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LIVE- Anti-Bullying Policy

Co-op Academy Glebe

Anti-Bullying Policy

*includes appendix 1 Cyber Bullying Information and Advice

Academy Owner: Mrs Kirsty Suleman

Governor Owner: Mr Johnny Anderson

Policy Date: November 2023

Review Date: November 2025

Frequency: Biannual

The aim of the Anti-Bullying policy is to reduce and prevent bullying in and around school and to make the  school a safe, secure and caring environment. It is important to make the victims of bullying aware that  there is help and support available and that they should not suffer in silence as any form of bullying will not be tolerated. Only when these issues are addressed will pupils be able to benefit from the opportunities  available in school.

Co-op Academy Glebe believes that its students have the right to learn in a supportive, caring and safe  environment without the fear of being bullied. This Anti-Bullying Policy aims to reflect the ethos, vision and  values of the school.  

Bullying affects everyone, not just the bullies and the victims. It also affects those other children who  watch and less aggressive students can be drawn in by group pressure. Bullying is not an inevitable part of  school life or a necessary part of growing up, and it rarely sorts itself out. It is clear that certain jokes,  insults, intimidating/threatening behaviour, written abuse and violence are to be found in our society. No  one person or group should have to accept this type of behaviour. Only when all issues of bullying are  addressed will a child best be able to benefit from the opportunities available at Co-op Academy Glebe.  All institutions, both large and small, contain some numbers of students with the potential for bullying  behaviour. If a school is well disciplined and organised, it can minimise the occurrence of bullying. Co-op Academy Glebe has a clear policy on the promotion of good discipline where it is made clear, in line with the  Equality Act 2010, that bullying is a form of anti-social behaviour. It is WRONG and will not be tolerated.  


All staff play a key role in the management of bullying issues. They may inform parents. The Senior Leadership Team is consulted over persistent issues.  

The policy is also in line with the school’s Behaviour policy which promotes the responsibility of all adults in the school to deal with behaviour, including bullying, and to educate students to behave  responsibly. The school has a system of rewards which aims to motivate and encourage students as well as  helping to build individual self-confidence and self-esteem.  

It is expected that teachers use a ‘bullying preventative’ style of teaching which has a number of different  outcomes for students:  

● Treating pupils with respect  

● NOT setting up victims  

● Presenting good role models – using power and authority appropriately  

● Explicitly stating that bullying is not acceptable  

● Active process aimed at changing pupil attitudes

Our responsibility to safeguard and promote the welfare of young people is of paramount importance  and we believe that safer students make more successful learners.


The Prevention of Bullying

The school will:  

  • Adopt a multi-strand approach to preventing and tackling bullying: proactive strategies, peers support strategies and reactive strategies.  
  • Have a consistent approach to any bullying incidents that occur.  
  • Raise awareness of bullying and promote positive relationships based on mutual respect.
  • Seek to involve all stakeholders in the implementation and monitoring of this policy.  
  • Promote positive action to prevent bullying through our PSHE programme and related activities.
  • Provide support for all members of the school community that may be involved in dealing with an  incident of bullying.  
  • Provide appropriate training for both staff and students to support the implementation of the policy across the school.  
  • Ensure fair treatment for all, regardless of age, culture, disability, gender, religion or sexuality, and  encourage understanding and tolerance of different social, religious and cultural backgrounds.  Address with anyone involved with bullying, their problematic behaviour in a fair and firm manner  
  • in line with the school’s Positive Behaviour policy, providing support to enable them to change their  behaviour.  

Definition of Bullying  

Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual  or group either physically or emotionally’.

(Department for Children, Schools and Families (2007), Safe to Learn)  

There are various forms of bullying which include:  

  • Physical – e.g. hitting, kicking, taking belongings.  
  • Verbal – e.g. name calling, insulting, racist remarks.  
  • Relational – e.g. spreading malicious rumours, excluding individuals from social groups, family feuds  brought into school.  
  • Cyber – e.g. use of email, social networking sites, mobile phone messaging to spread rumours,  make malicious comments  

Types of bullying:  

The following are some examples of unacceptable behaviour. This list is not an exhaustive list. Similar  unacceptable behaviours may be considered as bullying.  


