KILMACANOGUE NATIONAL SCHOOL
ANTI-BULLYING / CINEÁLTAS CAMPAIGN POLICY
School Position on Bullying
The Kilmacanogue school community believes that each pupil has a right to an education free from fear and intimidation.
The teachers in this school together with other staff members seek, on an ongoing basis, to cultivate an environment in the school that is free from bullying.
This school regards bullying as a serious infringement of individual rights and a serious threat to the self-esteem and self-confidence of targeted pupil(s). Therefore, this school does not tolerate bullying of any kind.
Every report of bullying is treated seriously and dealt with, having due regard for the well being of the targeted pupil(s) and the perpetrator(s).
The immediate priority, should a bullying situation arise, is ending the bullying, (thereby protecting the person(s) being targeted) and resolving the issues and restoring the relationships involved insofar as is practicable using a ‘Reform, not Blame’ approach.
All pupils are expected to contribute to the creation and maintenance of a safe environment in the school. On becoming aware of any bullying situation in or outside the school, involving or having an impact on members of the school community, they should notify a trusted responsible adult. Bullying behaviour is too serious not to report.
Pupils’ participation in school life in general is encouraged through existing school structures. Awareness of bullying, and willingness to take action to prevent or stop it, is part of this participation.
Anti-Bullying Policy
Bullying is unwanted negative behaviour, verbal, psychological or physical conducted by an individual or group against another person (or persons) and which is repeated over time.
The following types of behaviour are included in the definition of bullying:
Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.
This definition includes a wide range of behaviour, whether verbal or written, whether physical or social, whether targeting person or property, whether carried out directly or indirectly or through any electronic or other medium, which could harm a pupil or undermine her/his self-esteem or self-confidence.
Appendix 1 gives a list of specific examples of bullying behaviour. This list is not exhaustive.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
(‘At primary level, the relevant teacher will normally be the class teacher.’ Procedures 6.8.3)
Using a combination of exercises from these programmes on a monthly basis, pupils will experience approximately 10 short awareness-raising exercises each year. In the process:
Through presentations or other exercises, the school staff and parents/guardians are made aware of the nature of bullying and the signs that might indicate that a pupil is being bullied. They are encouraged to be vigilant in watching out for signs of bullying and to report any suspicion of bullying they may have to the ‘Relevant Teacher’ (in the case of staff members) or any staff member (in the case of parents/guardians).
Through regular reports in the Kilmacanogue National School Newsletter and other communications, as well as at meetings with parent/guardian groups, parents/guardians are regularly informed of the anti-bullying activities of the school and encouraged to support its work.
Where a pupil has been found to be engaged in bullying behaviour, has formally promised to stop and has broken that promise, any of the following sanctions may be imposed:
The school’s programme of support for working with pupils affected by bullying is as follows:
The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.
Signed: Judy O’Toole Signed: Ann Marie Bourke
(Chairperson of Board of Management) (Principal)
Date: 02/03/2023 Date: 02/03/2023
Date of next review: 02/03/2024
Appendix 1 – Examples of Bullying Behaviour
Bullying (Deliberate, Repeated, Hurtful Behaviour) can take a number of forms. These may include any of the following (this list is not exhaustive):
Shouting and uncontrolled anger
Personal insults
Verbal abuse
Offensive language directed at an individual
Continually shouting or dismissing others
Public verbal attacks/criticism
Domineering behaviour
Open aggression
Offensive gestures and unwanted physical contact
Treating in a dictatorial manner
Ridicule
Persistent slagging
Deliberate staring with the intent to discomfort
Persistent rudeness in behaviour and attitude toward a particular individual
Asking inappropriate questions/making inappropriate comments re. personal life/family
Asking inappropriate questions/making inappropriate comments re. social life or schoolwork
Stealing/damaging books or equipment
Stealing/damaging clothing or other property
Demanding money with menaces
Persistently moving, hiding or interfering with property
Marking/defacing property
Condescending tone
Deliberately withholding significant information and resources
Writing of anonymous notes
Malicious, disparaging or demeaning comments
Malicious tricks/derogatory jokes
Knowingly spreading rumours
Belittling others’ efforts, their enthusiasm or their new ideas
Derogatory or offensive nicknames (name-calling)
Using electronic or other media for any of the above (cyber bullying)
Disrespectfully mimicking a particular individual in his/her absence
Deliberately refusing to address issues focusing instead on the person
Deliberately marginalising an individual
Deliberately preventing a person from joining a group
Deliberately preventing from joining in an activity, schoolwork-related or recreational
Blaming a pupil for things s/he did not do
J Junior Infants
S Senior Infants
1 First Class
2 Second Class
Third Class
Fourth Class: Walk Tall :
Unit 4: Making decisions: Lessons 1-4
Unit 5: My friends and other people: Lessons 1-3
Stay Safe:
Topic 2: Friendship and Bullying
Topic 4: Secrets and Telling
Incidental lessons as issues arise, 2x anti-bullying and friendship lessons a month using resources from https://www.antibullyingcampaign.ie and frequent discussions about Friendship and Bullying. Webwise activities and lessons on cyber-bullying.
