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Addressing Bullying Type Behaviour Policy 1

METHODIST COLLEGE BELFAST

Policy Responsibility: Pastoral Vice Principal

Date Ratified: June 2026

Ratified by: Board of Governors

Next Reviewed Date: June 2029

Contents Contents .....................................................................................................................................2 1. Statutory Context & Guidance ...............................................................................................3 1.1 Introduction .........................................................................................................................3 1.2 Ethos and Values ..................................................................................................................4 1.3 Links to Other Policies ..........................................................................................................5 1.4 Consultation .........................................................................................................................6 2. What is Bullying Type Behaviour? ..........................................................................................6 2.1 Trip .......................................................................................................................................7 2.2 Language ..............................................................................................................................8 2.3 Journey to and from School .................................................................................................9 2.4 Electronic Communication ...................................................................................................9 3. Methods and Motivations of Socially Unacceptable or Bullying Type Behaviour ...............10 4. Rights, Roles, and Responsibilities .......................................................................................11 5. Preventative Measures ........................................................................................................11 5.1 Professional Development of Staff.....................................................................................13 6. Statutory Systems and Processes for Reporting, Responding and Recording .....................13 6.1 Pupils Reporting a Concern ................................................................................................14 6.2 Parents/Guardians or Others Reporting a Concern ...........................................................14 6.3 Responding to and Recording a Bullying Type Concern .....................................................15 7. Monitoring and Review of Policy .........................................................................................16 Appendix 1 ...............................................................................................................................17 Appendix 2 ...............................................................................................................................19 Appendix 3: Bullying Concern Assessment Form (BCAF) .........................................................20 Appendix 4: Effective Responses, Support, and Intervention Levels 1 & 2 .............................33 Effective Responses, Support, and Intervention Levels 3 &4...................................................34 Appendix 5: Rights, Roles, and Responsibilities .......................................................................35 2

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Appendix 6: Education Authority ABSIT Guides.......................................................................39 Appendix 7 ...............................................................................................................................41 Appendix 8: Summary ..............................................................................................................43

1. Statutory Context & Guidance It is a duty placed on Boards of Governors in Northern Ireland, to ensure the school has an effective Addressing Bullying Policy and practices aligned to the Addressing Bullying in Schools (NI) Act 2016 which commenced in schools September 2021. This Addressing Bullying Policy takes account of key legislation and is informed by DE Guidance, EA publications and the international context (Appendix 1).

1.1 Introduction At Methodist College Belfast we acknowledge that bullying type behaviour exists in schools and wider society and can impact on the lives, mental health, and wellbeing of those involved. This policy aims to help create, maintain and embed a culture where everyone agrees that bullying type behaviour is unacceptable. We believe that safeguarding our pupils is paramount and the responsibility of all stakeholders. We promote a safe, inclusive and relational school environment where concerns of bullying type behaviour may be shared and addressed and where pupils are supported within the context of Article 19 Measures to Prevent Bullying, Education (NI) 2003 and the 2016 Addressing Bullying in Schools Act (N.I.) (Appendix 1). The purpose of this policy is to: • • • • •

define bullying type behaviour; summarise rights, roles and responsibilities; explain preventative measures; clarify processes used for reporting, recording and responding; outline monitoring and review processes.

The policy is applied where concerns of alleged bullying type behaviour between pupils have been reported. For other concerns regarding bullying type behaviours please refer to the school complaints procedures or associated.

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1.2 Ethos and Values At Methodist College, we are committed to nurturing academic excellence, responsibility, and strong community values in a caring and supportive environment. We want to provide a truly unique and positive life changing experience so that every Collegian can flourish in school and beyond. At the College, we foster excellence and ambition in a diverse and nurturing environment. Integrity, humility, kindness and stewardship are the guiding principles that shape our conduct. We take seriously our responsibility to make positive contributions both within the College and broader community. Whether in the classroom or beyond, Methody pupils embrace challenges with initiative, perseverance and teamwork. We honour the progressive traditions of our institution while embracing new possibilities. An atmosphere of mutual understanding and appreciation of differences fosters the wellbeing of each individual and unity of the student body as a whole. It is through upholding our proud heritage and living by the CREST values (see below) that we will nurture future leaders of tomorrow. At Methodist College, academic excellence and strength of character go hand in hand as we guide pupils to fulfil their potential and make their mark on the world. We believe that we offer life changing opportunities for everyone.

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We at Methodist College recognise the uniqueness of every pupil and celebrate the diversity of all children and young people within our community. Therefore: • • • • •

We are committed to a society where children and young people can live free and safe from bullying type behaviour. We believe that every child and young person should be celebrated in their diversity. We are committed to a preventative, relational and restorative ethos. We value, respect and consider the views and contribution of children, young people, and the wider school community. We seek to adopt solution focused and positive approaches with the aim of supporting pupils and stopping behaviours rather than promoting a sanction led culture.

The Addressing Bullying Type Behaviour Policy applies: • • •

•

While students are on school premises during the school day. While the pupil is in the lawful control or charge of a member of the staff of the school e.g. during extra-curricular activities, school excursions, residential trips etc. Education provision arranged on behalf of the school and provided away from the school premises e.g. another school in the Area Learning Community, a Further Education College, Alternative Educational Providers/Education Other than at School centres, Home (Exceptional Teaching Arrangements.) During journeys to and from school

1.3 Links to Other Policies This policy should be read in conjunction with SEND, Safeguarding, and the wider suite of policies available on the school website or from the school office by request. These policies include but are not limited to: Safeguarding and Child Protection Policy

Staff Code of Conduct

Pupil Attendance Policy

Positive Behaviour Policy

Health and Safety Policy

E-safety and ICT Acceptable Use Policy

Special Educational Needs Policy

Educational Trips and Visits Policy

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1.4 Consultation We value and respect the views and contributions of our school community. Therefore, as part of this policy development and in compliance with Article 19 of the 2003 Education (NI) Order and the 2016 Addressing Bullying in Schools Act (N.I.), there was consultation with pupils, parents/guardians and staff. In line with statutory requirements, pupils, parents/guardians and staff will be consulted as part of any substantive review of this policy. Minor amendments, which do not materially alter the nature or implementation of the policy, may be approved by the Board of Governors without full consultation. • • •

Pupil consultation involved: Survey/questionnaire, PASS data, sharing of ABSIT pupil guide. Parents/guardians consultation involved: sharing of draft policy, sharing of EA ABSIT parent guide. Staff consultation involved sharing of draft policy, Heads of Form focus group.

