Addressing Bullying Type Behaviour Policy - Section 7: Monitoring and Review of Policy

PART 1 - Assessment of Concern                                               Date: 

Addressing Bullying in Schools Act (Northern Ireland) 2016 defines bullying as follows:

“bullying” includes (but is not limited to) the repeated use of —

(a)        any verbal, written or electronic communication 

(b)        any other act, or 

(c)        any combination of those, 

       by a pupil or a group of pupils against another pupil or group of pupils, with the intention of causing physical or emotional harm to that pupil or group of pupils.

Person(s) reporting concern

Name of pupil(s) experiencing alleged bullying type behaviour

Name of Pupil(s) demonstrating alleged bullying type behaviour

Outline of incident(s):  Attach all written accounts/drawings of incident(s) completed by pupil(s) experiencing, displaying, witnessing (i.e. other pupils, staff) including date(s) events, SIMS record.

Socially unacceptable behaviour becomes bullying type behaviour when, based on the information gathered, the criteria listed below have been met:

The school will treat any incident which meets these criteria as bullying type behaviours.

The criteria having been met, proceed to complete Part 2 of this Bullying Concern Assessment Form

Agreed by ___________________________

Status         ____________________________

On            ___/___/___

2:1 Who experienced this behaviour? 

Select one or more of the following:

   Individual to individual 1:1             Individual to group                  Group to individual                 Group to group 

2.2 In what way did the bullying type behaviour present?

Select one or more of the following:

 Physical (includes for example, jostling, physical intimidation, interfering with personal property,   

           punching/kicking

     Any other physical contact which may include use of weapons)

      Verbal (includes name calling, insults, jokes, threats, spreading rumours) 

      Indirect (includes omission, isolation, refusal to work with/talk to/play with/help others) 

      Electronic (through technology such as mobile phones and internet)

      Written

      Other Acts

          Please specify:__________________________________________________-

2.3 Motivation (underlying themes): this is not a definitive list

Select one or more of the following:

     Age

     Appearance

     Cultural 

     Religion

     Political Affiliation

     Community background

     Gender Identity

     Sexual Orientation

     Family Circumstance (pregnancy, marital status, young carer status)

     Looked After Status (LAC)

     Peer Relationship Breakdown

     Disability (related to perceived or actual disability)

     Ability

     Pregnancy

     Race

     Not known

     Other ______________________________________________________________ 

RECORD OF SUPPORT AND INTERVENTIONS FOR PUPIL EXPERIENCING BULLYING TYPE BEHAVIOUR:

Pupil Name:                                                        Year Group/Class:

REFER TO SCHOOL ADDRESSING BULLYING POLICY AND TO LEVEL 1-4 INTERVENTIONS IN EFFECTIVE RESPONSES TO BULLYING TYPE BEHAVIOUR

Parent/ carer informed:                                                          Date:                                              By whom:

Staff Involved:

Continue to track interventions until an agreed satisfactory outcome has been achieved

RECORD OF SUPPORT AND INTERVENTIONS FOR PUPIL DISPLAYING BULLYING TYPE BEHAVIOUR:

Pupil Name:                                                         Year Group/Class:

REFER TO SCHOOL ADDRESSING BULLYING POLICY AND TO LEVEL 1-4 INTERVENTIONS IN EFFECTIVE RESPONSES TO BULLYING TYPE BEHAVIOUR

Parent/ carer informed:                                                          Date:                                              By whom:

Staff Involved:

Continue to track interventions until an agreed satisfactory outcome has been achieved

PART 4 - REVIEW OF BULLYING TYPE CONCERN AND ACTIONS TO DATE

Date of Review Meeting:

4a- Following the Review Meeting, to what extent have the success criteria been met? 

  1 – Fully   

  2 – Partially

  3 – Further intervention/support required

Give details: ___________________________________________________________________________________________________________________________________________

Part 4b- If the success criteria have not been met, continue to: 

      Re-assess Level of Interventions and implement other strategies from an             

          appropriate level

      Track, monitor and review the outcomes of further intervention

      Keep under review the Stage of Code of Practice each pupil is on

      Follow Safeguarding Policy

      Seek multi-agency input (EA, Health and Social Services etc.)

