St Edwards United Against Bullying

St Edwards have been working towards the United Against Bullying (UAB) Programme and this year, we are proud to announce that the Academy has been awarded the United Against Bullying silver school status.

 

 

331 schools completed the programme, which included the following achievements:

  • 2% achieved gold school status.
  • 14% achieved silver school status.
  • 71% achieved bronze school status.
  • 12% achieved a certificate of participation.

The Anti Bullying Alliance Team said they were “completely blown away by the amount of work done to reduce bullying and improve wellbeing for pupils” including that St Edwards should be incredibly proud of what they have achieved!

Through the programme, it was recognised that St Edwards CE Academy:

  • Have a senior lead within the school to coordinate the whole-school approach to anti-bullying
  • Have a school governor who leads on anti-bullying activity and monitors school action in this area
  • Encourage and expect staff to model exemplary conduct towards each other and pupils
  • Ensure that bullying is understood by all as a barrier to learning, a potential safeguarding issue and a wellbeing issue
  • Monitor pupil absence for indication of bullying
  • Have an anti-bullying action plan that is regularly reviewed and updated
  • Support pupils to be actively involved in anti-bullying initiatives (e.g. including awareness raising)
  • Have an up-to-date anti-bullying policy (or behaviour policy which includes anti-bullying) that is reviewed annually with involvement from pupils, staff and parents
  • Ensure that the policy is easy to understand for pupils, parents and staff
  • Ensure that the policy has a clear definition of bullying that is understood by all members of the school community
  • Ensures that the policy states that bullying is never acceptable behaviour and sets clear expectations about how all pupils, staff and parents should treat each other
  • Ensures that the policy references action to prevent and respond to bullying outside of school (e.g. online bullying, journeys to and from school)
  • Ensures that the policy is clearly aligned with other relevant policies (e.g. behaviour, safeguarding, SEND, acceptable use
  • Includes a range of methods by which pupils and parents can report bullying (including a named contact), within their policy
  • Ensures that the policy is available in school and on the school website. It is also communicated via numerous means to pupils, staff and parents at least annually
  • Have surveyed pupils surveyed to measure levels of wellbeing and bullying in the last 12 months and this is shared and data is used to inform whole school developments
  • Have a range of methods to report bullying that meet the needs of all pupils
  • Use recording systems for bullying, which includes action taken, outcomes and review dates
  • Ensures that school staff, pupils and parents and carers know how to report bullying and are encouraged to report bullying behaviour
  • Undertakes data collection, which includes the option of recording the type of bullying (e.g. physical, online, verbal) and collects data about pupil characteristics
  • Promotes Anti-Bullying Week, which takes place each year and pupils support the planning and delivery of it
  • Has a clear ethos about how they treat others and this is communicated to and understood by pupils, parents and school staff
  • Uses RSHE, assembly and other cross curricula opportunities to celebrate difference and diversity of all pupils, develop pupil understanding of bullying and the impact of bullying including online bullying
  • Ensure that all pupils, school staff and parents and carers feel equally valued, welcome and included in school and this is established through regular collections of evidence and data
  • Has adequate supervision at times of transition, entry and exit from school and break times
  • Ensure that break times include options for structured play
  • Work actively to prevent discriminatory language and challenge it when it is heard in all its forms (including disablist language)
  • Has implemented strategies to encourage peer-to-peer support / defenders
  • Uses a range of interventions to respond to bullying – including work with the wider peer group
  • Has a system in place to ensure that all reported incidents of bullying are taken seriously and acted upon quickly
  • Do not focus our school responses to bullying on changing the behaviour of the pupil/s who are being bullied
  • Ensure that responses to bullying include SMART (specific, measurable, achievable, realistic and time bonded) outcomes
  • Seeks to learn from each incident and, where necessary, improve practice
  • Review response strategies regularly and amend with pupils and parent/carer involvement
  • Seeks support from outside agencies where necessary/available (e.g. local support groups, Child and Adolescent Mental Health Services, police, children’s services
  • Ensure that all staff have access to the ABA online training and regular anti-bullying CPD is provided to all staff including lunchtime supervisors and after school activity s
  • Ensure that all new school staff undergo anti-bullying training as part of their induction
  • Provide all school staff with access to resources and new developments in anti-bullying practice
  • Ensure that all school staff understand the law relating to bullying, know when it is a safeguarding issue and know how to escalate a concern
  • Ensure that all school staff understand and value equality, diversity, protected characteristics, how individuals and groups can be vulnerable to bullying and need protecting from harm

 

Congratulations to St Edwards regarding an excellent outcome.