  • Harassment e.g. Sexual harassment, homophobic/biphobic/transphobic bullying, racist bullying
  • Physical aggression, damage to property
  • Name calling
  • The production, display or circulation of written words, pictures or other materials aimed at  intimidation, name belittling and gestures
  • Graffiti, sniggering, sarcastic remarks and extortion
  • Intimidation
  • The “look”, staring, degrading remarks re: body shape.  
  • Putting down a student for working well and achieving
  • Talking loud enough so that the victim can hear.  
  • Invasion of personal space
  • A combination of any of the types listed
  • Abusing social network sites including Facebook, Twitter, Instagram, YouTube during and outside of  school hours, including all school outings and events



  • Spreading rumours about a person’s sexual orientation
  • Taunting a person of a different sexual orientation


Discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious  beliefs, ethnic or traveller background


This involves manipulating relationships as a means of bullying. Behaviours include:  

  • Whispering in company so as to exclude another
  • Malicious gossip
  • Isolation & exclusion  
  • Ignoring, turning others against a student
  • Excluding from the group
  • Taking someone’s friends away


  • Unwelcome sexual comments or touching
  • Unwelcome sexual texts or emails  

Cyber Bullying  

● Silent telephone/mobile phone calls

● Use of mobile phones during school hours to access social network sites

● Abusive telephone/mobile phone calls

● Abusive text messages

● Abusive email

● Abusive website comments/blogs/pictures e.g. Facebook, Twitter and others

● Any misuse of Information and Communication Technology

● Video recording without the person’s permission  

● Taking/sending photographs by electronic device

● Creating sites about a particular person

● Spreading rumours

● Breaking confidence

‘[Cyber-bullying] is an aggressive, intentional act carried out by a group or individual using electronic forms  of contact repeatedly over time against a victim who cannot easily defend him or herself.’  (Department for Education (2006) Research Brief: An Investigation into Cyberbullying)  

Cyber bullying has similar features to other forms of bullying but also has distinct characteristics:

  • There is the possibility of 24 hour contact  
  • A significant audience can be reached rapidly  
  • It can be difficult to trace the perpetrators  
  • The perception of anonymity makes it more likely to say things that would not be said face to face

*see Appendix 1 for further information

Co-op Academy Glebe will act wherever possible to support students who are recipients of cyberbullying. In cases  where cyber bullying occurs while pupils are outside our direct supervision the Head of School may exercise  powers granted by the Education and Inspections Act 2006 that enables them to police cyber bullying  carried out by pupils even at home:


‘[The Headteacher] may, to such extent as is reasonable, include measures to be taken with a view to  regulating the conduct of pupils at a time when they are not on the premises of the school and are not  under the lawful control or charge of a member of the staff of the school.’  

(Education and Inspections Act, 2006: section 89(5))

Signs and Indicators of Bullying  

Students who are being bullied may develop feelings of insecurity and extreme anxiety and thus become  more vulnerable. Self-confidence may be damaged with the consequent lowering of self-esteem. While  they may not talk about what is happening to them their suffering is indicated through changes in mood  

and behaviour. Bullying may occasionally result in suicide. It is therefore important to be alert to changes in  behaviour as early intervention is desirable.  

The outcomes of bullying and harassment on the victim often manifest in the following ways:


● anger

● anxiety

● distress

● frustration

● depression

● panic

● indifference

● fear

● attempted suicide

● shame and feelings of worthlessness

● loss of trust in friends and their inability to  support and protect


● increased  

● irritability and nervousness

● unexplained changes in mood

● increased aggressiveness

● may believe that they deserve to be bullied

● becoming withdrawn

● excessive tearfulness or sensitivity to  criticism

● substance abuse

● becoming obsessive

● nightmares

Physical Manifestations

● chest pains

● pattern of minor illness

● insomnia

● stomach problems

● eating problems

● fatigue and lethargy

● headaches

● sweats

● inconsistent explanations for cuts and  bruises

Social, Interpersonal and School Related

  • anxiety about travelling to and from school
  • mitching
  • late home from school without any plausible  explanation
  • fear of using school toilet during breaks
  • fear of being out of sight of adults
  • becoming isolated in class
  • becoming withdrawn
  • reluctance to discuss the problem
  • unwilling to go to school
  • lack of creativity and initiative
  • beginning to bully small/younger students
  • possessions missing or damaged
  • increased and excessive requests for money
  • deterioration in school performance and  motivation
  • loss of interest or concentration in school
  • unusual concerns about physical  
  • appearance, attributes, mannerisms etc.