The Social group 2x times a week with Support Teacher using CJ Fallon Mindful Matters 4. Topics include:
.
Unit 1 – Be a friend
Unit 2 – All sorts of friends
Unit 3 – Forever friends
Unit 4 – in good company?
Unit 5 – friendship tips
Unit 6 – Stop the bully
Unit 12 – I really should
Unit 13 – everyone has feelings
Unit 14 – communication
Unit 15 – effective listening
Unit 16 – criticism can be helpful
Unit 17 – even best friends can argue
Unit 18 – Go on, you want to
Unit 19 – everyone needs rules
Unit 23 – actions have consequences
Unit 24 – tricky situations
Unit 25 – mobile phones
Unit 26 – On the net
Unit 28 – Friends on the telly
Fifth Class:
Anti-Bullying lessons:
Weaving Well-Being by Fiona Forman and Mick Rock.
Lesson 1: The importance of positive relationships.
Lesson 2: Respect
Lesson 3: Empathy
Lesson 4: Look for win-wins
Lesson 5: Active Listening
Lesson 6: Try to forgive
Lesson 7: Interest in others
Lesson 8: No more snap judgements
Lesson 9: Give, give, give
Lesson 10: Taking all the steps.
The Stay Safe Lessons
Topic 2: Friendship and Bullying pages 29-50.
Lesson 1: Friendship
Lesson 2: What is bullying?
Lesson 3: Other types of bullying
Lesson 4: Cyberbullying
Lesson 5: Coping with bullying
Lesson 6: Class agreement
Books read with class and used for discussion:
Bullying – By Karen Bryant-Mole
Under the mask – By Emma Cahill. Recognising and dealing with sadness, anger and worry.
Other incidental discussions as they arise in the classroom and also through other subjects such as Religion and History.
Sixth Class:
Stay Safe Programme Topic 1: Feeling Safe and Unsafe
Stay Safe Programme Topic 2: Friendships and Bullying.
Support materials from the book ‘Total Health (Upper level)’ (Prim Ed resource).
6th class Weaving Well-Being programme, 10 Lessons, Empowering Beliefs (growth mindsets).
Walk Tall Programme, Antibullying Lessons.
Appendix 2 Contd. Sample: Prevention/Awareness-Raising Exercises
from the Anti-Bullying Campaign – Fostering Friendship, Kindness and Respect
for Junior and Senior Infants and First Class (Age 4-7 years)
Appendix 2 Contd. Sample: Prevention/Awareness-Raising Exercises
from the Anti-Bullying Campaign, Strand 1 – Raising Awareness Handbook
for Second to Sixth Classes (Age 7-12 years) and the Whole School Community
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Appendix 3. – Resolving Possible Bullying Situations – for Second to Sixth Classes (Age 7-12 years)
(Required under Procedures 5.2.2 (v)/(vi),5.3.1 (viii) & Appendix 1.6)
From: Anti-Bullying Campaign Strand 2 – Resolving Bullying Situations Handbook
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Appendix 4
The ‘Relevant Teacher(s)’ for investigating and dealing with possible bullying situations in this school
(as required in Anti-Bullying Procedures for Primary and Post Primary Schools, 2013
Appendix 1 – Template Anti-Bullying Policy, section 4)
(‘At primary level, the relevant teacher will normally be the class teacher.’ Procedures 6.8.3)
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KILMACANOGUE NATIONAL SCHOOL
ANTI-BULLYING / CINEÁLTAS CAMPAIGN POLICY
School Position on Bullying
The Kilmacanogue school community believes that each pupil has a right to an education free from fear and intimidation.