      Engage with Board of Governors

Level 1: Interventions at Level 1 are designed to support pupils experiencing and/or displaying socially unacceptable or bullying-type behaviours. These interventions should be taken forward while listening to, supporting, and strengthening relationships with and between the pupils involved.

• Schedule a solution focussed meeting with parents/carers of the child experiencing or displaying
• Review SEND CoP and the potential requirement for PLP to address needs e.g. SBEW, ASD, MLD, ADHD
• Refer, align and link to existing support plans e.g. Pupil Learning Plan (PLP), Risk Reduction and Action Plan (RRAP), Risk Assessment and Management Plan (RAMP), Child Looked After Personal Education Plan (PEP) etc
• Explore the concept of bullying type behaviour through resources e.g. ABSIT Information Leaflets and High Five resources
• Co-create, agree, and implement a Calm Plan focused on identifying signals of dysregulation and any potential triggers
• Co-create, agree, and implement a Seeking Help Plan (ERtBB)
• Complete and/or review additional assessments to build a picture of SBEW needs e.g GL PASS, Boxall
• Use of specific verbal cues, affective statements e.g. High Five Journal
• Use visual reminders of positive expectations
• Explore friendship as a concept
• Develop social skills/stories and additional emotional literacy sessions
• Enhance structure during unstructured time e.g. clubs, jobs, supervised safe spaces, zoned areas, breakfast clubs etc.
• Explicitly teach positive expectations
• Explore additional opportunities to build empathy and kindness e.g. High Five Resources, Roots of Empathy, Restorative Approaches, Hopeful Minds
• Use play, art, or other therapeutic approaches
• Make alternative arrangements for travelling to and from school (ERtBB)
• Play group games to encourage positive interactions and inclusion
• Create activities, clubs, and events to grow social communication skills
• Review specific incident using ABC (Antecedent, Behaviour, Consequence) chart
• Review transition planning and pupil support across phases, year groups, schools
• Use 'Circle of Friends’ activity (ERtBB)
• Use circle time/connect and nurture strategies
• Use reflective scripts and approaches to respond, resolve and restore wellbeing e.g. Restorative Question prompts, Worth a rethink activity, Rights Respecting script (ERtBB)
• Other. Select further supports and interventions other resources e.g. SEN Resource File, High Five Hub Resources (Primary) Boxall, Nurture, Emotional Health and Well-being Framework, Trauma Informed, IES Newcomer Good Practice Guidance, Putting Care into Education etc.

Level 2: Interventions at Level 2 are in addition to those at Level 1 but may involve a shift from individual support to group or whole

class interventions. The need for group work around behaviour, could reflect potential escalation and a wider impact.

• Assign key adult(s) to facilitate ongoing group engagement, check-ins, and reflection
• Consider access to nurture support, post primary well-being hub etc to support SBEW needs
• Review SEND CoP and the potential requirement for PLP to address needs e.g. SBEW, ASD, MLD, ADHD
• Refer, align and link to existing support plans e.g. Pupil Learning Plan (PLP), Risk Reduction and Action Plan (RRAP), Risk
• Assessment and Management Plan (RAMP), Child Looked After Personal Education Plan (PEP) etc

• Scaffold pupil experience to help build new relationships/ friendships e.g. flexible groupings, seating plans. See 'Good

  Practice Advice & Guidance for Schools Receiving Newcomers Including Pupils Seeking Asylum' document