2. What is Bullying Type Behaviour? ‘The Addressing Bullying in Schools Act (N.I.) 2016’ provides schools with a legal definition which must be used by all schools to assess reported concerns of bullying type behaviour. Addressing Bullying in Schools. Definition of ‘bullying’

(1) In this Act “bullying” includes (but is not limited to) the repeated use of:

(a) any verbal, written or electronic communication, (b) any other act, or (c) any combination of those, by a pupil or a group of pupils against another pupil or group of pupils, with the intention of causing physical or emotional harm to that pupil or group of pupils.

(2) For the purposes of subsection (1), “act” includes omission.

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2.1 Trip While the legal definition, as set out in the Act, is the primary definition, we also use the mnemonic TRIP. This helps to build a shared understanding across our school community of the difference between socially unacceptable and bullying type behaviour. Socially unacceptable behaviour becomes bullying type behaviour when, after clarifying facts and perceptions, TRIP is confirmed: T

When the behaviour is TARGETED at a specific pupil or group of pupils.

When the behaviour is REPEATED over time.

When the behaviour is deliberately INTENDED to cause harm.

When the behaviour causes PSYCHOLOGICAL/EMOTIONAL and/or PHYSICAL harm.

While an ‘imbalance of power’ has not been included in the legal definition, the Board of Governors have agreed to incorporate this criterion to help determine if bullying type behaviour was targeted. An ‘imbalance of power’ is present when someone seen with lesser power, is identified as an object of negative attention. It may be used to validate and confirm the final TRIP decision.

Although incidents usually involve repetition, a one-off incident may be classified as bullying type behaviour through consideration of the following criteria: • • • • •

severity and significance of the incident (See appendix 4.) evidence of pre-meditation. psychological/physical impact of the incident on the individuals and/or wider school community. previous relationship(s) between those involved. any previous incident(s) involving the individuals.

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A one-off electronic communication may constitute bullying type behaviour through repeated viewing and unwanted sharing of a post. Alternatively, the Positive Behaviour Policy may be used to determine the consequences of a one-off incident. The 2016 Act requires school to consider whether a pupil(s) intended to cause harm when determining if the incident(s) meets the legal definition. In the College, we will consider the following when assessing TRIP. The pupil(s): • • • •

•

capacity to regulate and understand the impact of their behaviour. developmental age. additional, educational, special, physical or medical needs. behaviours displayed/presenting profile (diagnosed or undiagnosed e.g. Social Behaviour Emotional Wellbeing, Autism, Attention Deficit Hyperactivity Disorder, Moderate Learning Difficulties etc.) individual circumstances e.g. trauma profile, safeguarding concerns, family circumstances and resilience.

Omission will be considered when addressing bullying type concerns. This is where a pupil(s) is or are wilfully excluded from a game, activity, or group work etc causing potential psychological harm. Pupils do not have to be friends in Methody, but friendly.

2.2 Language We recognise that behaviour should be addressed through a learner centred lens for those who display and experience socially unacceptable or bullying type behaviour. We will address all behaviour in a relational, solution focused manner aligned to Safeguarding and SEND. When discussing allegations of bullying type behaviour, we use language that is aligned to the Addressing Bullying in Schools Act (NI) 2016, and other relevant legislation and guidance (see appendix 1). We refer to the behaviour not the pupil and use the following: • • •

pupil displaying bullying type behaviour rather than the ‘bully’. pupil experiencing bullying type behaviour rather than the ‘victim’. socially unacceptable behaviour rather than ‘bad behaviour’ or ‘serious/gross misconduct etc’

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Any incident(s) which do not meet the legal definition and TRIP criteria will be addressed under the Positive Behaviour, Special Educational Needs, Safeguarding and Child Protection, or other relevant policies. (Please see the parent/guardian and pupil guides in Appendix 6).

2.3 Journey to and from School The Act outlines a statutory requirement for schools to implement measures to prevent and address bullying type behaviour for pupils whilst travelling to and from school. To this end, in our school we aim to: • • • • • • •

Address safeguarding concerns reported in relation to travel to and from school. Provide timely support and intervention. Reinforce positive and upstanding behaviour expectations through the Preventative Curriculum. Engage with pupil voice about experiences on the journey to and from school. Promote and develop a culture where all pupils respect the rights of others to travel safely. Communicate consistently the expectation to include and respect individual rights and diversity. Ensure effective communication with transport providers (e.g. Translink, EA Transport, etc.) for early identification and response to reported.

2.4 Electronic Communication The Addressing Bullying in Schools Act enables schools to take steps to help prevent and address online bullying type behaviour involving registered pupils during term time. We acknowledge that negative online behaviour occurring either in or out of school hours, can harm a pupil’s education and emotional wellbeing, and we will support affected individuals. We are committed to supporting our pupils to use the internet safely, responsibly and respectfully. The Addressing Bullying Policy is one of several school policies that address electronic behaviour which are reviewed in response to technological developments. As such, follow up is aligned to the wider policy suite. In Methody we aim to prevent electronic bullying type behaviour by: •

Addressing key themes of electronic online behaviour and risk through curriculum content.

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•

• • •

Engaging with statutory and voluntary sector agencies and resources (e.g. Safeguarding Board NI, PSNI, Public Health Agency, Safer Schools App) to support the promotion of key messages and online safe digital use. Participating in Safer Electronic/Online/Cyber Campaigns to promote key messages. Addressing reported safeguarding concerns in relation to the misuse of electronic communication and provide timely support and intervention. Creating, agreeing and implementing E-Safety and Acceptable Use of ICT Policy (see DE Circular 2016/27).

3. Methods and Motivations of Socially Unacceptable or Bullying Type Behaviour The following are methods of socially unacceptable behaviours which, when targeted, repeated, intentional and causing psychological/physical harm, may be considered as bullying type behaviour: Physical Acts

Physical - negative physical contact, material harm such as damaging or taking possessions without permission.