Proactive Strategies

  • Ensuring that there is a promotion of an open and honest anti-bullying ethos in the school
  • RSHE programme that discusses issues such as diversity and anti-bullying message
  • Assemblies that promote a sense of community
  • Acceptable Internet Use policy is signed by all
  • E-safety as part of the curriculum
  • On going staff induction and training programme
  • Adequate staff supervision at lunch and break times
  • Outside agency support to promote self-esteem and confidence

Peer Support Strategies

  • Peer mentoring
  • Buddy Systems
  • Outside agency work in group settings

Reactive Strategies

Following appropriate investigation and considering the circumstances and history, any of these strategies  may be applied in line with the school’s Behaviour policy:

  • Internal exclusion
  • Fixed term exclusion
  • Permanent exclusion
  • Restorative approaches
  • Referral for counselling
  • Written or verbal apology
  • Parent/carer meetings with Phase leaders and/or Assistant Headteacher leading to parental assistance in  applying support or strategies or deterrents as necessary
  • Referral to external agencies e.g.: Social Services, Educational Psychologist, Police, Changes, Young  MIND and CAMHS if necessary

Bullying is recognised as being different from other kinds of aggressive behaviour: it is often ongoing and is  an abuse of power.  

Pupils should report bullying. They should never keep it to themselves no matter how worried they may  feel about being found out they have told someone or how insignificant they may feel it is, or how much  they may be perceived by others as being weak.  

It is only when staff are told about the bullying that the school can take action to stop it and support the  victim.  

Roles and Responsibilities

Staff, parents, carers and pupils have a particularly important role and responsibility in helping the school  to prevent and address school-based bullying behaviour and to deal with any negative impact within school  of bullying behaviour that occurs elsewhere.  

The education and prevention strategies that will be used by the school are as follows:  Publishing and Publicising an Anti-Bullying Policy

  • It will be published on the school website  
  • The Anti-Bullying Policy will be promoted at various occasions e.g. parents’ nights, parental sessions  and new parent intakes.  


Supervision and Monitoring  

  • Identify any at risk bullying “black spots” within the school and ensure these are monitored
  • Staff will be vigilant and follow the procedures as outlined in this policy as incidents arise
  • Social networking sites will continue to be banned from student use during school time
  • The Anti-Bullying Policy operates in conjunction with the school’s Acceptable Use Policy  

Student Involvement  

The School Council supports the creation of a positive school atmosphere through the implementation of  the Anti-Bullying policy.  

PSHE/RSE Curriculum  

The PSHE/RSE curriculum can be used to:  

  • Raise awareness about bullying and the anti-bullying policy
  • Increase understanding for victims, and help build an anti-bullying ethos
  • Teach pupils how to manage their behaviour with others constructively

Raising awareness about bullying behaviour is an essential step if the policy is to be developed successfully.  It is also vital to introduce new pupils to the policy. PSHE/RSE can be used to keep the policy alive throughout  the school. Continued reinforcement is necessary to prevent bullying behaviour being resumed.  

Reporting procedures for Students:

Who to tell?  

  • Parents  
  • Any staff member with whom the student feels comfortable  
  • Class teacher  
  • Member of support staff  
  • Phase leader  
  • Friends who will speak on your behalf  

How to tell?  

  • Direct approach to a trusted adult in school an appropriate time, e.g. after class, hand a note in with  the homework
  • Make a phone call to the school or to a trusted teacher in the school.  
  • Email the school  
  • Get a parent or friend to tell on your behalf
  • Parents can inform the school
  • Witnesses can inform an appropriate person
  • Report a Concern button on the school’s website

It is important to note that records of all incidents of bullying and action taken to resolve them will be kept.

Noting and Recording  

  • All allegations of bullying will be thoroughly investigated by staff within school using the Investigation into Allegations of Bullying Record (see appendix 2)
  • All concerns or incidents will be recorded on Investigation and Monitoring into allegation of bullying form and then the appropriate member of staff will  decide on what action is to be taken and by which member of staff
  • Comments made should be factual, non-judgmental and objective


Procedures for Dealing with Reported Incidents

If a pupil informs you of an incident of bullying affecting either themselves or a friend, follow these steps:  

