Introduction When reviewing or drafting your anti-bullying policy and putting it into practice there are a number of stages to go through. Stage One – Drafting/reviewing Your Policy Stage Two – Implementing your policy into practice Stage Three – Monitoring your policy Stage Four - Evaluating your policy Better Policy Making Approach is afor modernisation of policy making by developed the 1999 Modernising Government AThe National Approach to Anti-Bullying Scotland’s Children and Youngprompted People was by the Scottish White Paper.and This a holistic joined-up looking beyond institutional and policy Government theapproach Scottish advocates Anti-Bullying Steeringand Group in 2010.approach; It communicates and promotes a common boundaries with to themake aim sure of linking together as all many policies initiatives as is relevant. and Anti-bullying vision and aims, that work across agencies andand communities is consistently coherentlystrategies can link withto ethos building, curriculum areas for schools, ‘Journeys to Excellence’ andto‘How our school?’ contributing a holistic approach to anti-bullying in Scotland. respectme is remitted workgood with is partners on It can also link toimplementation Equality and Diversity andThe thedocument Inclusion is Agenda. the successful of this policies approach. accessible here: http://www.scotland.gov.uk/ Introduction Publications/2010/11/12120420/0 respectme advocates the adoption of the Better Policy Making Approach when developing or reviewing anti-bullying When reviewing or drafting yourdeveloped anti-bullying policy and putting it intolikely practice are a number of stages to go policies and procedures. Policies using this approach to bethere successful, as those The introduction of Curriculum for Excellence in Scotland placesare themore theme of Health and Wellbeing as aimplementing through. Introduction and receiving of the have greater ownership due to as being issues and having a greater level of responsibility allpolicy staff, alongside literacy and numeracy coreconsulted teaching. on Curriculum for Excellence is ambitious participation the development of the policy itself.four capacities to enable them to become Successful Learners, for Scotland’sinyoung people and aspires to develop Stage One – Drafting/reviewing Your Policy policy and putting it into practice there are a number of stages to go When reviewing or drafting your anti-bullying Confident Individuals, Responsible Citizens and Effective Contributors. To facilitate this, a safe learning environment Stage Two –isImplementing your policy practice through. Any policy onlyand as successful asrobust its into implementation. The ethos of the policy must paramount. be embeddedThis into day to day is a pre-requisite, attention to anti-bullying policy and practice is therefore toolkit Stage Three – Monitoring your policy practices of the organisation to make any with real difference. To ensure this Experiences is all workingand effectively, is important and respectme’s policy guidance is in step the Health and Wellbeing Outcomesit promoted by to Stage Four - monitoring Evaluating your policy One – Drafting/reviewing Your Policy have robust and evaluation procedures in place. Education Scotland, and with the principles of Getting it Right for Every Child (GIRFEC). Stage Two – Implementing your policy into practice The Better Making Approach is a modernisation ofThis policy making prompted by theyou 1999onModernising Government Stage Three –Government Monitoring yourset policy Within this,Policy there are a number ofout actions to consider. checklist a guidethe to national keep track and you in this The Scottish has a range of proposals for taking is forward ambitions for aid children’s White Paper. This approach advocates a holistic and joined-up approach; looking beyond institutional and policy Stage Four Evaluating your policy process. respectme suggests that you record comments and notes for each point, so that when it comes to rights and services. Children and Young People (Scotland) Bill was introduced on 17 April 2013 as part of the reviewing process boundaries with the aim of linking together as many policies and initiatives as is relevant. Anti-bullying strategies your policy again, you can learn and reflect on what has gone before. towards legislation. can link with ethos building, curriculum areas for schools, ‘Journeys Excellence’ and1999 ‘How good is ourGovernment school?’ It The Better Policy Making Approach is a modernisation of policy makingtoprompted by the Modernising can also link towill Equality and Diversity policies the Inclusion Agenda. White Paper. This approach advocates ayou holistic and joined-up approach; lookinginwithin beyond institutional andsection policy ThisBill checklist be available on-line for toand update and collate your information, the myrespectme The will embed the rights of children and young people across the public sector line with the United Nations boundaries with aim of together asItmany policies andoninitiatives as is relevant. Anti-bullying of our website. Convention on thethe Rights of linking the Child (UNCRC). includes duties the Scottish Government to take stepsstrategies to further respectme advocates the adoption of theareas BetterforPolicy Making Approach when developing or reviewing anti-bullying can link with ethos building, curriculum schools, ‘Journeys to Excellence’ and ‘How good is our school?’ the rights of children and young people and promote and raise awareness of the UNCRC. The wider public sector It policies and procedures. Policies developed using approach are more likely to be successful, as those implementing can alsobe link to on Equality and Diversity policies andthis the Agenda. Further details all can be found at should required to stages report on what they arewww.respectme.org.uk doing to Inclusion take forward realisation of the rights set out in the UNCRC. and receiving the policy have greater ownership due to being consulted on issues and having a greater level of participation inofthe development ofof the policy itself. respectme advocates the adoption the Better Policymaking Approach developing reviewing anti-bullying Lead member staff and other staff who are inMaking this when process withwhen contact details: or respectme advocates an inclusive approach toinvolved policy developing or reviewing anti-bullying policies policies and procedures. developed using this approach arelikely moretolikely to be successful, as those implementing and procedures. Policies Policies developed using this approach are more be successful, as those implementing Any policy is only as successful as its implementation. ethos of the policy must and be embedded into daylevel to day and receiving thepolicy policy havegreater greater ownership toThe being consulted on issues a greater of and receiving the have ownership duedue to being consulted on issues and havinghaving a greater level of practices of the organisation to make any real difference. To ensure this is all working effectively, it is important to participation participation in in the the development development of of the the policy policy itself. itself. have robust monitoring and evaluation procedures in place. Any policy is only as successful as its implementation. The ethos of the policy must be embedded into day to day Within this, are a number actions consider. This checklist a guide keep you on track and you in this practices of there the organisation toofmake anytoreal difference. To ensureisthis is alltoworking effectively, it isaid important to process. respectme suggests that you record comments and notes for each point, so that when it comes to reviewing have robust monitoring and evaluation procedures in place. your policy again, you can learn and reflect on what has gone before. Within this, there are a number of actions to consider. This checklist is a guide to keep you on track and aid you in this This checklist will besuggests availablethat on-line you comments to update and information, within the it myrespectme section process. respectme you for record andcollate notes your for each point, so that when comes to reviewing of our website. your policy again, you can learn and reflect on what has gone before. Should you have any questions about anything in this process, please call respectme on 0844 800 8600 for advice and Further detailswill on be all available stages can be found at www.respectme.org.uk This checklist on-line for you to update and collate your information, within the myrespectme section guidance. of our website. Lead member of staff and other staff who are involved in this process with contact details: Further details on all stages can be found at www.respectme.org.uk Lead in thisthrough process withto contact details: – Getting it Right Policy Practice 1 member of staff and other staff who are involved
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Policy through to Practice – Getting it Right
Further details on all stages can be found at www.respectme.org.uk Lead member of staff and other staff who are involved in this process with contact details:
Should you have any questions about anything in this process, please call respectme on 0844 800 8600 for advice and guidance.