Verbal or Written acts

Verbal or written - unpleasant comments, written, verbal, gestures.

Social/Relational

Negatively influencing the actions of others to cause psychological or physical harm.

Omission

Excluding someone/others from e.g. game, activity, group work etc.

(Exclusion) Electronic Acts

Misuse of online platforms or other electronic communications to cause psychological upset

Please note this list is not exhaustive. The College acknowledges various motivations for bullying type behaviour which we address through our Preventative Curriculum and responsive approaches. This includes all identity or prejudice motivated bullying type behaviour related to those characteristics protected through Section 75 of the Northern Ireland Act 1998. Motivations include but are not limited to: • Ability • Economic Status/FSM • Age • Gender/Gender identity/Perceived Gender • Appearance • Newcomer/Migrant Status • Looked after Child • Peer relationship breakdown • Community background 10 METHODIST COLLEGE BELFAST

• • • •

Cultural Disability SEN Family circumstances (pregnancy, marital status, young carer status)

• • • •

Political affiliation/sectarianism Race Religion Sexual orientation

4. Rights, Roles, and Responsibilities In the College, we believe that all members of our school community have the right to be educated in a safe and supportive learning environment. We acknowledge that all members of our community have a role to play and a responsibility to prevent and address bullying type behaviour.

The following staff have been assigned specific responsibility within their role for oversight of the implementation of the Addressing Bullying Policy and associated practices aligned to Safeguarding and SEND legislation. They will support the Principal and Board of Governors with the ongoing review processes. These include the Heads of Form, Heads of Section, Head of Pastoral Care (Designated Safeguarding Lead), Learning Support Co-ordinator and the Vice Principal (Pastoral).

5. Preventative Measures The Addressing Bullying in Schools Act (N.I.) 2016, requires schools to focus on preventative measures to help reduce bullying type behaviours. The focus of this section is to set out the approaches taken by our school to help prevent bullying type behaviour effectively.

In Methody, we scaffold and promote a positive, relational learning environment where all members of the school community feel safe, included and valued. Our preventative measures help avoid bullying type behaviour and contribute to support plans for pupils. They are evident in all domains of school life and may include, but are not limited to:

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Whole School

•

• •

• • • •

•

SEND, Addressing Bullying Type Behaviour, Positive Behaviour, Safeguarding, Pastoral Care, Equity, Diversity and Inclusion Policy, Accessibility Policy Visible school ethos e.g. displays, visual cues, celebrations, positive expectations. Positively framed, agreed, and communicated Rights, Roles & Responsibilities for all school community members Peer/Student Leadership Teams (Made to Lead sessions) Adults modelling self-regulation, inclusive language, and positive relationships. Celebration of diversity, equity, and inclusion Parent education e.g. workshops, newsletters, leaflets, Tooled Up information. Shared education projects, events, assemblies, key campaigns e.g. anti-bullying week, Safer Internet Day Wellbeing assessment data e.g. GL PASS.

Classroom

• •

• • • •

• • •

Curriculum: PDMU/LLW/RSE Form and House time to promote belonging, connection and positive relationships. Cross-curricular activities E-safety and digital citizenship Social Emotional Learning Relevant literature and resourcing exploring related concepts and themes e.g. empathy, inclusion, diversity, problem-solving, relationships, resilience etc. Collaborative Learning/Problem Solving and Conflict Resolution Promotion of Upstanders v Bystanders Agile groupings and seating arrangements

Non-Classroom

Peer Support

Non-Classroom

Peer Support

• • • •

• •

Supervision and transition arrangements Buddy strategies Social and extra-curricular opportunities Professional Development/Training (including for Non-Teaching and supervision staff) Art and other therapeutic approaches Designated safe/quiet/reflective/spaces.

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•

• • •

Student Leadership e.g. student council, prefects, house-captains, ambassadors etc (Wellbeing Ambassadors, Antibullying Ambassadors) Pupils trained and supported by staff regarding roles, responsibilities. Peer mentoring programme Pupil led/directed extra-curricular activities.

•

Structures to facilitate reporting concerns e.g. post-boxes etc, QR code

5.1 Professional Development of Staff In Methody, we recognise the need for effective, updated, and ongoing training for all staff within our preventative measures. As such, we are committed to: •

ensuring that all staff and Governors complete relevant Safeguarding, Child Protection, SEND and Addressing Bullying in Schools training, including those provided by the Education Authority. • reviewing and amending the content of the Addressing Bullying Policy following training, complex case review or as directed by Department of Education. • keeping and regularly updating continued professional development records. • referencing the relevant sections in the Model for Great Teaching (2.1, 2.2, 2.4, 3.2 and 3.3.) To this end: •

Staff will complete the Level 1 Addressing Bullying in Schools training in August 2026

•

Key leadership staff have completed or are completing EA Addressing Bullying in Schools leadership training (Level 3)

•

All members and/or lead Governors with overall responsibility for the development and review of the Addressing Bullying Policy should complete EA Addressing Bullying in Schools training.

6. Statutory Systems and Processes for Reporting, Responding and Recording As a school we recognise that reporting a concern of bullying type behaviour can be difficult. For this reason, we have systems in place to enable pupils, parents/guardians and any other person to share concerns discreetly and efficiently with a trusted adult. All concerns of bullying type behaviour will be responded to in line with legislative processes as outlined in this policy.

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6.1 Pupils Reporting a Concern Pupils may report bullying type concerns in the following ways: • • • •

Verbally sharing with a staff member By writing a note to a staff member By sending an email to a staff member Using a confidential online reporting tool via a QR code

All pupils are encouraged to share concerns regarding socially unacceptable or bullying type behaviour that they experience, display or witness. They should not view this as ‘telling’ but rather ‘talking about concerns’ with the emphasis on ‘getting help’.

6.2 Parents/Guardians or Others Reporting a Concern In the first instance, parents/guardians or others report concerns to their child’s teacher, tutor, or Head of Form in one of the following ways: •

• • •

Speaking with the class teacher/tutor/Head of Form through agreed channels e.g. by requesting a telephone call back via Reception or general email info@mcb.belfast.ni.sch.uk. By sending a schoolcomms for the attention of the relevant member of staff By writing a note to a class teacher/tutor/Head of Form By sending an email to a class teacher/tutor/Head of Form

Please note, we do not advise parents to send confidential information regarding concerns of bullying type behaviour to the general school email address.

