« November 2021 »

Anti Bullying Policy

Lincewood Primary School Anti-Bullying Policy

Extract from Essex County Council Policy - ‘In Essex we are agreed that bullying in any form is unacceptable. We aim to empower all individuals, institutions and communities to challenge, remedy and prevent bullying and create a culture where the rights of the individual are valued and upheld’

 Essex County Council’s guiding principles for preventing and responding to bullying:

 County Councillors and officers of Essex County Council adhere to the United Nations Convention on the rights of the child in respect of the care of children/young people for whom they have a responsibility.

  1. All children and young people, regardless of educational need and individual difference, have a right to be treated with dignity and respect, and have a responsibility to treat others in the same way.
  2. Staff within Essex County Council recognise that bullying is an issue that must also be taken seriously.
  3. Essex County Council recognises that work to minimise/prevent bullying is essential as the basis for an effective anti-bullying strategy.
  4. In tackling bullying all officers of Essex County Council whether working directly or in an advisory role, seek to achieve positive outcomes for those who are bullied and those who engage in bullying behaviour.
  5. All instances of racist bullying must be treated as racist incidents and recorded in line with the procedures explained in Dealing with and Reporting Racist Incidents in School (Essex CC, 2003).


Our vision statement at Lincewood Primary School states that “We promote a positive ethos ensuring that the staff and pupils are happy and motivated.”  The 6 key values of responsibility, fairness, trustworthiness, caring, citizenship and respect are nurtured. To maintain this positive ethos we consider that bullying in any form and directed to any person is unacceptable.

 Our intention is to create an environment in which everyone feels safe; where everyone can learn and play, can talk about their worries, confident that someone will listen and offer help. 

 We will make it clear to pupils, staff, parents and governors that when bullying happens we will work together to help people who are harmed and the perpetrators.  We will ensure the safety of the targeted person and do our best to support improved behaviour from the perpetrator.


“Bullying is long-standing violence, physical or psychological, conducted by an individual or a group against an individual who is not able to defend him/herself in the actual situation.”  (Roland 1989).

 It is considered to be:-

  • Deliberately hurtful (including aggression).
  • Repeated often over a period of time.
  • Difficult for victims to defend themselves against.

 It can take the forms of:-

  • Physical ---- hitting, kicking, taking belongings.
  • Verbal ---- name calling (due to individual characteristics, ethnic origin, nationality or colour, sexual orientation, family background, some form of disability.)
  • Indirect ---- spreading nasty stories, exclusion from social groups, being made the subject of malicious rumours, sending malicious e-mails or text messages).
  • In line with the 2010 Equality Act, the school deems any homophobic activity as being totally unacceptable with a zero tolerance shown towards any homophobic bullying.

 Awareness factors.

Certain factors can make bullying more likely:-

  • Lacking close friends in school.
  • Being shy / nervous.
  • New to the school.
  • Have experienced difficulties in their lives.
  • An over-protective family environment.
  • Being from a different racial or ethnic group to the majority.
  • Being different in some obvious respect – such as stammering.
  • Having Special Educational Needs or a disability.
  • Behaving inappropriately, intruding or being a “nuisance”.
  • Possessing or not possessing expensive accessories.

Risks symptoms

Some factors may present themselves as symptoms or warning signs of bullying.

  • Reluctance to attend school or go out to play; frequent absences.
  • More anxious and insecure than others.
  • Less concentration on tasks.
  • Have fewer friends and often feel unhappy, sad or lonely / cling to adults.
  • Complaints of hunger.
  • Have low self esteem and negative self image.
  • Consider themselves as failures – feeling stupid, ashamed and unattractive.
  • Sickness, headaches, limb pains, stomach pains.
  • Visual symptoms.
  • Faints.
  • Bed wetting.
  • Unexplained injuries.
  • Withdrawn and distressed.
  • Sleeping difficulties.
  • Give unlikely excuses to explain symptoms.

School Action

In line with the School’s Discipline and Behaviour policy there are a range of responses which deal with on-going preventative measures and directly with any reports of bullying.

