Addressing Bullying Type Behaviour Policy Section 5: Preventative Measures

The Addressing Bullying in Schools Act (N.I.) 2016, requires schools to focus on preventative measures to help reduce bullying type behaviours. The focus of this section is to set out the approaches taken by our school to help prevent bullying type behaviour effectively. 

We scaffold and promote a positive, relational learning environment where all members of the school community feel safe, included and valued. Our preventative measures help avoid bullying type behaviour and contribute to support plans for pupils. They are evident in all domains of school life and include, but are not limited to:

Schools include examples of preventative measures they use to address bullying type behaviour e.g.

Whole School 

  • SEND, Addressing Bullying, Positive Behaviour, Safeguarding, Pastoral Care, Inclusion & Diversity policies
  • Visible school ethos e.g. essential agreements, displays, visual cues, celebrations, positive expectations
  • Positively framed, agreed and communicated Rights, Roles & Responsibilities for all school community members
  • Peer/Student Leadership Teams
  • Adults modelling self-regulation, inclusive language and positive relationships
  • Restorative Practice approaches embedded through staff training and complimentary resources
  • Steps to Wellbeing (Hi Five Primary resources and Post-Primary Take 5 Steps HSCT)
  • Trauma Informed and Nurture Principles
  • Celebration of diversity, equity and inclusion
  • Parent education e.g. workshops, newsletters, leaflets etc
  • Shared education projects, events, assemblies, key campaigns e.g.  Rights Respecting School kindness day, anti-bullying week
  • Vertical and horizontal curriculum mapping (curriculum map could be included in appendices)
  • Wellbeing assessment data e.g. GL PASS

Classroom

  • Curriculum: PDMU/LLW/RSE (curriculum map could be included in appendices)
  • Structured form/class-meeting time to promote belonging, connection and positive relationships
  • Cross-curricular activities
  • E-safety and digital citizenship
  • Social Emotional Learning
  • Circle-time/connect and nurture strategies
  • Physical/sensory environment regulation checklists
  • Relevant literature and resourcing exploring related concepts and themes e.g. empathy, inclusion, diversity, problem-solving, relationships,  resilience etc.
  • Social thinking/skills training programmes
  • Friendship Education
  • Strengths Based Approaches
  • Collaborative Learning/Problem Solving and Conflict Resolution
  • Bystander/Upstander Education
  • Agile groupings and seating arrangements
  • Online apps and resources 

 

Non-Classroom

  • Supervision and transition arrangements e.g. including buses
  • Buddy strategies
  • Social and extra-curricular opportunities
  • Professional Development/Training (including for non-teaching and supervision staff)
  • Structured Play
  • Play/art and other therapeutic approaches
  • Designated safe/quiet/reflective/nurture

/activity zoned spaces

  • Enhanced structure during unstructured times e.g. breakfast club, jobs, lunchtime clubs, homework clubs
  • Structures to facilitate reporting concerns e.g. confidential wellbeing reporting link, designated email, concern boxes etc

Peer Support

  • Student Leadership e.g. student council, pupil wellbeing teams, prefects, house-captains, ambassadors etc
  • Pupils trained and supported by staff regarding roles, responsibilities
  • Peer mentoring programme
  • Pupil led/directed extra-curricular activities
  • Buddy Schemes
  • Circle of Friends
  • Bystander/Upstander Training
  • Peer Mediation/Problem Solving
  • Peer Listening programmes

 

 

Professional Development of Staff

We recognise the need for effective, updated, and ongoing training for all staff within our preventative measures. As such, we are committed to: 

  • ensuring that all staff and Governors complete relevant Safeguarding, Child Protection, SEND and Addressing Bullying in Schools training, including those provided by the Education Authority.
  • reviewing and amending the content of the Addressing Bullying Policy following training, complex case review or as directed by Department of Education.
  • keeping and regularly updating continued professional development records. 

To this end:

  • All our teaching and support staff have completed the EA Addressing Bullying in Schools foundation training as part of this policy review.
  • Key leadership staff have completed EA Addressing Bullying in Schools leadership training.
  • All our teaching staff have completed additional in school workshops on e.g. systems and processes, prevention and/or effective responses, anti-bias
  • All members and/or lead Governors with overall responsibility for the development and review of the Addressing Bullying Policy have completed EA Addressing Bullying in Schools training