Should a parent/guardian continue to have concerns following contact with the tutor, please contact the Head of Form/ Head of Junior, Middle or Senior School/Vice Principal (Pastoral)/Principal (stepped response). Please note in the first instance teaching and support staff including teaching assistants, lunchtime supervisors, office staff etc should also report any concerns directly to the child’s class teacher/tutor/Head of Form in a timely manner as above.

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6.3 Responding to and Recording a Bullying Type Concern It is the responsibility of all staff (including teachers, teaching assistants, wider support staff, office staff, supervisors etc.) to report any bullying type of behaviour concerns. All allegations of bullying type behaviour will be responded to using the Statutory Process Flowchart (see Appendix 2), recorded digitally on a Bullying Concern Assessment Form (BCAF) (see Appendix 3), and stored electronically. Records will be maintained in line with our Data Protection Policy in a private folder within central records, password protected and open only to key personnel e.g. Senior Leadership Team/Designated Teacher/Vice Principals/Principal. Upon receipt of a concern of bullying type behaviour, designated staff will: • • •

Clarify facts and perceptions. Check records and previous assessments. Collaboratively assess the incident using the T.R.I.P. criteria (Record on BCAF Part 1).

Where bullying type behaviour has been confirmed and in consultation with pupils involved and their parents/guardians, designated staff (Heads of Form/Heads of Section/Pastoral Vice Principal) will ensure that parts 2 - 4 of the BCAF are completed and will: • • • •

• • • •

Identify methods and potential motivating factors (Record on BCAF Part 2). Identify relevant level of support and intervention (Levels 1 - 4). Select appropriate support and interventions (see Appendix 4) for all pupils involved (Record on BCAF Part 3a for the pupil experiencing and 3b for the pupil displaying). Ensure selected approaches are aligned to and in the context of wider safeguarding, SEND, Equity, Diversity and Inclusion Policy , Accessibility Policy and Positive Behaviour policies. Implement, track, monitor and record effectiveness of supports and interventions (BCAF Part 3). Review outcome of interventions (Record on BCAF Part 4). Select and implement further interventions as necessary. Based on the level of progress, revisit BCAF Parts 3a and 3b or proceed to case closure.

Please note details of support and intervention plans cannot be disclosed to anyone other than that pupil and their parents/guardians. METHODIST COLLEGE BELFAST 15

7. Monitoring and Review of Policy The Act places responsibility on the Board of Governors, in consultation with the Principal, to monitor the effectiveness of the Addressing Bullying Type Behaviour Policy. To this end, the Board of Governors will: •

• • • •

maintain a standing item on the agenda, under Safeguarding, where a report on bullying type behaviour is presented by the Principal or Vice Principal (Pastoral) (see Appendix 7). appoint a lead Governor to liaise with the Principal and/or Pastoral Vice Principal. minute the number of incidents including methods, motivations and how they were addressed. identify trends and patterns to inform future policy and practice development and review. record written responses to relevant pupils, parents/guardians when appropriate.

The Addressing Bullying Type Behaviour Policy will be reviewed in consultation with all school community stakeholders: • at intervals of no more than four years or • following any complex incident which highlights the need for such a review, • when reviewing other associated policies, such as the Safeguarding Policy and the Positive Behaviour Policy • in response to a recommendation by the Education and Training Inspectorate • following new guidance as directed by the Department of Education. A copy of this policy is available online, Parents/guardians can also request a hard copy by contacting the School Office on 028 90 205205 or info@mcb.belfast.ni.sch.uk

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Appendix 1 The Legislative Context: Anti-discrimination laws applicable in Northern Ireland (Equality Commission, 2024) The Addressing Bullying in Schools Act (Northern Ireland) 2016 Public Services Ombudsman Act (Northern Ireland) 2016 The Children’s Services Cooperation Act (Northern Ireland) 2015 The Education (School Development Plans) Regulations (Northern Ireland) 2010 The Special Education Needs and Disability Order (Northern Ireland) 2005 The Special Educational Needs and Disability Act (Northern Ireland) 2016 https://www.legislation.gov.uk/nia/2016/8/contents The Education (Northern Ireland) Order 1998 The Education and Libraries Order (Northern Ireland) 2003 (A17-19) The Northern Ireland Act 1998 Section 75 The Human Rights Act 1998 The Children (Northern Ireland) Order 1995 The Health and Safety at Work Order (Northern Ireland) 1978

The Policy & Guidance Context Implementing Trauma Informed Approaches in Northern Ireland and Executive Summary (QUB and SBI, 2024) CCEA Relationships and Education Resource Guidance (2024) ETI Safeguarding Proforma (ETI, 2023) Nurture Group Provision Guidance for Schools (DE, 2023) Draft Consultation: Consultation on the Statutory Guidance On The Reduction And Management Of Restrictive Practices In Educational Settings In Northern Ireland (DE, 2023) DE, DoH & DoJ Children and Young Peoples Emotional Health and Wellbeing in Education Framework (DE, 2021) DE/DoH METHODIST COLLEGE BELFAST 17

A Life Deserved: Caring for Children and Young People in Northern Ireland (DOH and DE, 2021) Suspensions and Exclusions for Pupils in Northern Ireland (DE Circular, March 2021) Model Equality and Inclusion Policy and Guidance (EA, 2020) Resource File for Children with Special Educational Needs (DE, 2020) Guidance on Identifying and Supporting Learners with Social, Emotional and Behavioural Difficulties (CCEA, 2020) Mental health care systems (SBNI, 2019) The Addressing Bullying in Schools Act (Northern Ireland) 2016 Statutory Guidance for Schools and Boards of Governors (DE, 2019) Putting Care into Education (DE, 2018) Safeguarding and Child Protection in Schools: A Guide for Schools (DE, 2017) Safeguarding Board for Northern Ireland Policies and Procedures (SBNI, 2017) Co-operating to Safeguard Children and Young People in Northern Ireland (Dept. of Health, Social Services and Public Safety, 2016) Miss School = Miss Out Improving Pupil Attendance Strategy (DE, 2016) Pastoral Care in School: Promoting Positive Behaviour (DE, 2001) Every School a Good School DE 2009 Effective responses to Bullying Behaviour

