Date

Signatures

Consultation (Staff, Pupils, Parents etc) key issues identified:

Key changes include:

27.09.24

09.10.24

Ratification

Next consultation/review date:

Safeguarding and Child Protection Policy

Staff Code of Conduct/Staff Handbook

Pupil Attendance Policy

(Positive) Behaviour Policy

Health and Safety Policy

Online Safety Policy

Special Educational Needs Policy

Educational Visits Policy

Relationships and Sexuality Education

Visitor Policy

Equality and Inclusion

Addressing Bullying in Schools Definition of “bullying”

(1) In this Act “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.

(2) For the purposes of subsection (1), “act” includes omission.

T

When the behaviour is TARGETED at a specific pupil or group of pupils.

R

When the behaviour is REPEATED over time.

I

When the behaviour is deliberately INTENDED to cause harm.

P

When the behaviour causes PSYCHOLOGICAL/EMOTIONAL and/or PHYSICAL harm.

Physical Acts

Physical - negative physical contact, material harm such as damaging or taking possessions without permission.

Verbal or Written acts

Verbal or written - unpleasant comments, written, verbal, gestures.

Social/Relational

Negatively influencing the actions of others to cause psychological or physical harm.

Omission (Exclusion)

Excluding someone/others from e.g. game, activity, group work etc.

Electronic Acts

Misuse of online platforms or other electronic communications to cause psychological upset.

●

●

●

●

●

●

●

●

●

Ability

Age

Appearance

Child Looked After (CLA)/Care experienced

Community background

Cultural

Disability

SEN

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

●

●

●

●

●

●

●

●

●

Economic Status/FSM

Gender/Gender identity/Perceived

Gender

Newcomer/Migrant Status

Peer relationship breakdown

Political affiliation/sectarianism

Race

Religion

Sexual orientation

Other_________

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 complementary 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

●      Daily tutor slides

●      Increased supervision on corridors between classes and at the end of day.

●      Updated mobile phone policy.

●      PM registration.

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

●      Dedicated Nurture provision

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

Please note details of support and intervention plans cannot be disclosed to anyone other than the

pupil and their parents/carers.

Pupils Involved

Role

Incident Date

Gender

DOB

Year and Reg

Incident

Comments

Bullying Concern

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.

Name(s)

Gender

DOB/Year Group

Person(s) reporting concern

Name of pupil(s) experiencing alleged bullying type behaviour

Name of Pupil(s) demonstrating alleged bullying type behaviour

Check records for previously recorded incidents

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.

Is the behaviour intentional?

YES / NO

Is the behaviour targeted at a specific pupil or group of pupils?

YES / NO

Is the behaviour repeated?

YES / NO

Is the behaviour causing physical or emotional harm?

YES / NO

Does the behaviour involve omission? (*may not always be present)

YES / NO

When determining whether a one-off incident may be classified as bullying type behaviour, the school shall take into consideration the following criteria and use the information gathered to inform and guide the decision-making process:

Criteria:

Information gathered:

severity and significance of the incident

evidence of pre-meditation

Significant level of physical/emotional impact on individual/s

Significant level of impact on wider school community

Status/nature of previous relationships between those involved

Records exist of previous incidents involving the individuals

YES, the above criteria have been met and bullying type behaviour has occurred.

NO, the above criterial have not been met and bullying type behaviour has not occurred.

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

Assessment Form

The criteria having not been met, proceed to record the details. Refer to the Positive Behaviour Policy of your school, continue to track and monitor to ensure the behaviour does not escalate.

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

Agreed by:                                                                               Signed by:                                                              Date:

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 upstanding 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 Level 1 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 exper

●    Their child/young person is taught in a relational, nurturin safe environment.

●    Their child/young person is treated fairly and with respect

●    A school environment that promotes effective partnership positive relations with school staff.

●    Readily available school safeguarding and SEND policies 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 Policy development and review processes.

●    Kept informed and updated about their child’s/young per progress, wellbeing, relevant needs/concerns and/or insta outlined in the Addressing Bullying Policy.

●    Participate in decision making processes that concern the child/young person – support/intervention plans (BCAF, Calm Plan), preventative curriculum strategies, behaviour reflection and external supports accessed.

●    Listened to, valued, respected, and responded to sensitive timely manner as outlined in the Addressing Bullying Polic

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.

●    Endeavour 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 man using the school’s reporting system as outlined in their Addressing Bullying Policy.

●    Respond timely to staff communications regarding bullyin concerns.

●    Attend support and intervention meetings to agree next and plans moving forward.

●    Support the implementation of agreed plans e.g. BCAF, 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 and values.

●    Engage with wider services and agencies to support you young person as required.

●    Refer any concerns regarding the school management of type concerns through the school complaints procedure.

Number of allegations of bullying type behaviour

Number of cases that did not meet TRIP criteria

Number of cases that met TRIP criteria

Identified methods of confirmed bullying type behaviour and number of each e.g. Physical - 3

Potential motivation for bullying type behaviour and number of each identified e.g. Racism - 2

Support and interventions in place for both pupils displaying and experiencing bullying type behaviour. (Yes/No)

Emerging trends identified and how these are being responded to.

Areas identified as priority for School Development Planning.