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Policy through to Practice – Getting it Right
Policy through to Practice – Getting it Right
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Action
Date Completed
Stage One – Drafting Your Policy Formed a working group Read the policy Consulted partners Equality and Diversity Impact Assessed Identified strengths and weaknesses Made appropriate changes to policy Pulled policy together and further consultation Planned for implementation
Stage Two - Implementation Conducted evaluation of existing practices Devised procedures and guidelines for • Staff • Children and Young People who are experiencing or witnessing bullying behaviour • Children and Young People who are displaying bullying behaviour • Parents and carers Training needs identified to ensure everyone feels prepared and ready to implement the policy The anti-bullying policy has been launched within the organisation A copy of the anti-bullying policy and the procedures have been communicated to • Staff • Children and Young People • Parents and carers • Other Services Profile Kept High
Stage Three - Monitoring Nominated a member of staff to undertake monitoring Monitoring on-going and data being collated Date set to evaluate findings
Stage Four - Evaluation Data analysed Working group set up to explore findings Reviewed existing practices using data from monitoring If required, implemented appropriate changes to practices Date set for next review of anti-bullying policy and practices The following information takes each of these above actions and expands on what should be included at each stage. Use the above as an overall guide to your progress.
Policy through to Practice – Getting it Right 2 3 Policy through to Practice – Getting it Right
Stage One – Drafting Your Policy Stage One – Drafting Your Policy Action one working group Two -- Formed Read thea policy As a group, time to get to know the current anti-bullying policy. An open discussion should be encouraged Action onetake - Formed a working group policy review review working group. From Better the Policy Making perspective it isbeen vital group is as on thea general feel ofworking the policy and how successful group considers it perspective to have date. Then, decide Form policy group. From ana equalities and good practice it to isthat vitalthis that this diverse as possible. The group should include at least a receiver of the policy (a young person and a parent as a group how you are going to consult others to determine the success of the current policy. Try at this stage Form aispolicy review Fromshould a Better PolicyatMaking it ispolicy vital that this group group as diverse asworking possible.group. The group include least - aperspective receiver of the (a young personis as if possible), a policy implementer (this may be a teacher, worker or other member of staff depending your to write an estimated timeline of the review process and how often the group is likely to need to meet. This diverse as possible. The group should include at least a receiver of the policy (a young person and aon parent and a parent if possible), a policy implementer (this may be a teacher, worker or other member of staff organisation), a member senior management andand a member the community (for example a community will dependon entirely on theofsize of and your organisation your commitment to consultation. if possible), a policy implementer (this may be a teacher, worker other member of staff depending onthe your depending your organisation), representative members ofofor senior management and a member of police officer, a community planner or a youth worker). These people can meet as sub-groups if this is more organisation), a member of senior management and a member of the community (for example a community community (for example a community police officer, a community planner or a youth worker). These people appealing. person originally theworker). policy does not have tocan be awrote member of the bullying group. As an organisation, you who may not awrote documented paper policy but you willmeet be dealing with police officer, a community planner or a youth These people asthe sub-groups if this is more can meet asThe sub-groups if this ishave more appealing. The person who originally policy does notincidents have to as they arise. Good or bad, these practices are an organisational policy, they just aren’t written down. appealing. person whogroup. originally wrote the policy does not have to be a member of the group. be a memberThe of the review It is likely that you will have easy access to these people and the development of this group presents an opportunity for innovation. If your is a secondary school maybe youofand cluster primaries It is likely that you will have easyorganisation access to Impact these people and the then development thisthe group presents an Action Two (b) – Equality and Diversity Assess your policy can review your anti-bullying policies together. If your organisation regularly uses a building not belonging opportunity for innovation. If your organisation is a secondary school then maybe you and the cluster primaries There is a legal requirement for all public bodies and those who are contracted to deliver public services to you then the owner or convenor of thetogether. building may wish to be involved (as any other agencies that use can review your anti-bullying policies If your organisation regularly uses a building not belonging to ensure they impact assess their policies and practices regarding equality andmay diversity issues. the building). you then the owner or convenor of the building may wish to be involved (as may any other agencies that use the building). Equality and diversity impact assessments are designed to ensure that there is no discrimination, direct A person for the policy should be named and itorwould be helpful assign roles eachtoofensure the group or lead indirect, in the design, development and delivery procedures and to practices. Theytohelp that members, if possible, to exploit individual skills, areas of interest or areas of expertise. If the current policy A lead person for the policy should be named and it would be helpful to assign roles to each of the group diversity is promoted and integrated into everything an organisation does. has measures for evaluation it isindividual also important noteofthese. members, if possible, to exploit skills,toareas interest or areas of expertise. If the current policy has measures for evaluation it is also important note these. Clear leadership ofplease the group For further information and links on Equality andto Diversity Impact Assessments, visitwill be a significant contributor to its success. www.respectme.org.uk Notes:
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Policy through through to to Practice Practice –– Getting Getting it Right Right Policy through to Practice – Getting it Right44 3Policy it Policy through to Practice – Getting it Right 3
Action Two - Read the policy As a group, take time to get to know the current anti-bullying policy. An open discussion should be encouraged on the general feel of the policy and how successful the group considers it to have been to date. Then, decide as a group how you are going to consult others to determine the success of the current policy. Try at this stage to write an estimated timeline of the review process and how often the group is likely to need to meet. This will depend entirely on the size of your organisation and your commitment to consultation. As an organisation, you may not have a documented paper policy but you will be dealing with bullying incidents as they arise. Good or bad, these practices are an organisational policy, they just aren’t written down.