The International Context

• • • •

United Nations Convention on the Rights of the Child (UNCRC) To: Be protected from all forms of physical or mental violence, injury or abuse, maltreatment, or exploitation (A,19) Be protected from discrimination (A, 2) Express their views, in a supported and accessible way, on issues that affect them, and to have their opinions taken seriously (A.12); Education. (A.28)

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Appendix 2

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Appendix 3: Bullying Concern Assessment Form (BCAF) Incident Date: Pupils Involved

Role

Incident Bullying Concern

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Incident Date

Gender

Comments

DOB

Year and Reg

PART 1 - Assessment of Concern

Date:

Addressing Bullying in Schools Act (Northern Ireland) 2016 defines bullying as follows:

“bullying” includes (but is not limited to) the repeated use of — (a)

any verbal, written or electronic communication

(b)

any other act, or

(c)

any combination of those,

by a pupil or a group of pupils against another pupil or group of pupils, with the intention of causing physical or emotional harm to that pupil or group of pupils.

Name(s)

Gende r

DOB/Year Group

Person(s) reporting concern

Name of pupil(s) experiencing alleged bullying type behaviour

Name of Pupil(s) demonstrating alleged bullying type behaviour

Check records for previously recorded incidents

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Outline of incident(s): Attach all written accounts/drawings of incident(s) completed by pupil(s) experiencing, displaying, witnessing (i.e. other pupils, staff) including date(s) events, SIMS record. Date

Information gathered

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Location (stored)

Socially unacceptable behaviour becomes bullying type behaviour when, based on the information gathered, the criteria listed below have been met: The school will treat any incident which meets these criteria as bullying type behaviours. Is the behaviour intentional?

YES / NO

Is the behaviour targeted at a specific pupil or group of pupils?

YES / NO

Is the behaviour repeated?

YES / NO

Is the behaviour causing physical or emotional harm?

YES / NO

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Does the behaviour involve omission? (*may not always be present)

YES / NO

One-off Incident When determining whether a one-off incident may be classified as bullying type behaviour, the school shall take into consideration the following criteria and use the information gathered to inform and guide the decision-making process:

Criteria:

Information gathered:

severity and significance of the incident evidence of pre-meditation Significant level of physical/emotional impact on individual/s Significant level of impact on wider school community Status/nature of previous relationships between those involved Records exist of previous incidents involving the individuals

YES, the above criteria have been met and bullying type behaviour has occurred.

NO, the above criterial have not been met and bullying type behaviour has not occurred.

The criteria having been met, proceed to complete Part 2 of this Bullying Concern Assessment Form

The criteria having not been met, proceed to record the details. Refer to the Positive Behaviour Policy of your school, continue to track and monitor to ensure the behaviour does not escalate.

Agreed by ___________________________ Status

____________________________

___/___/___

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PART 2 2:1 Who experienced this behaviour? Select one or more of the following: Individual to individual 1:1 individual Group to group

Individual to group

Group to

2.2 In what way did the bullying type behaviour present?

Select one or more of the following:

Physical (includes for example, jostling, physical intimidation, interfering with personal property, punching/kicking Any other physical contact which may include use of weapons) Verbal (includes name calling, insults, jokes, threats, spreading rumours) Indirect (includes omission, isolation, refusal to work with/talk to/play with/help others) Electronic (through technology such as mobile phones and internet) Written Other Acts Please specify: __________________________________________________-

2.3 Motivation (underlying themes): this is not a definitive list.

Select one or more of the following:

Age Appearance METHODIST COLLEGE BELFAST 25

Cultural Religion Political Affiliation Community background Gender Identity Sexual Orientation Family Circumstance (pregnancy, marital status, young carer status) Looked After Status (LAC) Peer Relationship Breakdown Disability (related to perceived or actual disability) Ability Pregnancy Race Not known Other ______________________________________________________________

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Part 3a

RECORD OF SUPPORT AND INTERVENTIONS FOR PUPIL EXPERIENCING BULLYING TYPE BEHAVIOUR: Pupil Name:

Year Group/Class:

REFER TO SCHOOL ADDRESSING BULLYING POLICY AND TO LEVEL 1-4 INTERVENTIONS IN EFFECTIVE RESPONSES TO BULLYING TYPE BEHAVIOUR Parent/ carer informed:

Date:

By whom:

Staff Involved:

Date

Stage on Code of Practice

Intervention

Success Criteria

Action taken by whom and when

Outcomes of Intervention

Review

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Record of participation in planning for interventions Pupil:

Parent/carer:

Other Agencies:

Continue to track interventions until an agreed satisfactory outcome has been achieved

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Part 3b RECORD OF SUPPORT AND INTERVENTIONS FOR PUPIL EXPERIENCING BULLYING TYPE BEHAVIOUR: Pupil Name:

Year Group/Class:

REFER TO SCHOOL ADDRESSING BULLYING POLICY AND TO LEVEL 1-4 INTERVENTIONS IN EFFECTIVE RESPONSES TO BULLYING TYPE BEHAVIOUR Parent/ carer informed:

Date:

By whom:

Staff Involved:

Date

Stage on Code of Practice

Intervention

Success Criteria

Action taken by whom and when

Outcomes of Intervention

Review

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Record of participation in planning for interventions Pupil:

Parent/carer:

Other Agencies:

Continue to track interventions until an agreed satisfactory outcome has been achieved

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PART 4 - REVIEW OF BULLYING TYPE CONCERN AND ACTIONS TO DATE Date of Review Meeting: 4a- Following the Review Meeting, to what extent have the success criteria been met? 1 – Fully 2 – Partially 3 – Further intervention/support required Give details: _________________________________________________________________________________________________ Part 4b- If the success criteria have not been met, continue to: Re-assess Level of Interventions and implement other strategies from an appropriate level Track, monitor and review the outcomes of further intervention. Keep under review the Stage of Code of Practice each pupil is on Follow Safeguarding Policy Seek multi-agency input (EA, Health, and Social Services etc.) Engage with Board of Governors

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Agreed by:

Signed by:

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Date:

Appendix 4: Effective Responses, Support, and Intervention Levels 1 & 2 This list is not exhaustive and supports implemented are specific to each individual pupil. Level 1: Interventions at Level 1 are designed to support pupils experiencing and/or displaying socially unacceptable or bullyingtype behaviours. These interventions should be taken forward while listening to, supporting, and strengthening relationships with and between the pupils involved.