The teachers in this school together with other staff members seek, on an ongoing basis, to cultivate an environment in the school that is free from bullying.
This school regards bullying as a serious infringement of individual rights and a serious threat to the self-esteem and self-confidence of targeted pupil(s). Therefore, this school does not tolerate bullying of any kind.
Every report of bullying is treated seriously and dealt with, having due regard for the well being of the targeted pupil(s) and the perpetrator(s).
The immediate priority, should a bullying situation arise, is ending the bullying, (thereby protecting the person(s) being targeted) and resolving the issues and restoring the relationships involved insofar as is practicable using a ‘Reform, not Blame’ approach.
All pupils are expected to contribute to the creation and maintenance of a safe environment in the school. On becoming aware of any bullying situation in or outside the school, involving or having an impact on members of the school community, they should notify a trusted responsible adult. Bullying behaviour is too serious not to report.
Pupils’ participation in school life in general is encouraged through existing school structures. Awareness of bullying, and willingness to take action to prevent or stop it, is part of this participation.
Anti-Bullying Policy
Bullying is unwanted negative behaviour, verbal, psychological or physical conducted by an individual or group against another person (or persons) and which is repeated over time.
The following types of behaviour are included in the definition of bullying:
Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.
This definition includes a wide range of behaviour, whether verbal or written, whether physical or social, whether targeting person or property, whether carried out directly or indirectly or through any electronic or other medium, which could harm a pupil or undermine her/his self-esteem or self-confidence.
Appendix 1 gives a list of specific examples of bullying behaviour. This list is not exhaustive.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
(‘At primary level, the relevant teacher will normally be the class teacher.’ Procedures 6.8.3)
Using a combination of exercises from these programmes on a monthly basis, pupils will experience approximately 10 short awareness-raising exercises each year. In the process:
Through presentations or other exercises, the school staff and parents/guardians are made aware of the nature of bullying and the signs that might indicate that a pupil is being bullied. They are encouraged to be vigilant in watching out for signs of bullying and to report any suspicion of bullying they may have to the ‘Relevant Teacher’ (in the case of staff members) or any staff member (in the case of parents/guardians).
Through regular reports in the Kilmacanogue National School Newsletter and other communications, as well as at meetings with parent/guardian groups, parents/guardians are regularly informed of the anti-bullying activities of the school and encouraged to support its work.
Where a pupil has been found to be engaged in bullying behaviour, has formally promised to stop and has broken that promise, any of the following sanctions may be imposed:
The school’s programme of support for working with pupils affected by bullying is as follows:
The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.
Signed: Judy O’Toole Signed: Ann Marie Bourke
(Chairperson of Board of Management) (Principal)
Date: 02/03/2023 Date: 02/03/2023
Date of next review: 02/03/2024
Appendix 1 – Examples of Bullying Behaviour
Bullying (Deliberate, Repeated, Hurtful Behaviour) can take a number of forms. These may include any of the following (this list is not exhaustive):
Shouting and uncontrolled anger
Personal insults
Verbal abuse
Offensive language directed at an individual
Continually shouting or dismissing others
Public verbal attacks/criticism
Domineering behaviour
Open aggression
Offensive gestures and unwanted physical contact
Treating in a dictatorial manner
Ridicule
Persistent slagging
Deliberate staring with the intent to discomfort
Persistent rudeness in behaviour and attitude toward a particular individual
Asking inappropriate questions/making inappropriate comments re. personal life/family
Asking inappropriate questions/making inappropriate comments re. social life or schoolwork
Stealing/damaging books or equipment
Stealing/damaging clothing or other property
Demanding money with menaces
Persistently moving, hiding or interfering with property
Marking/defacing property
Condescending tone
Deliberately withholding significant information and resources
Writing of anonymous notes
Malicious, disparaging or demeaning comments
Malicious tricks/derogatory jokes
Knowingly spreading rumours
Belittling others’ efforts, their enthusiasm or their new ideas
Derogatory or offensive nicknames (name-calling)
Using electronic or other media for any of the above (cyber bullying)
Disrespectfully mimicking a particular individual in his/her absence
Deliberately refusing to address issues focusing instead on the person
Deliberately marginalising an individual
Deliberately preventing a person from joining a group
Deliberately preventing from joining in an activity, schoolwork-related or recreational
Blaming a pupil for things s/he did not do
J Junior Infants
S Senior Infants
1 First Class
2 Second Class
Third Class
Fourth Class: Walk Tall :
Unit 4: Making decisions: Lessons 1-4
Unit 5: My friends and other people: Lessons 1-3
Stay Safe:
Topic 2: Friendship and Bullying
Topic 4: Secrets and Telling
Incidental lessons as issues arise, 2x anti-bullying and friendship lessons a month using resources from https://www.antibullyingcampaign.ie and frequent discussions about Friendship and Bullying. Webwise activities and lessons on cyber-bullying.