  • Listen; encourage the student to tell their story as this is a very important first step • Take notes on a Serious Incident Form; record all the details such as date, time, location, names of  those involved, witnesses etc. student’s own words must be recorded
  • Reassure; tell the student that help is available, action will be taken to investigate, it is not their  fault and that they will not have to face this on their own
  • Satisfy yourself that no student is in immediate danger
  • Confidentiality is respected and the pupil’s privacy is protected, but a teacher must not give  guarantees not to tell anyone
  • Inform a Senior Leader

Actions may include the following and may incorporate elements of 1 or more of the following responses  to addressing bullying behaviour  

  • Behaviour System procedures
  • Strengthening the Victim
  • Mediation  
  • Restorative Practice  
  • Support for all pupils
  • Once reported, the person concerned has a duty to inform a member of the Senior Leadership  Team.  
  • In all cases of bullying, the incidents will be recorded, investigated (with all those concerned seen)  and appropriate action taken by the member of the Senior Leadership Team.  
  • In serious cases, parents of both the victim and the bully should be informed and will be asked to  separately come in for a meeting to discuss the problem. Possible sanctions include detentions and  exclusion from school  
  • The bullying behaviour or threats of bullying must be investigated and the bullying stopped  immediately  
  • An attempt will be made to help the bully (bullies) change their behaviour  
  • Any evidence of further bullying will be treated very seriously, including the possibility of exclusion  from school  
  • The school has a complaints procedure available via the school’s website.  
  • The Head of School is ultimately responsible for the wellbeing of all students and staff. All staff, students,  parents and governors should be made aware of the policy alongside awareness being raised of the  issues associated with bullying in schools

School staff have the following responsibilities

  • To ensure all staff are aware of the contents of the ‘Anti-Bullying Policy’ and that its procedures are  adhered to.
  • To monitor and record reports of incidents of bullying
  • To ensure positive communication between the school and parents / careers.  
  • Staff should be alert to any potential incident of bullying and intervene when instances are noticed.
  • Minor incidents of disagreement should be addressed by class teachers/subject teachers.
  • Incidents that potentially constitute bullying should be referred to the Assistant Headteacher.
  • The member of staff involved is responsible for clarifying the facts through thorough investigation  and taking statements from all students involved
  • The class teachers or Senior Leadership Team having clarified the facts, will inform the parents /  carers of the students involved
  • The incident will be recorded through the school’s tracking system on the Investigation and Monitoring into allegations of bullying form.


The PSHE/RSE leader will:

  • Liaise with appropriate staff to ensure the implementation of whole school initiatives to highlight  aspects of bullying, including Anti-Bullying Week.
  • Ensure the use of appropriate assemblies to highlight aspects of bullying, including Anti-Bullying Week.  

The Computing leader will:  

  • Liaise with the network manager over the monitoring of the network use. Any student violating the E Safety Policy will be sanctioned.

Pupils have the following responsibilities:  

  • Ensuring that previous recipients of bullying are not isolated from groups of friends Informing a member of staff that bullying is happening.
  • Encouraging the recipient to join in activities and groups.  
  • Discussion and consideration of bullying issues in PSHE/RSE lessons and assembly time.

Parents and careers have the following responsibilities:  

  • Inform the Class teacher/Phase leader of any concerns regarding bullying issues as soon as practically  possible.  

Co-op Academy Glebe will:  

  • Organise the community in order to minimise opportunities for bullying, e.g. provide increased  supervision at problem times.
  • Use any opportunity to discuss aspects of bullying and the appropriate way to behave towards each  other, e.g. assemblies; The School Council, Class Council sessions.
  • Deal quickly, firmly and fairly with any complaints, involving parents where necessary
  • Continually review school policy and its degree of success.
  • Co-op Academy Glebe will continue to have a firm but fair discipline structure. The rules should be few,  simple and easy to understand.
  • Not use teaching materials or equipment which gives a bad or negative view of any group because  of their ethnic origin, sex, etc.
  • Encourage students to discuss how they get on with other people and to form positive attitudes  towards other people. This includes a review of what friendship really is.
  • Encourage students to treat everyone with respect through the PSHE/RSE programme and assemblies. Use the school’s Behaviour policy to reinforce an anti-bullying stance.
  • Record bullying incidents as necessary.
  • Encourage openness.
  • We will treat bullying as a serious offence and take every possible action to eradicate it from our  school.  
  • The use of Investigation and Monitoring into allegations of bullying forms helps Phase leaders to monitor and interrogate incidents of alleged bullying.
  • Internet safety is supported by the school’s monitoring and filtering partner: e-safe.