Level 2: Interventions at Level 2 are in addition to those at Level 1 but may involve a shift from individual support to group or whole.

• Schedule a solution focussed meeting with parents/carers of the child experiencing or displaying. • Review SEND CoP and the potential requirement for PLP to address needs e.g. SBEW, ASD, MLD, ADHD • Refer, align, and link to existing support plans e.g. Pupil Learning Plan (PLP), Safety and Support Plan, Risk Reduction and Action Plan (RRAP), Risk Assessment and Management Plan (RAMP), Child Looked After Personal Education Plan (PEP) etc. • Explore the concept of bullying type behaviour through resources e.g. ABSIT Information Leaflets • Complete and/or review additional assessments to build a picture of SBEW needs e.g. GL PASS, Boxall • Use visual reminders of positive expectations. • Explore friendship as a concept. • Enhance structure during unstructured time e.g. clubs, jobs, supervised safe spaces, zoned areas, breakfast clubs etc. • Explicitly teach positive expectations • Explore additional opportunities to build empathy and kindness. • Make alternative arrangements for travelling to and from school. • Play group games to encourage positive interactions and inclusion. • Create activities, clubs, and events to grow social communication skills. • Review transition planning and pupil support across phases, year groups, schools.

• Assign key adult(s) to facilitate ongoing group engagement, check-ins, and reflection. • Use of CCEA post primary well-being hub etc to support SBEW needs. • Review SEND CoP and the potential requirement for PLP to address needs e.g. SBEW, ASD, MLD, ADHD • Refer, align, and link to existing support plans e.g. Pupil Learning Plan (PLP), Risk Reduction and Action Plan (RRAP), Risk Assessment and Management Plan (RAMP), Child Looked After Personal Education Plan (PEP) etc. • Scaffold pupil experience to help build new relationships/ friendships e.g. flexible groupings, seating plans. See 'Good Practice Advice & Guidance for Schools Receiving Newcomers Including Pupils Seeking Asylum' document. • Create, agree, and embed additional positive group expectations and routines. • Use restorative practices, group mediation and conflict resolution approaches (ERtBB) • Use SMART(E) targets (Specific, Measurable, Achievable, Realistic, Timebound and Evidence-based) for adult monitoring, to ensure increased 'felt' safety and connection for all pupils. • Introduce further group interventions focused on emotional well-being/literacy, resilience. • Partner with positive role model(s) to reaffirm socially acceptable and upstander behaviour. • Provide access to School Counselling or other therapeutic service. • Provide opportunities for pupils to experience additional responsibility, building sense of belonging and self-esteem. • Build group awareness of bystander and upstander behaviours. • Create a visual reminder of group expectations and routines, • Consider referral to Family Support Hub • Consider referral to EA services for advice. • Develop a support network to scaffold pupil(s) in school e.g. supportive adults around the pupil, seek help/support. • Facilitate intervention sessions regarding on-line behaviour and safety e.g. resources on SBNI hub and Safer Schools App • Introduce further group interventions focused on emotional well-being/literacy, resilience. • Use targeted small group circle time, Circle of Friends (ERtBB) • Other supports and interventions from Level 1 strategies or other resources (see Leve1 for list)

class interventions. The need for group work around behaviour, could reflect potential escalation and a wider impact.

Effective Responses to Bullying Behaviour METHODIST COLLEGE BELFAST 33

Effective Responses, Support, and Intervention Levels 3 &4 This list is not exhaustive and supports implemented are specific to each individual pupil. Level 3: Interventions at Level 3 are in addition to those at levels 1 and 2 and address bullying type behaviour that may be more sustained, complex and with increased risk to those involved. Responses at this level are led by Senior Pastoral, Safeguarding and SEND staff working with pupils, parents/carers, and relevant agencies to agree supports under review. • Arrange and contribute to a multi-disciplinary meeting to inform ongoing support and intervention with allied professionals. • Avail of post primary well-being hub etc to support SBEW needs. • Review SEND CoP, update PLP to address SEND/SBEW needs, and consider emergency Annual Review as appropriate. • Refer, align, and link to existing support plans e.g. Pupil Learning Plan (PLP), Risk Reduction and Action Plan (RRAP), Risk Assessment and Management Plan (RAMP), Child Looked After Personal Education Plan (PEP) etc. • Schedule regular check-ins with a trusted adult or supportive adults around the pupil • Use multi-stage strategies and approaches with groups and/or individual pupils e.g. PIKAS method of Shared Concern (ERtBB) • Complete, agree and share a Risk Reduction Action Plan (RRAP) in the context of other support planning e.g. CSE or Forensic RAMP, PLP, UNOCINI etc. • Complete a referral and engage with external agencies to facilitate an agreed intervention programme. • Consider/make additional referral to community-based organisations e.g. CYPSP Partners, mentoring programmes. • Facilitate additional one to one session focusing on emotional wellbeing/literacy/resilience. • Contact EA services for further advice and guidance. • Facilitate additional one to one intervention programme to teach and model the importance of empathy and kindness towards others. • Facilitate additional one to one session with a focus on selfregulation and social communication. • Facilitate intervention sessions regarding on-line behaviour and e-safety e.g. see resources on SBNI hub and Safer Schools App • Make reasonable adjustments to support de-escalation, inclusion, and pupil SEND/SBEW needs. • Provide opportunities to work one to one with a supportive adult. • Provide targeted support to scaffold appropriate friendships/relationships. • Refer to Education Welfare Service where attendance is impacted and EWS thresholds are met. • Complete a referral and engage with EA services to facilitate an agreed intervention programme. Other. Select further supports and interventions from Level 1 and 2 strategies or other resources e.g. SEN Resource File, Boxall, Emotional Health, and Well-being Framework, Trauma Informed, IES Newcomer Good Practice Guidance etc.