Action Two (b) – Equality and Diversity Impact Assess your policy There isisaalegal legalrequirement requirementforfor public bodies those are contracted to deliver services to There allall public bodies andand those whowho are contracted to deliver publicpublic services to ensure they impact impactassess assesstheir theirpolicies policiesand andpractices practicesregarding regarding equality and diversity issues. equality and diversity issues (Equality Act 2010). Equality and diversity impact assessments are designed to ensure that there is no discrimination, direct or indirect, in the design, development and delivery or procedures and practices. They help to ensure that diversity is promoted and integrated into everything an organisation does. For further information and links on Equality and Diversity Impact Assessments, please visit www.respectme.org.uk
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Policy through to Practice – Getting it Right 4 5 Policy through to Practice – Getting it Right
Action Three - Consulting partners Those involved with devising, implementing and receiving the policy need to be consulted in order to gain a perspective on how the current policy has performed - has it achieved what it was designed to achieve? This consultation can be done in a number of ways. You can issue questionnaires, embark upon one-to-one or group interviews, arrange for open group discussions, invite people along to a question and answer session or use social mediabox platforms engage with stakeholders. One mightyou notwish suit everyone to arrange a video on your to premises. One approach might notapproach suit everyone to consult,you so wish a variety of approaches may need to be developed. consult, so a variety of approaches may need to be developed. Consultation needs to be properly managed and steps should be taken to avoid tokenism. One person from the Policy Review Working Group could be named as the person responsible for ensuring that the results of the consultation permeate the policy review process. Carefully consider what you want to ask your consultation group. The Working Group must decide how far they want to implement suggestions made through consultation. It is also important at this stage to plan how the Working Group is going to feed those results back to those involved in the consultation process.
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Policy through to Practice – Getting it Right6 5Policy through to Practice – Getting it Right
Action Four - Equality and Diversity Impact Assessed It is a legal requirement that you do an impact assessment on new or revised policies for likely impacts on children and young people from equality communities. The language, tone and accessibility of the current policy must be considered. respectme would advocate the use of an Equality and Diversity Impact Assessment. This will guide the Working Group on its consideration of the impact or potential impact of the policy upon various, relevant sections of society and potential impact on children’s rights. This will go someway to highlighting strengths and weaknesses and potentially explaining the successes or failures of the policy within different sections of society. The Working Group will have to respond to the issues raised by the Equality and Diversity Impact Assessment (Action 2b) and it is vital that this is evidenced.
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Policy through to Practice – Getting it Right 6 7 Policy through to Practice – Getting it Right
Action Five - Identified strengths and weaknesses Armed with the information from the consultation and from the Equality and Diversity Impact Assessment, the Working Group must then identify the strengths and weaknesses of the current policy. Questions that the Working Group could consider asking are: • How and why the policy was originally developed? Who was involved etc? • How was the policy promoted and circulated to staff, children and young people, parents and other relevant adults? • What lessons can be learned from the above? Policy into practice must be considered at this stage. Considering the consultations, how successful was the implementation of the policy? Reference must again be made to the original aims of the policy. Questions that the Working Group may consider are: • Has the policy been successful in achieving the original aims, i.e. has there been a reduction in bullying or a rise in reporting of incidents or a positive impact on school ethos? • Has the policy been integrated into everyday use? • Are staff implementing the policy consistently? • Was awareness of the policy at an acceptably high level? • Does the policy sit comfortably with other relevant policies? Have the requirements of the policy been met, e.g. have the reporting forms been suitably completed and passed to relevant departments/staff?
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Policy through to Practice – Getting it Right8 7Policy through to Practice – Getting it Right
Action Six - Made appropriate changes to policy
Action Six principle -Group Madeisappropriate changes to policy policy The guiding Working at a stage where they can consider puttingwill together draft ofexpected a new policy The tonow writing a new or revised is to consider; I knowawhat’s of me,based they can consider putting together a draft of a new policy The Working Group is now at a stage where Action - Made changes toit? policy uponwill theSix workappropriate out to date. It may be worth considering cultural, and and I review know what I carried can expect, after reading The Working Group islegislative, now at a stage wheremanagerial they canbased upon the review work carried out to date. It may be worth considering legislative, cultural, managerial and The Working Group is now at a stage where they can consider putting together a draft of a new policy based political changes that have occurred since the original policy was developed. Depending upon the amount consider putting together a draft of a new policy based upon the review carried out to date. It may be worth political changes that carried have occurred since It the original policy was developed. Depending the amount upon thethat review out to date. may be worth considering legislative, cultural, managerial of time has work passed since themanagerial original, these changes may be many. If one member ofupon the group canand be considering legislative, cultural, and political changes that have occurred since the original of time that has passed since the original, these changes may be many. If one member of the group can be political that Depending haveworkload occurred since the original policy was upon thethe amount taskedwas tochanges do this then the can beamount reduced the group asdeveloped. a whole. InDepending undertaking this, policy policy developed. upon the offortime that has passed since the original, these changes tasked to do this then the workload can be reduced for the group as a whole. In undertaking this, the policy of time that has passed since the original, these changes may be many. If one member of the group can can also be ‘future-proofed’ to some extent by being aware of coming legislative changes etc. may be many. If one member of the group can be tasked to do this then the workload can be reduced for thebe can also ‘future-proofed’ to some extent by being aware coming changes etc.bythis, tasked this then the workload can reduced the group as alegislative whole.toInsome undertaking theaware policy group astobe ado whole. In undertaking this, thebepolicy canfor also beof ‘future-proofed’ extent being can also be ‘future-proofed’ to some extent by being aware of coming legislative changes etc. Cyberbullying is a relatively new phenomenon which may not have been addressed in any former policy but of coming legislative changes etc. Cyberbullying is a relatively new phenomenon which may not have been addressed in any former policy but it is worth giving thought to your organisation’s stance on this and including it in your reviewed policy. For stance onpolicy thishave and including itgiving in your reviewed it