APPENDIX 1: Cyber Bullying Information

Key Safety Advice

For Children & Young People

  •  Always respect others – be careful what you  say online and what images you send.  
  • Think before you send – whatever you send  can be made public very quickly and could  stay online forever. If you wouldn’t say it,  don’t type it.  
  • Don’t ‘friend’ or follow people in school that  you wouldn’t speak to in ‘real life’.  
  • Treat your password like your toothbrush  – keep it to yourself. Only give your mobile  number or personal website address to  trusted friends.  
  • Block the bully – learn how to block or report  someone who is behaving badly.  
  • Don’t retaliate or reply!  
  • Save the evidence – learn how to keep  records of offending messages, pictures or  online conversations.  
  • Make sure you tell:  an adult you trust, or call a helpline like  Childline on 0800 1111 in confidence at your school – your class staff or phase leader  can help you.  
  • Finally, don’t just stand there – if you see  cyber-bullying going on, support the  
  • recipient and report the bullying. How would  you feel if no one stood up for you?

Key Safety Advice

For Parents & Carers

  • Be aware, your child may as likely cyberbully  as be a target of cyber-bullying.
  • Be alert to your child seeming upset after using the internet or their mobile phone. This might  involve subtle comments or changes in relationships with friends. They might be unwilling to talk or be secretive about their  online activities and mobile phone use.  
  • Talk with your children and understand the  ways in which they are using the internet and  their mobile phone. See the nine key messages for children (on the left) to get you  started.  
  • Use the tools on the service and turn on in built internet safety features.  
  • Remind your child not to retaliate.  
  • Remember your child should not have a  ‘Facebook’ account until they are 13 years of  age.  
  • Keep the evidence of offending emails, text  messages or online conversations.  
  • Report cyber-bullying:  
  • Contact your child’s school if it involves  another student, so that they can take appropriate action.  
  • Contact the service provider.  
  • If the cyber-bullying is a potential criminal  offence, you may wish to consider contacting  the police.

APPENDIX 2: Investigation into Allegations of Bullying

CONFIDENTIAL – Co-op Academy Glebe

Investigation and Monitoring into allegation of bullying

Person observing or reporting to complete as soon as possible and share with Head of School

Child’s name/year grp alleged to be experiencing bullying behaviour:

Child’s name/year grp alleged to be engaging bullying behaviour:  

Person reporting incident:

Role/Relationship to child:

Date and Time of Incident:

Date and Time (of writing):

Completed by:                                          



Type/s of incident:

Verbal abuse or threats (please detail)

Physical (please detail)

Cyber-bullying (please detail e.g. Facebook, text messages)

Homophobic (please detail i.e. what makes it homophobic?)

Racist (please detail i.e. what makes it racist?)

Other (please details e.g. emotional abuse, gangs, stealing, provocative behaviour…)

Comment / further detail: (include names of people involved – outside school too, if relevant)

Where did the incident happen (choose all that apply):

On school property    

At a school-sponsored activity or event off school property    

On a school bus          

On the way to/from school/at school bus stop  

Off school grounds      

Via electronic communication

Incident Report:

Alleged victim/s:

Alleged perpetrator/s:


Written account of incident provided?

Yes 

No  

Reported account:


Details gathered to date:  




Note actions, including names of anyone to whom your information was passed and when:

Checked for earlier incidents                                                         Notified class teacher

Individual discussions with pupils involved                                   Group discussion with pupils involved

On-going support / monitoring from staff                                    Restorative intervention  

Applied sanctions                                                                           Actions agreed with pupil

Notes actions/discussion with pupils:


Notes actions/discussion with parents:



Bullying concerns substantiated following initial investigation:

Action plan MUST be completed regardless of outcome

Yes 

No 

Agreed Action Plan:




How will this be monitored (who is brackets)




Actions shared with alleged pupil/s experiencing bullying behaviour:

Actions shared with parents of alleged pupils engaging in bullying behaviour:  


Review Meeting 1

Review Meeting/s: (2 weeks’ time - place in school diary):















Review: (additional incidents within further 2 week review period, positive consequences of investigation…)


Signed ___________________________________              Date __________________

Review Meeting 2

Review Meeting/s: (2 weeks’ time - place in school diary):















Review: (additional incidents within further 2-week review period, positive consequences of investigation…)


Signed ___________________________________              Date __________________