34 METHODIST COLLEGE BELFAST

Level 4: Bullying type behaviours assessed at Level 4 are complex, significant, and involve a threat to the safety and welfare of the pupils involved. Incidents at this level must be assessed in relation to the risk posed to any/all the pupils involved. As such, the school’s Safeguarding and Child Protection Policy and procedures must be applied. Responses continue to be led by Senior Pastoral, Safeguarding and SEND staff working with pupils, parents/carers, relevant agencies, and Board of Governors to agree supports and implementation. Interventions at level 4 are in addition to those in levels 1-3. • Continue in the context of multi-agency advice and planning to reflect, respond, resolve, and restore in relation to ongoing concerns, with trusted adult(s) and/or mentor(s) • Review Risk Reduction and Action Plan and implement strategies to prevent triggers impacting. • Review SEND CoP, update PLP to address SEND/SBEW needs and initiate emergency Annual Review if appropriate. • Refer, align, and link to existing support plans e.g. Pupil Learning Plan (PLP), Risk Reduction and Action Plan (RRAP), Risk Assessment and Management Plan (RAMP), Child Looked After Personal Education Plan (PEP) etc. • Ensure compliance with current DE guidelines and safeguarding requirements when considering suspension based on risk with the understanding that school must plan for inclusion. • Initiate/review Child Sexual Exploitation Risk Assessment and Management Plan (RAMP) • Initiate/review of Child Looked After Personal Education Plan (PEP) • Refer to EA services for specialised support e.g. CPSS for advice. • Refer to external agencies for further specialised support e.g. GP, CAMHS, Family Support Hub, PSNI etc. • Refer to Independent Counselling Service for Schools (ICSS) • Refer to relevant investigative agencies e.g. PSNI, HSCT, Gateway etc. • Complete a UNOCINI. • Further review bullying type concerns alongside other school policies including Safeguarding and Child Protection, Positive Behaviour, Reasonable Force and Safe Handling, Inclusion and Diversity, and SEND Policies that are aligned to current legislative guidance. • Evaluate need for specialist provision or exceptional circumstances to aid ongoing support and intervention. Other. Select further supports and interventions from Levels 1-3 strategies or other resources e.g. SEN Resource File, Boxall, Emotional Health, and Wellbeing Framework, Trauma Informed, IES Newcomer Good Practice Guidance etc.

Appendix 5: Rights, Roles, and Responsibilities We believe that all members of our school community have the right to a safe, supportive, learning environment. We all have a role and responsibility to prevent and address bullying type behaviour. Rights Staff

Children & Young People’s

Parent(s)/Guardian(s)

•

Emotional health and wellbeing promoted and supported through a preventative curriculum.

•

Their child/young person receives a quality learning experience.

•

Respected and included within a safe, diverse school community, where they are valued, listened to, and acknowledged by all.

Their child/young person is taught in a relational, nurturing, and safe environment.

•

Their child/young person is treated fairly and with respect.

•

A school environment that promotes effective partnerships and positive relations with school staff.

•

Readily available school safeguarding and SEND policies including Addressing Bullying Policy, clear understanding outlining processes/systems to report, record and respond to allegations/incidents of Bullying Type Behaviour.

•

Consulted regarding school policies including Addressing Bullying Policy development and review processes.

•

Kept informed and updated about their child’s/young person’s progress, wellbeing, relevant needs/concerns and/or instances as outlined in the Addressing Bullying Policy.

•

Participate in decision making processes that concern their child/young person – support/intervention plans (BCAF, IEP, RRAP, Safety and Support Plans), preventative curriculum

•

To work in an environment that promotes a culture of mutual respect, equality of opportunity and inclusion. Safe and secure working environment with appropriate training to meet the needs of the young people in their care.

•

Emotional health and wellbeing promoted and supported by colleagues.

•

Access to ongoing PD including Addressing Bullying in Schools Act 2016, Addressing Bullying Policy, legislative processes & systems to report, record and respond to all allegations/incidents of bullying type behaviour and wider SBEW training.

•

Informed, consulted on, and ‘have a say’ within Addressing Bullying Policy review, preventative curriculum content, support/intervention plans and procedures.

•

Kept informed and updated in relation to children and young people’s progress and wellbeing.

•

To know the identified individual needs (including SEND and medical needs) of the young people in their care

•

Have equal opportunities and effective partnerships for positive learning and social experiences with school staff, children, and young people.

•

To support and interventions to address verbal, emotional, psychological, and physical socially unacceptable/bullying type behaviours.

•

Access to pastoral staff to share concerns and discuss appropriate and timely support and intervention, which incorporate SEN, Trauma Informed approaches, and Restorative Practices etc. Relational and solution focused support whether displaying or experiencing socially

METHODIST COLLEGE BELFAST 35

and the support plans to address these needs. •

Participate in decision making processes that concern them – safeguarding, support/intervention plans (BCAF, IEP, RRAP), preventative curriculum strategies and behaviour reflection.

unacceptable/bullying type behaviour. •

Individual needs to be addressed through the suite of pastoral/safeguarding policies.

•

Timely referrals to EA services (e.g. EWS, LITs, CPSS, Educational Psychology) and external organisations, support groups and agencies (e.g. CAMHS, Family Hub, G.P., PSNI, HSCT etc) to address BTB when and where appropriate.

•

Opportunities for involvement in peer support and/or mentoring

strategies, behaviour reflection and external supports accessed. •

Listened to, valued, respected, and responded to sensitively, in a timely manner as outlined in the Addressing Bullying Policy.

Roles & Responsibilities Staff

Children & Young People’s

Parent(s)/Guardian(s)

•

Safeguard and promote the welfare of all children and young people.

•

Encourage socially acceptable behaviour within an inclusive, empathetic whole school environment.

Report allegations and/or bullying type concerns via the designated channels and platforms e.g. talk to a trusted adult or through confidential digital platforms.

Raise concerns with staff in a timely and appropriate manner, using the school’s reporting system as outlined in their Addressing Bullying Policy.

•

Request and engage with appropriate support both within and outside school via e.g. the designated staff member as outlined in the Addressing Bullying Policy.