• Create, agree, and embed additional positive group expectations and routines
• Use restorative practices, group mediation and conflict resolution approaches (ERtBB)
• Use role plays, narrative/social stories, and problem-solving scenarios to identify, practice and model appropriate social skills
• Use SMART(E) targets (Specific, Measurable, Achievable, Realistic, Timebound and Evidence-based) for adult monitoring, to ensure increased 'felt' safety and connection for all pupils
• Introduce further group interventions focused on emotional well-being/literacy, resilience, e.g. High Five approaches, social thinking programmes, Apps, cards, Blob Tree exercise etc.
• Partner with positive role model(s) to reaffirm socially acceptable and upstander behaviour
• Provide access to School Counselling or other therapeutic service
• Provide opportunities for pupils to experience additional responsibility, building sense of belonging and self esteem
• Consider referral to community-based organisations e.g. mentoring programmes
• Build group awareness of bystander and upstander behaviours
• Create a visual reminder of group expectations and routines, e.g First and Then
• Use reflective scripts and approaches to respond, resolve and restore wellbeing e.g. Support Group Method, solution focused approach (ERtBB)
• Consider referral to Family Support Hub
• Consider referral to EA services for advice
• Develop a support network to scaffold pupil(s) in school e.g. supportive adults around the pupil, seek help/support
• Facilitate intervention sessions regarding on-line behaviour and safety e.g. resources on SBNI hub and Safer Schools App
• Introduce enhanced social skills sessions to scaffold positively framed expectations and routines
• Introduce further group interventions focused on emotional well-being/literacy, resilience, e.g. High Five approaches, social thinking programmes, Apps, cards, Blob Tree exercise etc.
• Use targeted small group circle time, Circle of Friends (ERtBB)
• Other. Select further supports and interventions from Level 1 strategies or other resources (see Leve1 for list)

Level 3: Interventions at Level 3 are in addition to those at levels 1 and 2 and address bullying type behaviour that may be more

sustained, complex and with increased risk to those involved. Responses at this level are led by Senior Pastoral,

Safeguarding and SEND staff working with pupils, parents/carers, and relevant agencies to agree supports under review.

• Arrange and contribute to a multi-disciplinary meeting to inform ongoing support and intervention with allied professionals
• Avail of nurture support, post primary well-being hub etc to support SBEW needs
• Review SEND CoP, update PLP to address SEND/SBEW needs, and consider emergency Annual Review as appropriate
• Refer, align and link to existing support plans e.g. Pupil Learning Plan (PLP), Risk Reduction and Action Plan (RRAP),
• Risk Assessment and Management Plan (RAMP), Child Looked After Personal Education Plan (PEP) etc
• Schedule regular check-ins with a trusted adult or supportive adults around the pupil
• Use multi-stage strategies and approaches with groups and/or individual pupils e.g. PIKAS method of Shared Concern (ERtBB)
• Complete, agree and share a Risk Reduction Action Plan (RRAP) in the context of other support planning e.g. CSE or Forensic RAMP, PLP, UNOCINI etc
• Complete a referral and engage with external agencies to facilitate an agreed intervention programme
• Consider/make additional referral to community-based organisations e.g. CYPSP Partners, mentoring programmes
• Use restorative conferences, prepared restorative conversations, one to one restorative session templates and/or adapted restorative questions for students with complex needs
• Facilitate additional one to one session focusing on emotional wellbeing/literacy/resilience
• Contact EA services for further advice and guidance
• Facilitate additional one to one intervention programme to teach and model the importance of empathy and kindness towards others
• Facilitate additional one to one session with a focus on self-regulation and social communication
• Facilitate intervention sessions regarding on-line behaviour and e-safety e.g. see resources on SBNI hub and Safer Schools App
• Make reasonable adjustments to support de-escalation, inclusion, and pupil SEND/SBEW needs
• Provide opportunities to work one to one with a supportive adult
• Provide targeted support to scaffold appropriate friendships/relationships
• Refer to Education Welfare Service where attendance is impacted and EWS thresholds are met
• Complete a referral and engage with EA services to facilitate an agreed intervention programme
• Other. Select further supports and interventions from Level 1 and 2 strategies or other resources e.g. SEN Resource File, High Five Hub Resources (Primary) Boxall, Nurture, Emotional Health and Well-being Framework, Trauma Informed, IES Newcomer Good Practice Guidance, Putting Care into Education etc.

Level 4: Bullying type behaviours assessed at Level 4 are complex, significant, and involve a threat to the safety

and welfare of the pupils involved. Incidents at this level must be assessed in relation to the risk posed

to any/all the pupils involved. As such, the school’s Safeguarding and Child Protection Policy and

procedures must be applied. Responses continue to be led by Senior Pastoral, Safeguarding and SEND

staff working with pupils, parents/carers, relevant agencies, and Board of Governors to agree supports

and implementation. Interventions at level 4 are in addition to those in levels 1-3.

