and happiness of learners - when learners are bullied their lives are made miserable, they may suffer injury and will certainly lose self-confidence and self-esteem. In extreme cases they may even contemplate suicide. 6.3 Educational achievement - unhappy or distracted learners will not perform at their best and may even avoid coming to College. It is important that College provides a model for helpful and supportive behaviour. Learners who see bullying behaviour going on unchallenged may learn that bullying is a quick and effective way of getting what they want. 6.4 Parental expectations - All Colleges want to claim a reputation for being effective and caring. Every College has some degree of bullying, however infrequent, parents will want reassurances that the College can demonstrate, through its policies and actions that it is responding positively and effectively to incidents of bullying. 7. Communication 7.1 Communication about anti-bullying work occurs through the following: Termly meetings of the Anti-Bullying/Learner Voice which consists of representatives of all members of the college community The college Facebook and twitter pages Fresher s events Staff development days. College Calendar of themed activity offers. Page 8 of 9

8. Prevention / Support Strategies 8.1 Learners are made aware when signing the Learner Agreement that appropriate behaviour both in and out of College including respect for others is expected at all times. 8.2 We have a whole week dedicated to an Anti-Bullying/ Safeguarding focus which is scheduled in the college calendar. 8.3 Group tutorial and 1:1 tutor time provide opportunities to explore bullying as a topic. 8.4 We have various Enrichment clubs that encompass co-operation and developing relationships. 9. Outcomes 9.1 Outcomes to be decided in liaison with Learner and Associate principle 9.2 Follow up meeting to be arranged. 9.3 Restorative Justice: Mediation Disciplinary Learner Link Worker / Counsellor / Mental Health and Wellbeing intervention If a criminal offence has occurred we will inform your parents/carers/ employers (for those on apprenticeships with the Institute) and the police. Page 9 of 9

Appendix 1 Procedure Learner reports incident to member of staff/ Duty manager Member of staff to take a statement and get it signed, dated and also to Include learner number and contact number. Bullying allegations to be investigated by the Associate Principle or key management member of staff Where necessary the incident will be dealt with through the learner disciplinary process. Page 10 of

Useful links Cyber-bullying. http://www.childnet.com/ Specialist resources for young people to raise awareness of online safety and how to protect themselves https://www.thinkuknow.co.uk/ resources provided by Child Exploitation and Online Protection (CEOP) for children and young people, parents, carers and teachers. LGBT. http://www.schools-out.org.uk/ offers practical advice, resources (including lesson plans) and training to schools on LGBT equality in education. http://www.stonewall.org.uk/ An LGB equality organisation with considerable expertise in LGB bullying in schools, a dedicated youth site, resources for schools, and specialist training for teachers. SEND http://www.mencap.org.uk/ Represents people with learning disabilities, with specific advice and information for people who work with children and young people. https://www.changingfaces.org.uk/home Provide online resources and training to schools on bullying because of physical difference. RACISM http://www.srtrc.org/educational Provide resources and workshops for schools to educate young people, often using the high profile of football, about racism. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/444862/preventin g_and_tackling_bullying_advice.pdf Page 11 of

Page 12 of