1.0 Introduction

1.1 This policy is designed to apply to all pupils in Braes High School.

1.2 Braes High School is committed to the personal and social wellbeing of all pupils. We aim to provide a learning environment free from any threat or fear, as a matter of right and as a prerequisite to effective learning and development.

1.3 In this context Braes High School, through all staff who work within it, is unequivocally opposed to bullying. We fully recognise the damage which bullying can do to pupil's lives -both those who display bullying behaviours and those who experience bullying behaviours -in the short and long term. We are therefore committed to reducing and preventing bullying and providing appropriate support when bullying does occur. This policy sets clear expectations regarding how these goals will be achieved.

1.4 For the purposes of this policy we define bullying as behaviour, which may or may not be deliberate, by one person or a group, which upsets, hurts, harms or injures another, impacting directly on their quality of life. Bullying may take many forms, including verbal, physical and social behaviour, and increasingly it may involve the use of technology, such as mobile phones or computers to interact using social media. It is likely to be associated with a power difference between those who bully and those who are bullied, to lead to hurt, fear and anxiety, and is often the result of a difference, perceived or real.

1.5 In addressing the issue of bullying we recognise that pupils will naturally fall in and out of friendships in the course of growing up. Such difficulties, disagreements or conflicts might be relatively minor and short-lived, but at other times may lead to serious conflict requiring direct intervention to ensure resolution. At whatever level such conflict occurs it is important to distinguish it from bullying, and to ensure that pupils and their parents and carers understand this distinction. It should also be recognised of course that unresolved conflict might, in time, lead to bullying.

1.6 We believe it is important to make a distinction between conflict and bullying as describing all relationship difficulties as 'bullying' is likely to devalue the termand obscure the very real risks which we know are associated with pupils being bullied. It can also create confusion around the nature of response or intervention which is required to get best outcomes for pupils. Bullying is a mixture of behaviours and impacts, and adult intervention should be guided by the impact on a pupil.

1.7 This policy has been developed to reflect the needs of the pupils and families within our community. The approach taken by staff when addressing instances of bullying should at all times take account of the pupil's past experiences, any additional support needs and the behaviours exhibited by those experiencing bullying behaviour, or those displaying bullying behaviour. The GIRFEC wellbeing indicators should be considered when planning the support provided for pupils who experience instances of bullying or pupils who exhibit bullying behaviours.

1.8 Braes High School acknowledges the harm and distress caused to pupils and families by bullying behaviours. Bullying behaviour carried out on-line, through text, social-media and e-mail is a more recent development. On-line bullying behaviour is often similar in nature to the traditional view of bullying but has a far greater reach due to our interconnected technological society. The training of staff within the school includes best practice advice on tackling on-line bullying behaviours.

1.9 Anti-bullying is covered within the health and wellbeing curriculum.

1.10 Braes High School is fully committed to equality and diversity and to ensuring that we are fully inclusive. In the context of this policy we fully recognise the need and responsibility to ensure the safety and protection of pupils who may be vulnerable to bullying as a result of a real or perceived difference affecting them or any member of their family. Through policy and practice we will develop the capacity to respond to any form of prejudice based bullying, recognising the importance of the protected characteristics identified in the Equality Act 2010:

• age;
  
• disability;
  
• gender reassignment;
  
• marriage and civil partnership;
  
• pregnancy and maternity;
  
• race;
  
• religion or belief;
  
• sex;
  
• sexual orientation.
  

Although only 7 of these characteristics may apply in schools; age, marriage and civil partnerships are also considered to be relevant as pupils may be subject to bullying as a result of these characteristics applying to their parents, carers, or other family members. This strategic policy also recognises the rights of lesbian, gay, bisexual, transgender and intersex young people (LGBTI) as a protected characteristic group. There is an established equalities pupil group which meets within the school.

2.0 Background

2.1 In 1998 the Human Rights Act (1998) made it a requirement that public authorities take steps to prevent bullying. Also since that time there have been major developments relating to social inclusion and an understanding of the factors which impact on educational attainment and achievement. This has implied a need, amongst other things, to look more closely at all obstacles to learning.

2.2 This policy sits within the policy framework for Promoting Positive Relationship in Falkirk produced by Falkirk Council Education andChildren's Servicesand reflects the main principlesand features of the United NationsConvention on the Rights of the Child(UNCRC),Respect for All: The National Approach to Anti-bullying for Scotland's Children and Young People (2017), Getting It Right for Every Child(GIRFEC), National Guidance for Child Protection in Scotland (2014), Education (Scotland) Act 2016, Children (Scotland) Act 1995, Human Rights Act (1998), Equality Act (2014), Children and Young People (Scotland) Act (2014). This policy recognises that bullying can be a child protection issue and therefore complements and reflects both the operational and the legal requirements of FalkirkCouncil's Child Protection Strategy.