• Continue in the context of multi-agency advice and planning to reflect, respond, resolve, and restore in relation to ongoing concerns, with trusted adult(s) and/or mentor(s)
• Review Risk Reduction and Action Plan and implement strategies to prevent triggers impacting
• Review SEND CoP, update PLP to address SEND/SBEW needs and initiate emergency Annual Review if appropriate
• Refer, align and link to existing support plans e.g. Pupil Learning Plan (PLP), Risk Reduction and Action Plan (RRAP), Risk Assessment and Management Plan (RAMP), Child Looked After Personal Education Plan (PEP) etc
• Ensure compliance with current DE guidelines and safeguarding requirements when considering suspension based on risk with the understanding that school must plan for inclusion
• Initiate/review Child Sexual Exploitation Risk Assessment and Management Plan (RAMP)
• Initiate/review of Child Looked After Personal Education Plan (PEP)
• Refer to EA services for specialised support e.g. CPSS for advice.
• Refer to external agencies for further specialised support e.g. GP, CAMHS, Family Support Hub, PSNI etc
• Refer to Independent Counselling Service for Schools (ICSS)
• Refer to relevant investigative agencies e.g. PSNI, HSCT, Gateway etc
• Complete a UNOCINI.
• Further review bullying type concerns alongside other school policies including Safeguarding and Child Protection, Positive Behaviour, Reasonable Force and Safe Handling, Inclusion and Diversity, and SEND Policies that are aligned to current legislative guidance
• Evaluate need for specialist provision or exceptional circumstances to aid ongoing support and intervention
• Other. Select further supports and interventions from Levels 1-3 strategies or other resources e.g. SEN Resource File, High Five Hub Resources (Primary) Boxall, Nurture, Emotional Health and Wellbeing Framework, Trauma Informed, IES Newcomer Good Practice Guidance, Putting Care into Education etc.

Staff 

Rights, Roles & Responsibilities

Children & Young People’s 

Rights, Roles & Responsibilities

Parent/Carer’s 

Rights, Roles & Responsibilities

Rights:

• To work in an environment that promotes a culture of mutual respect, equality of opportunity and inclusion.
• Safe and secure working environment with appropriate training to meet the needs of the young people in their care.
• Emotional health and wellbeing promoted and supported by colleagues.
• Access to ongoing PD including Addressing Bullying in Schools Act 2016, Addressing Bullying Policy, legislative processes & systems to report, record and respond to all allegations/incidents of bullying type behaviour and wider SBEW training.
• Informed, consulted on, and ‘have a say’ within Addressing Bullying Policy review, preventative curriculum content, support/intervention plans and procedures.
• Kept informed and updated in relation to children and young people’s progress and wellbeing.
• To know the identified individual needs (including SEND and medical needs) of the young people in their care and the support plans to address these needs.
• Participate in decision making processes that concern them – safeguarding, support/intervention plans (BCAF, IEP, RRAP, Calm Plan), preventative curriculum strategies and behaviour reflection.

Rights:

• Emotional health and wellbeing promoted and supported through a preventative curriculum.
• Respected and included within a safe, diverse school community, where they are valued, listened to, and acknowledged by all.
• Have equal opportunities and effective partnerships for positive learning and social experiences with school staff, children, and young people.
• To support and interventions to address verbal, emotional, psychological, and physical socially unacceptable/bullying type behaviours.
• Readily available school safeguarding and SEND policies including Addressing Bullying Policy, clear understanding outlining processes/systems to report, record and respond to allegations/incidents of Bullying Type Behaviour.
• Access to pastoral staff to share concerns and discuss appropriate and timely support and intervention, which incorporate SEN, Nurture, Trauma Informed approaches and Restorative Practices etc.
• Relational and solution focused support whether displaying or experiencing socially unacceptable/bullying type behaviour.
• Individual needs to be addressed through the suite of pastoral/safeguarding policies.
• Timely referrals to EA services (e.g. EWS, LITs, CPSS, Educational Psychology) and external organisations, support groups and agencies (e.g. CAMHS, Family Hub, G.P., PSNI, HSCT etc) to address BTB when and where appropriate.

• Opportunities for involvement in peer support and/or mentoring.