 We aim to consider these 5 key points:-

  •  Never ignore suspected bullying.
  • Don’t make premature assumptions.
  • Listen carefully to all accounts – several people saying the same does not necessarily mean they are telling the truth.
  • Adopt a problem-solving approach which moves pupils on from justifying themselves. 
  • Follow up repeatedly checking bullying has not resumed.

 1. Prevention.

Staff …… the adult as a model.

☺ Staff will not misuse a position of power to dominate the people in this school.

☺Staff will avoid sarcastic comments, derogatory nicknames and dominating and humiliating behaviour.

☺Staff will listen to others when they are willing to talk about bullying.

☺ Staff will be sensitive to another’s need for privacy and respect.

     Pupils ……. Recognise each other’s rights to:-

  • Be physically safe.
  • Keep their own possessions and money.
  • Be free of insult, derogatory terms and teasing.
  • Be able to associate with others for companionship and friendship.

     Pupils…. Take responsibility for:-

  • Physical safety of others.
  • Security of everyone’s personal possessions.
  • Freedom from hurt by name-calling, teasing.
  • Including all in play and learning activities.

 The curriculum / raising awareness.

 The contents of some subject areas (e.g. PSHE / Literacy / History / Art ) will provide opportunities to make reference to anti-bullying.

 Examples ….

- PSHE  Character Counts assemblies / class work. 

- Themed day/week for friendship activities. 

- Relevant QCA units.

- Literacy.  Discussions. Writing.

- Drama activities by pupils or visitors.

- Art. Painting. Sculpture. Photography displays.

 In some curriculum areas the processes encouraged in group work, discussion, co-operative learning will allow teaching and illustrative points from anti-bullying themes.

 Examples ….

1)    Co-operative Group work.  Shared tasks involving co-operation and individual accountability / trust building exercises / co-operative games / problem solving activities / discussion groups / role play / simulations.

2)    Circle Time.  Time set aside regularly to pursue positive games and discussion, to address particular problems, following simple rules; to develop the “higher values” of empathy, consideration and unselfishness.

3)    Circle of Friends. (or Circles of Support) to build relationships around a vulnerable pupil.  (Manual and ideas available in school).

4)    Befriending. Assigning selected pupil volunteers to be a “buddy” or to “befriend” peers whom teachers have referred.

5)    Support Group approach. A support group is formed by gathering together a small group, which includes the perpetrator(s), colluders and friends or good role models. By acting as advocates for the targeted pupil the facilitator encourages empathy and understanding. (7 steps summarised in appendix).

6)    Mediation by adults.. to establish ground rules that will enable pupils to co-exist at school

7)    Mediation by peers.  In a structured way, a neutral person helps voluntary participants resolve their dispute.

 1. Reaction

All staff, teaching and non-teaching, including lunchtime supervisors and assistants are alert to signs of bullying and act promptly and firmly to incidents and allegations. The first response will be a non-punitive, problem solving approach. 

 If a report of bullying is forthcoming the two aims of intervention are:-

1. To make the targeted person feel safe.

2. To encourage better behaviour from the perpetrator, colluders and observers.

 Everyone is encouraged to talk about bullying issues and report incidents.  At all stages, pupils will be reminded that all forms of bullying are unacceptable and will not be tolerated. At an early point parents may be involved to reinforce the school’s approach.

 Whatever response is used, all incidents will be recorded. (Bullying Incident report form.  Appendix.)

 Repeated allegations are monitored and dealt with by staff members again with problem solving strategies.

 Persistent allegations are passed to the SMT, deputy head teacher or head teacher for further monitoring and consistent intervention.

 Sanctions comply with the school’s behaviour policy.

 Where other strategies do not resolve the problem, temporary or permanent exclusion may be justified in the most serious and persistent cases, particularly where violence is involved.

 Monitoring and evaluating policy

This policy will be evaluated by the Head teacher, Deputy Head teacher, Senior Leadership Team and Inclusion Manager in consultation with staff to identify progress and enable follow-up, in order to determine its effectiveness.

 Records will be kept whilst victim/perpetrators are in the school and will be accessible to relevant children, parents and staff.


Lincewood Primary School
Berry Lane, Langdon Hills,
Essex. SS16 6AZ

T: 01268 412888 

Chair of Governors: Niki Lamont


Office: Jane Dyer or Jane Tyson


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