is worth giving tobeen yourphenomenon organisation’s For Cyberbullying may not addressed in former but it is must worth to policy. is athought relatively new which may not been addressed inthought any former policy further information on have cyberbullying visit www.respectme.org.uk. the myrespectme section there but are Cyberbullying may not have been addressed in any any former policy butWithin you include your organisation’s further information on cyberbullying visit www.respectme.org.uk. Within the myrespectme section there are your organisation’s stance onityour this and includingpolicy. itstance in your policy. For further information on it is worth giving to organisation’s this and including it in your reviewed policy. For cyberbullying e-learning modules. stance on this andthought including in your reviewed Foronreviewed further information on cyberbullying visit cyberbullying e-learning modules. visit www.respectme.org.uk. further information on cyberbullying visit www.respectme.org.uk. Within the myrespectme section there are www.respectme.org.uk. cyberbullying modules. the Working Group may choose to identify other policies which are natural In an effort to e-learning reduce bureaucracy, In an effort to reduce bureaucracy, Working choose to identify policies which arecan natural partners to an anti-bullying policy,the those whichGroup have may recently been reviewedother are best. The group look partners to an anti-bullying policy, those which have recently been reviewed are best. The group can look In effort toduplication reduce bureaucracy, the Working Groupbymay choosepolicies to identify other policies which are natural at an reducing and ensuring consistency marrying together. An anti-bullying policy at reducing duplication and policy, ensuring consistency byrecently marrying policies together. An anti-bullying partners to an those which have been reviewed are best. The group canpolicy look should refer to anti-bullying and link with policies concerned with health, safety and well-being, child protection, equal and well-being, child protection, equal should refer to and link with policies concerned with health, safety at reducing duplication ensuring marrying policies together. An anti-bullying policy opportunities and rights,and behaviour andconsistency support andby parental involvement. opportunities behaviour and support and should refer toand andrights, link with policies concerned withparental health,involvement. safety and well-being, child protection, equal opportunities and rights, support and parental The Working Group shouldbehaviour review theand current practices for: involvement. The Working Group should review the current practices for: • reporting and monitoring bullying allegations •• reporting and monitoring bullying allegations The Working Group should review the current practices for: informing parents and police, if necessary Proposed completion date: Task completion date: •• informing parents and police, if necessary appropriate reporting monitoring bullying allegations short and and long-term support for those experiencing bullying behaviour bullying behaviour short and long-term support for those experiencing experienceing bullying behaviour • dealing informing parents police, ifdisplaying necessary with thoseand found to be bullying behaviour those totobebe displaying bullying • supporting dealing with thosefound found displaying bullyingbehaviour behaviour bullying behaviour short and long-term support for those experiencing • dealing withfindings those found to be bullying behaviour Do the consultation agree? Is displaying there a need for staff members to be trained on new strategies or Do the consultation findings agree? Is there a need for staff members be trained onand newcan strategies or to update or extendfindings trainingagree? on existing strategies? there a cost implication foronthis it be Do the consultation Is there a need forIs staff members to betotrained new strategies ormet? to update or extend training on existing strategies? Is there a cost implication for this and can it be met? Do the consultation findings Isstrategies? there a need fore-learning staff members to befor trained on can newitstrategies or respectme provide further information, training on strategies and and practices for all of the to update orcan extend training onagree? existing Isand there a cost implication this be met? respectme can provide further information, training and e-learning on strategies and practices for all of the to update or existing strategies? Ison there a cost and implication and it beareas. met? above areas. through totraining Practice – Getting it Right respectme canextend provide furtheron information and training strategies practicesforforthis all of thecan above 6Policy above areas. respectme can provide further information, training and e-learning on strategies and practices for all of the Notes:areas. above
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Policy through to Practice – Getting it Right 8 9 Policy through to Practice – Getting it Right Policy through to Practice – Getting it Right 8 Policy through to Practice – Getting it Right 8 9 Policy through to Practice – Getting it Right
Action Seven - Pulled policy together and further consultation Going through the previous six steps should enable the Working Group to make effective changes to the AntiBullying policy. At this stage a draft policy should be pulled together and published for the group. It is worth considering further consultation at this stage. There will be a number of individuals and organisations who would be able to input to and comment on a draft of the policy. These may include people who were invited to be members of the Working Group but declined - partner organisations, councillors, community activists, more senior members of the organisation or a select group of children and young people and/or parents. When pulling your policy together, the information should ideally sit under various headings. Examples of what may be included can be found in Appendix One.
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Policy through to Practice – Getting it Right10 9Policy through to Practice – Getting it Right
Action Eight - Planned for implementation Any input from the second consultation period should be discussed and changes made as appropriate. A decision should be taken on when the next review of the policy should be made. The Working Group may want to consider including dates for staff training etc. At this stage, the organisation needs to plan for awareness-raising of the policy, its existence and its implementation. The Working Group may choose to reduce in size at this point. A full plan should be drawn up which identifies who needs to know about the policy and how best to get the information across to the diverse groups. The above process should ensure that there is a high level of ownership across the organisation and further community and this should be promoted further by activities which ensure that the policy is welcomed, understood and embraced by all. Finally, the whole process of review including consultation findings and the Equality and Diversity Impact Assessment should be documented and stored for archive.
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Policy through to Practice – Getting it Right 10 11 Policy through to Practice – Getting it Right
Stage Two - Implementation Action One - Conducted evaluation of existing practices Discussion on implementation and practice will have already begun at the consultation process along with the strength and weakness analysis of reviewing current policies. As before, you may not have a documented paper policy and set of procedures but you will be dealing with bullying incidents as they arise. It is important that an honest evaluation is conducted into what does and doesn’t work at the moment. It is also essential to take this a stage further and ask why. This isn’t about apportioning blame, it is about learning lessons from previous practices and moving forward to make sure the implementation of the new policy is as successful as possible.