2.3 Braes High is a Rights Respecting School (RRS). This means it is a place that promotes the values of respect, dignity and non-discrimination.Together as a school community, we are learning about children's rights, referring to the 42 Articles (rights) detailed in the United National Convention on the Rights of the Child (UNCRC). Article 1 "Everyone under 18 has these rights" The Braes High community is putting them into practice every day with the four key principles as the foundation of our RRS School Charter: wellbeing, participation, relationships and self-esteem. We continue to build the capacity of our young people as rights-holders to claim their rights, and the capacity of adults as duty bearers to fulfil their obligation. Child Rights Education helps adults, children and young people to work together, providing the space and encouragement for the meaningful participation and sustained civic engagement of children and young people.

3.0 Policy Statement 3.1 Braes High School aims to: Reduce, prevent and respond effectively to bullying; Improve behaviour through an effective strategy which actively involves pupils, parents/carers and staff in positive approaches; Ensure, through training and participation, that the BHS key concept of respect for all is understood and implemented by all those involved; Ensure that there are effective methods for monitoring, evaluating and reporting on the effectiveness of this policy, including any effects on minority or protected characteristic groups.

4.0 Policy in Practice - To ensure the effective implementation of this policy there will be action at two levels: Braes High School as an establishment and Individual staff within the school

4.1BraesHigh School as an establishment will ensure that:

• The Pastoral Team will be responsible for ensuring that the school's anti-bullying policy is up-to-date and ensure that anti-bullying training is undertaken by school staff;
  
• The anti-bullying policy is implemented and communicated effectively;
  
• Extracurricular clubs associated with the school implement this policy and the lead member of staff ensures the effective exchange of relevant information to the Named Person;
  
• The Pastoral Team will be responsible for coordinating the anti-bullying policy and for monitoring its implementation and impact; The policy articulates with the curriculum through the school's Personal and Social Education/Health & Wellbeing programme;
  
• Regular review of the policy (3yr review cycle) is the result of genuine partnership between staff, pupils and parents. Critically this process will include the consideration of pupil and parent feedback, both planned and unsolicited and in consultation with the wider community and partners;
  
• Bullying incidents are recorded and monitored, where appropriate, using On The Button referrals and pastoral notes;
  
• Appropriate training/awareness raising of the latest practice in anti-bullying approach will be made available to staff, pupils, parents and carers. On an annual basis, at least one professional development session will be allocated to anti-bullying policy and practice.
  
• Dining Hall is supervised at interval and lunchtime by a member of SMT and staff volunteers. Safe spaces are provided for groups of pupils in the form of: Best of You Base and Lunchtime Clubs.
  
• Where appropriate, pupils may be referred into a programme of supported inclusion as an alternative to temporary external exclusion.
  

4.2 BraesHigh School staff will ensure that they:

• Are fully conversant with the BHS 'Anti-bullying Policy';Engage with pupils in a supportive, calm, restorative and respectful manner in order to model appropriate learning behaviour
  
• Fully understand and follow procedures for recording, managing and monitoring inappropriate learning behaviours including bullying incidents, and supporting and managing pupils who have bullied or been bullied;
  
• Share relevant information concerning individual pupils and incidents of bullying with the pupil's Named Person (Pastoral Head/Pupil Support Key Teacher) or other professionals as required, to ensure pupil's safety at all times;
  
• Include self-evaluation of this aspect of their practice, as part of the wider care and welfare agenda, within their regular review of continuing professional development.
  

5.0 Recording Bullying Incidents
5.1 All staff are required where appropriate to record incidents of bullying behaviour by referring the situation to the relevant Named Person (Pastoral Head/Pupil Support Key Teacher) via an OTB referral.

5.2 Incidents of bullying behaviour should be recorded only by the Named Person using the Pastoral Notes within the school's OTB system.

5.3 Appropriate training regarding the recording of bullying incidents will be provided to the school's Pastoral Team.

5.4 Staff are reminded that an appropriate record of bullying incidents must be maintained by the Named Person (Pastoral Head/Pupil Support Key Teacher) and that the information recorded by the school may be the subject of freedom of information requests by parents, carers, members of the public and journalists.

6.0 Staff Training
6.1 On an annual basis Braes High School staff will participate in at least one training event, organised or led by the anti-bullying co-ordinator.

6.2 The anti-bullying policy will be reviewed on a three year cycle involving a range of partners such as: Parent Council, Pupil Review Groups including the Equalities Group and Rights Respecting Schools Group and relevant DHT.


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