   

   

   

   

   

   

   

   

Rights:

• Their child/young person receives a quality learning experience.
• Their child/young person is taught in a relational, nurturing, and safe environment.
• Their child/young person is treated fairly and with respect.
• A school environment that promotes effective partnerships and positive relations with school staff.
• Readily available school safeguarding and SEND policies including Addressing Bullying Policy, clear understanding outlining processes/systems to report, record and respond to allegations/incidents of Bullying Type Behaviour.
• Consulted regarding school policies including Addressing Bullying Policy development and review processes.
• Kept informed and updated about their child’s/young person’s progress, wellbeing, relevant needs/concerns and/or instances as outlined in the Addressing Bullying Policy.
• Participate in decision making processes that concern their child/young person – support/intervention plans (BCAF, IEP, RRAP, Calm Plan), preventative curriculum strategies, behaviour reflection and external supports accessed.
• Listened to, valued, respected, and responded to sensitively, in a timely manner as outlined in the Addressing Bullying Policy.

Staff 

Rights, Roles & Responsibilities cont’d

Children & Young People’s 

Rights, Roles & Responsibilities cont’d

Parent/Carer’s 

Rights, Roles & Responsibilities cont’d

Roles & Responsibilities:

• Safeguard and promote the welfare of all children and young people.
• Encourage socially acceptable behaviour within an inclusive, empathetic whole school environment.
• Create opportunities to celebrate success, diversity, and equality to create a positive ethos.
• Plan and deliver an ongoing preventative curriculum, which is updated to address need.
• Act in a professional manner to model, teach and develop children/young people’s interpersonal and emotional skills.
• Undertake Addressing Bullying in Schools training and support as part of PD.
• Co-develop, implement, and promote your Addressing Bullying Policy to enable easy access for all clear understanding of processes/systems for all and an opportunity to seek clarification from Pastoral lead staff if necessary.
• Review your Addressing Bullying Policy with all stakeholders within your school community, at least every 4 years or in response to concerns raised/need.
• Keep digital records of Bullying Type Behaviour allegations and incidents using the Bullying Concern Assessment Form (BCAF).
• Build effective partnerships and positive relations with and between children, young people, parents/carers and staff (including explicit approaches to connect with vulnerable and hard-to-reach families).
• Take timely and appropriate action to address children, young people, parent/carer, and staff concerns.
• Use relational and evidence informed approaches e.g. SEN, Nurture, Trauma Informed and Restorative Practice etc to support all interventions for both those displaying and experiencing socially unacceptable/bullying type behaviour.
• Address individual needs through the suite of pastoral/safeguarding/SEND policies.
• Work in partnership with and make timely referrals to EA services (e.g. EWS, LITs, CPSS, Educational Psychology) and external organisations, support groups and agencies (e.g. CAMHS, Family Hub, G.P., PSNI, HSCT etc) to address BTB when and where appropriate.
• Maintain effective communication using agreed and appropriate channels with and between pupils, parents/carers, colleagues and Board of Governors.

Roles & Responsibilities:

• Report allegations and/or bullying type concerns via the designated channels and platforms e.g. talk to a trusted adult or through confidential digital platforms.
• Request and engage with appropriate support both within and outside school via e.g. the designated staff member as outlined in the Addressing Bullying Policy.
• Contribute to learning and personal development targets on the e.g. BCAF, Calm Plan, PLP, RRAP with support.
• Endeavor to constructively engage with reflection, support and intervention offered.
• Act in a respectful, kind, empathetic manner i.e. Pupils don’t have to be friends with everyone but have to be friendly.
• Reflect on, assess, and review individual progress with school staff, parents/guardians, and external supports in context of appropriate support plans e.g. BCAF, Calm Plan, PLP, RRAP.

Roles & Responsibilities:

• Raise concerns with staff in a timely and appropriate manner, using the school’s reporting system as outlined in their Addressing Bullying Policy.
• Respond timely to staff communications regarding bullying type concerns.
• Attend support and intervention meetings to agree next steps and plans moving forward.
• Support the implementation of agreed plans e.g. BCAF, Calm Plan, PLP, RRAP.
• Communicate directly with school using agreed channels, respecting the needs and confidentiality of all involved.
• Encourage their child/young person to model the school’s ethos and values.
• Engage with wider services and agencies to support you child or young person as required.
• Refer any concerns regarding the school management of bullying type concerns through the school complaints procedure.