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Policy through to Practice – Getting it Right12 11 Policy through to Practice – Getting it Right
Action Two - Devised procedures and guidelines Either within the policy or as separate guidelines, organisations should clearly lay out the procedures that they expect to be followed when bullying incidents or behaviour occurs. Procedures and guidelines should be devised for all staff, children and young people (including those experiencing bullying behaviour, bystanders and those displaying bullying behaviour.) and parents and carers. This will provide uniformity for all concerned and allow for consistency in the approach and measures used, ensuring that everyone is being treated fairly regardless of who is dealing with the situation. All guidelines should begin by reiterating the organisational stance on bullying behaviour and then provide further practical advice and guidance. Examples of what may be included in guidelines are within Appendix Two.
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Policy through to Practice – Getting it Right 12 13 Policy through to Practice – Getting it Right
Action Three -Training needs identified Training should be provided to ensure that everyone understands their roles and responsibilities in relation to the anti-bullying policy. This guidance is essential so that everyone feels prepared and ready to implement the policy and the measures identified within it. For further information on the free training that respectme provides, visit www.respectme.org.uk
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Action Four - Communication EveryoneFour the policy will have an impact upon should be made aware of what is expected of them in their role Action - Communication and of anythe changes and practices. Everyone policy to willprocedures have an impact upon should be made aware of what is expected of them in their role and of any changes to procedures and practices. This can be done collectively to begin with by having an anti-bullying policy launch: perhaps holding a conference event where everyone informed and theanorganisational on bullying is explored anda This can beand done collectively to beginis with by having anti-bullying stance policy launch: perhaps holding clearly stated. conference andYou event where everyone is informed the organisational stance on bullying is explored and should also utilise school or cluband websites and social media platforms to communicate clearly stated.and updates. any changes Staff - All staff should be made aware of the policy and procedures as part of the induction process. Encourage individuals to speak tobe colleagues within their ownand departments this will affect themEncourage and their Staff - All staff should made aware of the policy procedurestoasdiscuss part ofhow the induction process. role. Keep itto onspeak the agenda for teamwithin meetings have an working group to discuss what is individuals to colleagues theirand ownperhaps departments to on-going discuss how this will affect them and their working what not. Policy information be on-going part of any induction forto new staff. what is role. Keepand it on theisagenda for team meetingsand andtraining perhapsshould have an working group discuss working and what is not. Policy information and training should be part of any induction for new staff. Parents and carers - Parents and carers should also be made aware of their responsibilities and the expectations organisation hasand of them. should be fully awareaware of whatofwill happen if a bullying incident Parents andthe carers - Parents carersThey should also be made their responsibilities and the involving theirthe child occurs andhas of of their responsibilities infully relation to of this. This be done expectations organisation them. They should be aware what willcan happen if a through bullying parents’ incident meetings their and conferences, theresponsibilities children and young people develop information leaflets that will involving child occurs by andasking of their in relation toto this. This can be done through parents’ be sent home parents and detailing theto procedures to follow and including meetings and to conferences, bycarers, asking by thesending childrenletters and young people develop information leaflets that this will information any handbook website. be sent homeinto parents and or carers, by sending letters detailing the procedures to follow and including this information in any handbook or website. Children and Young People - The organisational stance should also be communicated to children and young people. This be done through conference days or assemblies orbe non-school equivalents where bullying Children andcan Young People - The organisational stance should also communicated to children and young can be discussed the message bullyingdays is never acceptable, procedures for reporting people. This can and be done through that conference or assemblies orreinforced. non-schoolThe equivalents where bullying could displayedand in posters around thebullying buildingisornever as a section in the induction The or welcome pack. can bebediscussed the message that acceptable, reinforced. procedures for reporting could be displayed in posters around the building or as a section in the induction or welcome pack. Other Services - Ensure other services such as educational psychologists and welfare officers understand the policy and procedures so that they can behaviours that may constitute signs that Other Services - Ensure other services suchrecognise as educational psychologists and welfarebullying officersorunderstand someone being bullied. so Thisthat may include a drop in behaviours attainmentthat levels, or absence to fear of the policyisand procedures they can recognise maytruancy constitute bullyingdue or signs that attendance of bullying. someone is because being bullied. This may include a drop in attainment levels, truancy or absence due to fear of attendance because of bullying.
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Policy through to Practice – Getting it Right 14 15 Policy through to Practice – Getting it Right Policy through to Practice – Getting it Right 14
Action Five - Profile Kept High Action Five - Profile Keptthe High It is important to highlight profile of the anti-bullying policy and its overarching messages and ethos in It is important to highlight the profileThis of the policy and itsofoverarching every day workings and relationships. cananti-bullying be done using a number methods: messages and ethos in every day workings and relationships. This can be done using a number of methods: • Ground rules or a pledge visibly displayed • Ground rules a pledge visibly displayed Role-play andordrama • Role-play Art work and drama • Art work Literature • Literature Visual reminders – posters and badges • Visual reminders – posters and badges Workshops • Workshops Discussions • Discussions Peer Mediation • Peer Mediation Bullying Boxes • Bullying Boxes Natural consequences • Natural consequences Increasing supervision in ‘hotspot’ areas • Anti-Bullying Increasing supervision in ‘hotspot’ areas awards/competitions
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Policy through to Practice – Getting it Right 15 Policy through to Practice – Getting it Right16 15 Policy through to Practice – Getting it Right
Stage Three - Monitoring Monitoring will allow you to gain invaluable feedback to discover if the policy and procedures are effective and are working in practice. It may be beneficial to appoint a member of staff to facilitate this process to ensure that monitoring and evaluation is taking place and that all evidence is collated. The perspective of everyone the policy impacts upon should be considered. Monitoring can be on-going and can be carried out in various ways: • Recording bullying incidents or concerns at a central point • On-going working groups to discuss experiences of implementing the new policy. Documenting the positives and challenges that staff are facing • Having it on the agenda at student council meetings and parent meetings for discussion • Questionnaires to discover the true nature and extent of the impact of the policy. If you conducted questionnaires at the beginning of your policy review, these can act as a comparison • Focus groups can be used to share and compare experiences of implementation. Discussions can also identify both common themes and differing opinions and allow for solutions and strategies to obstacles or issues to be explored • One-to-one interviews can extract personal experiences of the interventions being used – has bullying stopped? This method is useful to explore personal and sensitive information • Comments which are deposited in the suggestion or bullying box To ensure that this process is successful, you must ensure that all staff, children and young people and parents or carers are made aware of the monitoring and evaluating methods and how they can contribute to the gathering of information.