The Social group 2x times a week with Support Teacher using CJ Fallon Mindful Matters 4. Topics include:
.
Unit 1 – Be a friend
Unit 2 – All sorts of friends
Unit 3 – Forever friends
Unit 4 – in good company?
Unit 5 – friendship tips
Unit 6 – Stop the bully
Unit 12 – I really should
Unit 13 – everyone has feelings
Unit 14 – communication
Unit 15 – effective listening
Unit 16 – criticism can be helpful
Unit 17 – even best friends can argue
Unit 18 – Go on, you want to
Unit 19 – everyone needs rules
Unit 23 – actions have consequences
Unit 24 – tricky situations
Unit 25 – mobile phones
Unit 26 – On the net
Unit 28 – Friends on the telly
Fifth Class:
Anti-Bullying lessons:
Weaving Well-Being by Fiona Forman and Mick Rock.
Lesson 1: The importance of positive relationships.
Lesson 2: Respect
Lesson 3: Empathy
Lesson 4: Look for win-wins
Lesson 5: Active Listening
Lesson 6: Try to forgive
Lesson 7: Interest in others
Lesson 8: No more snap judgements
Lesson 9: Give, give, give
Lesson 10: Taking all the steps.
The Stay Safe Lessons
Topic 2: Friendship and Bullying pages 29-50.
Lesson 1: Friendship
Lesson 2: What is bullying?
Lesson 3: Other types of bullying
Lesson 4: Cyberbullying
Lesson 5: Coping with bullying
Lesson 6: Class agreement
Books read with class and used for discussion:
Bullying – By Karen Bryant-Mole
Under the mask – By Emma Cahill. Recognising and dealing with sadness, anger and worry.
Other incidental discussions as they arise in the classroom and also through other subjects such as Religion and History.
Sixth Class:
Stay Safe Programme Topic 1: Feeling Safe and Unsafe
Stay Safe Programme Topic 2: Friendships and Bullying.
Support materials from the book ‘Total Health (Upper level)’ (Prim Ed resource).
6th class Weaving Well-Being programme, 10 Lessons, Empowering Beliefs (growth mindsets).
Walk Tall Programme, Antibullying Lessons.
Appendix 2 Contd. Sample: Prevention/Awareness-Raising Exercises
from the Anti-Bullying Campaign – Fostering Friendship, Kindness and Respect
for Junior and Senior Infants and First Class (Age 4-7 years)
Appendix 2 Contd. Sample: Prevention/Awareness-Raising Exercises
from the Anti-Bullying Campaign, Strand 1 – Raising Awareness Handbook
for Second to Sixth Classes (Age 7-12 years) and the Whole School Community
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Appendix 3. – Resolving Possible Bullying Situations – for Second to Sixth Classes (Age 7-12 years)
(Required under Procedures 5.2.2 (v)/(vi),5.3.1 (viii) & Appendix 1.6)
From: Anti-Bullying Campaign Strand 2 – Resolving Bullying Situations Handbook
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Appendix 4
The ‘Relevant Teacher(s)’ for investigating and dealing with possible bullying situations in this school
(as required in Anti-Bullying Procedures for Primary and Post Primary Schools, 2013
Appendix 1 – Template Anti-Bullying Policy, section 4)
(‘At primary level, the relevant teacher will normally be the class teacher.’ Procedures 6.8.3)
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