Action One - Nominated a member of staff to undertake monitoring Notes:
Proposed completion date:
Task completion date:
Policy through to Practice – Getting it Right 16 17 Policy through to Practice – Getting it Right
Action Two - Monitoring on-going and data being collated Notes:
Proposed completion date:
Task completion date:
Action Three - Date set to evaluate findings Notes:
Proposed completion date:
Task completion date:
Policy through to Practice – Getting it Right18 17 Policy through to Practice – Getting it Right
Stage Four - Evaluation The information gathered from monitoring can then be used to review the existing policy. Although it is recommended a policy review takes place every three years, if issues are highlighted with specific practices or procedures these may need to be re-visited so amendments can be made. Regardless of what is highlighted, it presents the perfect opportunity to refine your practice. Examples may include: • Re-launch of the policy and the organisational stance on bullying behaviour • Further training
Action one - Data analysed Notes:
Proposed completion date:
Task completion date:
Action Two - Working group set up to explore findings Notes:
Proposed completion date:
Task completion date:
Policy through to Practice – Getting it Right 18 19 Policy through to Practice – Getting it Right
Action Three - Reviewed existing practices using data from monitoring Notes:
Proposed completion date:
Task completion date:
Action Four - If required, Implemented appropriate changes to practices Notes:
Proposed completion date:
Task completion date:
Action Five - Date set for next review of anti-bullying policy and practices Notes:
Proposed completion date:
Task completion date:
Policy through to Practice – Getting it Right20 19 Policy through to Practice – Getting it Right
Appendices Appendices Appendices Appendix Appendix One One An anti-bullying policy should following topic An anti-bullying policy should have have the the following topic headings: headings: Action Six - Made appropriate changes to policy lay the stance behaviour. A policy statement: The Working Group isThis nowwould at a stage they can consider putting together a draft of a new policy based Appendix One This would lay out outwhere the organisational organisational stance on on bullying bullying behaviour. A policy statement: Action Six Made appropriate changes to policy upon the review policy work carried date. It maytopic be worth considering legislative, cultural, managerial and An anti-bullying should out havetothe following headings: Examples:
Examples: The Working Groupthat is now a stage where theyoriginal can consider together Depending a draft of a upon new policy based changes haveatoccurred since the policy putting was developed. the amount “political ***** Council is committed to providing aa safe, supportive environment for all people in its educational This would lay out the organisational stance on bullying behaviour. A policy statement: “ ***** Council is committed to providing safe, supportive environment for all people in its educational upon thethat review carried date. It maychanges be worthmay considering cultural, managerial of time has work passed sinceout the to original, these be many.legislative, If one member of the group canand be establishments” establishments” Examples: political changes that have occurred since the original policy was developed. Depending upon the amount tasked to dohas this then the workload canin be reduced for that the group as amonitoring whole. In undertaking this, the policy Action Three -aReviewed using data from “Every pupil right work and is from victimisation and “Every pupil has right to to since workexisting and learn learn practices in an an atmosphere atmosphere that is free free from victimisation and fear”. fear”.the group can be of time hasapassed changes be many. If one “ ***** Council is committed to original, providing a being safe, supportive environment for member all peopleof in its educational can alsothat be ‘future-proofed’ to the some extent these by awaremay of coming legislative changes etc. Notes: establishments” tasked to do this then to the workloadfrom can beforms reduced for the group asoramental). whole. In undertaking this, from the policy “Children “Children have have the the right right to protection protection from all all forms of of violence violence (physical (physical or mental). They They must must be be kept kept safe safe from harm harm “Every pupil has a right to work and learn in an atmosphere that is free from victimisation and fear”. can also be ‘future-proofed’ to some extent by being aware of coming legislative changes etc. and proper those after Cyberbullying is given a relatively newby phenomenon may not have been addressed in any former policy but and they they must must be be given proper care care by those looking lookingwhich after them.” them.” and they must be given proper care by those looking after them.” [The Nations Convention on Rights Article 19] it is United worth to your organisation’s stance on this [The United giving Nationsthought Convention on the the Rights of of the the Child, Child, Article 19] and including it in your reviewed policy. For “Children have the right to protection from all forms of violence (physical orbeen mental). They must be kept safe from harm Cyberbullying is a relatively new phenomenon which may not haveWithin addressed in any former further information onproper cyberbullying visitlooking www.respectme.org.uk. the myrespectme sectionpolicy there but are and they must be given care by those after them.” The ****** Association is committed to this ethos and seeks to ensure, as far as is reasonably practicable, it is worth giving thought to your organisation’s stance on this and including it in your reviewed policy. For The ****** Association ismodules. committed to this ethos and seeks to ensure, as far as is reasonably practicable, the the cyberbullying e-learning [The UnitedofNations Convention on the Rights of the Child, Article 19] prevention of bullying Members.” further information www.respectme.org.uk. Within the myrespectme section there are prevention of all all forms formson ofcyberbullying bullying among amongvisit Members.”
cyberbullying e-learning modules. In effort to reduce bureaucracy, thetoWorking Group to identify policies which are natural Thean****** Association is It committed this ethos and may seekschoose totoensure, as far other as their is reasonably practicable, the Definition of bullying: is up to each individual organisation devise or adopt own definition of bullying Definition of bullying: It is up to each individual organisation to devise or adopt their own definition ofcan bullying partners to an anti-bullying policy, those which have recently been reviewed are best. The group look prevention of all forms of bullying among Members.” behaviour. It is important this is done through consultation. Different organisations have different behavioural behaviour reflectsbureaucracy, thethat definition used by respectme and the National Approach to Anti-Bullying for Scotland’s behaviour. Ittoduplication isreduce important that this isthe done through consultation. Different organisations have different behavioural In an effortwhich Working Group may choose to identify other policies which are natural at reducing and ensuring consistency by marrying policies together. An anti-bullying policy expectations and therefore may have different boundaries and thresholds on what is and what is not Children and Young People. It is important that this is done through consultation to ensure a shared understanding of expectations andanti-bullying therefore may have those different boundaries and thresholds on whatare is and what isgroup not acceptable acceptable partners to an policy, which have recently been reviewed best. The can look Definition of bullying: It is up to each individual organisation to devise or adopt their own definition of bullying should refer to and link with policies concerned with health, safety and well-being, child protection, equal behaviour. Included in this we would expect to see: what bullying behaviour is. Included in this we would expect to see: behaviour. Included in this and we would expectconsistency to see: at reducing ensuring by marrying policies together. have An anti-bullying policy behaviour. It duplication isand important that this is done through and consultation. Different organisations different behavioural opportunities rights, behaviour and support parental involvement. •• What does bullying look/feel like? Proposed completion date: Task completion date: What does bullying look/feel like? should refer to and link with policies concerned with health, safety and well-being, child protection, equal expectations and therefore may have different boundaries and thresholds on what is and what is not acceptable •• What What forms forms can can bullying bullying take? take? behaviour. Included in this we wouldthe expect to see: opportunities andisrights, behaviour and support and parental involvement. The Working Group should review current practices for: • ABullying recognition of behaviour prejudice-based bullying (racism, homophobia, disabilist, sexist etc) both and impact
of prejudice-based bullyingappropriate (racism, homophobia, disabilist, sexist etc) •• A recognition Action •Four - does If required, Implemented changes to practices What bullying look/feel like?bullying reporting and bullying allegations A recognition ofmonitoring prejudice-based (with reference to all of the ‘Protected Characteristics’ in the
• What forms can bullying take? What does the organisation expect of members? Expectations: The Working Group should review the current practices What does the expect of its itsfor: members? This This section section is is likely likely to to outline outline basic basic rules rules of of Expectations: Equality Act 2010) parents andorganisation police, if necessary Notes: •• Ainforming behaviour: respectful relationships etc. There is likely to be overarching organisational expectations that would be recognition of prejudice-based bullying (racism, homophobia, disabilist, sexist etc) •• reporting and monitoring bullying allegations behaviour: respectful relationships etc. There is likely to be overarching organisational expectations that would be Cyberbullying experiencing bullying behaviour short and long-term support for those highlighted here. section should not confined highlighted here. This Thisparents sectionand should not be be confined to to expectations expectations of of children children and and young young people people but but should should also also • informing police, if necessary • dealingWhat with those found to be of displaying behaviour does the organisation expect ofbullying its members? This section is likely to outline basic rules of Expectations: include expectations on and responsibilities staff, management and parents/carers. include expectations on and responsibilities of staff, management and parents/carers. experiencing bullying behaviour expectations that would be • short and long-term support for those behaviour: respectful relationships etc. There is likely to be overarching organisational • dealing withfindings thoseWhat found toorganisation be bullying behaviour highlighted here. This section should confined to expectations of children and young people should also Prevention of the committed to doing in to raise awareness of and prevent Do the consultation agree? Isbedisplaying there a is need for staff to be on newbut strategies or Prevention of bullying: bullying: What thenot organisation is committed tomembers doing in order order to trained raise awareness of and prevent include expectations on and responsibilities ofstrategies? staff, management and parents/carers. bullying. This section has to reflect how the organisation will: to update or extend training on existing Is there a cost implication for this and can it be met? bullying. This section has to reflect how the organisation will: •• aim to promote aa culture where bullying is behaviour staff etc. Do the consultation findings agree? there a unacceptable, need for e-learning staffincluding members tomodeling be trained on newfrom strategies or aim toprovide promote culture whereIs bullying is unacceptable, including role modeling behaviour from staff etc. respectme can further information, training and oninrole strategies and practices for allprevent of the Prevention of bullying: What the organisation is committed to doing order to raise awareness of and • plan any pro-active strategies that will be employed (anti-bullying weeks/days, assemblies, posters to be to update or extend trainingstrategies on existing Is there a cost implication this and posters can it be met? • plan any pro-active that strategies? will be employed (anti-bullying weeks/days,for assemblies, to be above areas. bullying. This sectionparent’s has to reflect how the organisation will: nights, staff training etc) respectmedisplayed, can provide further information, training and e-learning on strategies and practices for all of the displayed, parent’s nights, staff training etc) • ensure aim to promote astakeholders culture where bullying is unacceptable, including role modeling behaviour from staff etc. • safety of i.e. staff supervision etc. Notes:areas. • ensure safety of stakeholders i.e. staff supervision etc. above • plan any pro-active strategies that will be employed (anti-bullying weeks/days, assemblies, posters to be displayed,also parent’s nights, staff policy training etc) This section Notes: This section should should also highlight highlight how how the the policy fits fits with with other other relevant, relevant, existing existing policies. policies. • ensure safety of stakeholders i.e. staff supervision etc. Proposed completionwhen date: with an incident or accusation Task completion date: Action: Action: What What will will the the organisation organisation do do when faced faced with an incident or accusation of of bullying bullying behaviour? behaviour? This This is is the the This section should also highlight how the policy fits with other relevant, existing policies. place to lay out place to lay out •• all the organisation has in relation to all of of the the strategies strategies that thereview organisation has decided decided to to employ employ inand relation to dealing dealing with with bullying bullying Action forthat next of anti-bullying policy practices Action: Five What- Date willallegations/incidents. theset organisation do when faced with an incident or accusation of bullying behaviour? This is the concerns concerns allegations/incidents. place to lay out Notes: ••• When, When, how how and and ifif parents/carers parents/carers will will be be informed informed all ofmonitoring the strategies that the organisation has decided to employ in relation to dealing with bullying •• the and recording procedures the monitoring and recording procedures that that will will be be used used concerns allegations/incidents. •• what follow up mechanisms are in up support support mechanisms in place place to to support support those those involved involved with with bullying bullying behaviour behaviour • what When,follow how and if parents/carers will are be informed • the monitoring and recording should proceduresattached that will bethe used Appendices: Appendices: Any Any further further information information should be be attached to to the policy. policy. This This may may include: include: what follow up support mechanisms are in place toexplaining support those involved with bullying behaviour ••• information leaflets for young people, parents etc the policy information leaflets for young people, parents etc explaining the policy •• monitoring monitoring and and reporting reporting pro-forma(s) pro-forma(s) Appendices: Anyoffurther information should be attached to the policy. This may include: •• evidence consultations and evidence of consultations and impact impact assessments carried carried out out Proposed completion date:assessments • information leaflets for young people, parents etc explaining the Task policy completion date: • monitoring and reporting pro-forma(s) Proposed completion date: Task completion date: • evidence of consultations and impact assessments carried out
Policy through it 20 Policy through to to Practice Practice –– Getting Getting it Right Right 20 21 Policy through to Practice – Getting it Right Policy through to Practice – Getting it Right 8 Proposed completion date: Task completion date: Policy through to Practice – Getting it Right 20 Policy through to Practice – Getting it Right 8
Appendix Two – Guidelines and Procedures All guidelines should begin by reiterating the organisational stance on bullying behaviour and then provide further practical advice and guidance. The following highlights examples of what procedural guidelines may include: Staff •
•
•
•
Who and when should I inform? • Within my organisation • Parents and carers • Police What methods can I use to intervene? • With the group • Person being bullied • Person displaying bullying behaviour • How should these be applied? • Relationship with other policies e.g. discipline policy Where and what should I record? • Types of behaviour • Monitoring forms that should be completed • Where this information will be stored • Who should have access to the information • Length of time the information should be kept on file for • Follow-up information What if I am unsure? • Contacts within the organisation to ask questions • Further help and resources e.g. details for respectme, ChildLine • Further training on measures
For children and young people being bullied • •
•
•
•
•
Who and when should I inform? • Main point of contact What methods can I use to do this? • Adults to approach • Peer mediation • Bullying boxes What will happen next? • How the organisation will deal with the incident • Interventions that may be used • How the child or young person will be kept informed/involved Will my parents be informed? • When will this happen? • What the parent or carers involvement will be and why What if the bullying hasn’t stopped? • Who to contact • Further steps that will be taken What if I require further support? • Additional support within the organisation • Resources for further information
21 Policy through to Practice – Getting it Right22 Policy through to Practice – Getting it Right
Appendix AppendixTwo Two– –Guidelines Guidelinesand andProcedures Procedures(contd.) (contd.) Appendix Two – Guidelines and Procedures (contd.) For Forchildren childrenand andyoung youngpeople peopledisplaying displayingbullying bullyingbehaviour behaviour For children and young people displaying bullying behaviour •• • •• • •• • •• •
What Whatwill willhappen happenif ifI display I displaybullying bullyingbehaviour? behaviour? •What that •Interventions Interventions that willbebeused usedand andwhen when will happen if Iwill display bullying behaviour? Will mymyparents bebeinformed? parents informed? • Will Interventions that will be used and when •Will happen •When When thiswill will happen my this parents be informed? • •What Whatformat format thiswill willtake take When this willthis happen Where beberecorded? willthis this recorded? • Where Whatwill format this will take •Where will it itsay? •What What will say? will this be recorded? • •How it itbebekept? Howlong longwill kept? What will itwill say? • •What if ifmymy behaviour changes? What behaviour changes? How long will it be kept? What if I require further support? What if I require further support? • my behaviour changes? •What within organisation •Contacts Contacts within organisation if I require further support? • •Further e.g. Furtherresources resources e.g.respectme, respectme,Bullying BullyingLine Line Contacts within organisation • Further resources e.g. respectme, Bullying Line
For Forparents parentsand andcarers carers For parents and carers •• • •• • •• •
•• • •• •
Who Whoshould shouldI contact I contactif ifI have I haveconcerns? concerns? •Who point •Main Main point ofcontact contact should Iofcontact if I have concerns? What willhappen? happen? • What Mainwill point of contact •What ononmeasures •Explanation Explanation measuresthat thatwill willbebeused used will happen? How will informed ofofprogress? willI be I bekept kept informed progress? • How Explanation on measures that will be used •How •Details Details ofhow howinformation information willbebecommunicated, communicated,e.g. e.g.through throughletters, letters,meetings, meetings,telephone telephonecalls calls will Iofbe kept informed ofwill progress? • •What this will atatbe communicated, e.g. through letters, meetings, telephone calls Whatstage stage this willhappen happen Details of how information will • •How and carers can Howparents parents and carers canrequest appointmentsand andmeetings meetingsand andwith withwho who What stage this will happen atrequestappointments What with what isisbeing done? ifI am I amunhappy unhappy with what being done? • What Howifparents and carers can request appointments and meetings and with who •What that can used totoshare concerns •Methods Methods that canbebe used share concerns if I am unhappy with what is being done? What if I or my child requires further support? What if I or my child requires further support? • Methods that can be used to share concerns •What the organisation •Contacts Contacts within the organisation if I orwithin my child requires further support? • •Further such asasrespectme Furtherresources resources such respectmeororParentLine ParentLine Contacts within the organisation • Further resources such as respectme or ParentLine
For Forbystanders bystanderstotobullying bullyingincidents incidents For bystanders to bullying incidents • • • • • • • • •
• • • • • • • •
Who Whoshould shouldI tell I tellif ifI’m I’mworried worriedabout aboutsomething? something? Can I do it anonymously? Can I do it anonymously? Who should I tell if I’m worried about something? Will Willit itbebe recorded? Can I do itrecorded? anonymously? Will WillIitbe Ibebeinrecorded? introuble troubleif ifI don’t I don’ttell? tell? Will forfor me? Willthere there beany anysupport me? I be inbe trouble ifsupport I don’t tell? Will it itwas Willpeople people know wasme mewho whotold? told? there beknow any support for me? Will Willmy myparents parents informed? people knowbeitbeinformed? was me who told? Will be expected WillImy I be expected tododoanything anythingtotomake makeit itstop? stop? parents betoinformed? What willexpected happen iftoI do do anything nothing? to make it stop? Will I be
Policy ititRight Policythrough throughtotoPractice Practice––Getting Getting Right 2121 23 Policy through to Practice – Getting it Right Policy through to Practice – Getting it Right 21
www.respectme.org.uk ChildLine, a confidential helpline for children and young people
www.childline.org.uk ParentLine, a confidential service for parents and carers
www.parentlinescotland.org.uk HandsOnScotland, an online resource for anybody working with children and young people
www.handsonscotland.co.uk
T: 0844 800 8600 E: enquire@respectme.org.uk
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