•

Respond timely to staff communications regarding bullying type concerns.

•

Attend support and intervention meetings to agree next steps and plans moving forward.

•

Support the implementation of agreed plans e.g. BCAF, PLP, RRAP.

•

Communicate directly with school using agreed channels, respecting the needs and confidentiality of all involved.

•

Encourage their child/young person to model the school’s ethos and values.

•

Engage with wider services and agencies to support your child or young person as required.

•

Refer any concerns regarding the school management of bullying

•

Create opportunities to celebrate success, diversity, and equality to create a positive ethos.

•

Plan and deliver an ongoing preventative curriculum, which is updated to address need.

•

Act in a professional manner to model, teach and develop children/young people’s interpersonal and emotional skills.

•

Undertake Addressing Bullying in Schools training and support as part of PD. Co-develop, implement, and promote your Addressing Bullying Policy to enable easy access for all, clear understanding of

•

Contribute to learning and personal development targets on the e.g. BCAF, PLP, RRAP with support.

•

Endeavor to constructively engage with reflection, support and intervention offered.

•

Act in a respectful, kind, empathetic manner i.e. Pupils don’t have to be friends with everyone but have to be friendly.

•

Reflect on, assess, and review individual progress with school staff, parents/guardians, and external supports in context of appropriate support plans e.g. BCAF, PLP, RRAP.

36 METHODIST COLLEGE BELFAST

processes/systems for all and an opportunity to seek clarification from Pastoral lead staff if necessary. •

Review your Addressing Bullying Policy with all stakeholders within your school community, at least every 4 years or in response to concerns raised/need.

•

Keep digital records of Bullying Type Behaviour allegations and incidents using the Bullying Concern Assessment Form (BCAF).

•

Build effective partnerships and positive relations with and between children, young people, parents/carers, and staff (including explicit approaches to connect with vulnerable and hard-to-reach families).

•

Take timely and appropriate action to address children, young people, parent/carer, and staff concerns.

•

Use relational and evidence informed approaches e.g. SEN, Trauma Informed and Restorative Practice etc to support all interventions for both those displaying and experiencing socially unacceptable/bullying type behaviour.

•

Address individual needs through the suite of pastoral/safeguarding/SEND policies.

•

Work in partnership with and make timely referrals to EA services (e.g. EWS, LITs, CPSS, Educational Psychology) and external organisations, support groups and agencies (e.g.

type concerns through the school complaints procedure.

METHODIST COLLEGE BELFAST 37

CAMHS, Family Hub, G.P., PSNI, HSCT etc) to address BTB when and where appropriate. •

Maintain effective communication using agreed and appropriate channels with and between pupils, parents/carers, colleagues, and Board of Governors.

38 METHODIST COLLEGE BELFAST

Appendix 6: Education Authority ABSIT Guides

METHODIST COLLEGE BELFAST 39

Appendix 7 Addressing Bullying in Schools Act (NI) 2016: Reporting to Board of Governors Pro-forma Reporting timeframe and date e.g. Term 1 2024-25 ___________________________ Staff member reporting ____________________________ Date of meeting _____________________ Number of allegations of bullying type behaviour

Number of cases that did not meet TRIP criteria

Number of cases that met TRIP criteria

Number of cases ongoing following confirmation of TRIP criteria

Number of cases resolved following confirmation of TRIP criteria

Identified methods of confirmed bullying type behaviour and number of each e.g. Physical - 3 Potential motivation for bullying type behaviour and number of each identified e.g. Racism - 2 Support and interventions in place for both pupils displaying and experiencing bullying type behaviour. (Yes/No)

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Emerging trends identified and how these are being responded to.

Areas identified as priority for School Development Planning.

Appendix 8: Summary 1. Systems and Processes for preventing concerns? WHO?

WHAT?

All staff, teaching, Preventative Curriculum, Non-Teaching, administrative, all pupils, parents/guardians

WHEN?

HOW?

Assemblies, LLW lessons, subject classes, antibullying week messaging. Staff vigilance between classes

Staff demonstrating good behaviour, prefect duties, staff duties, being in class on time, praising good behaviour

2. Systems and Processes for reporting concerns? WHO?

WHAT?

WHEN?

HOW?

All staff, teaching, Non-Teaching, administrative, all pupils, parents

Verbal or written notes of concern passed to tutor or Head of Form. Anonymously passed on via QR code or post-box

As soon as possible – told to a member of staff during school, emailed at any time, QR code used at any time.

Find tutor/Head of Form, ask at Reception/email Head of Form, phone Reception, info@mcb.belfast.ni.sch.uk. Anonymously passed on via QR code or post-box

3. Systems and Processes for recording concerns (BCAF Part 1)? WHO?

WHAT?

WHEN?

HOW?

Class teacher, Tutor, Deputy Head of Form, Head of Form, Head of Section

Staff receiving information about incident and Form staff investigating complete first two pages of part 1.

As soon as the preliminary investigation is underway and there is enough information to

BCAF form part 1 to be completed and stored digitally. Pupil accounts to be held securely.

METHODIST COLLEGE BELFAST 43

assess the TRIP criteria

4. Systems and Processes for assessing concerns (BCAF parts 1 &2)? WHO?

WHAT?

WHEN?

HOW?

Head of Section and VP (Pastoral)

In conjunction with Head of Section, staff who completed the form review the information to assess the allegation against the legal definition/criteria – TRIP/One-off incident.

As soon as the information is available.

Head of Section and VP review BCAF part 1 with information on incident/s and complete part 2. To be stored digitally.

Type of behaviour, how it presented, and motivation agreed by Head of Section and VP to complete BCAF part 2 5. Systems and Processes for responding to concerns (BCAF part3)? WHO?

WHAT?

WHEN?

HOW?

Head of Section, Head of Form, BCAF shared with Pastoral Team/LSC/SLT as required, pupils, parents/guardians

Incidents identified as bullying type behaviour requiring interventions and support – to be agreed by Head of Form/Head of Section/VP (Pastoral)/HoPC.

Once it has been agreed that TRIP criteria have been met

RAMP drawn up, if necessary, support for both pupil(s) displaying bullying type behaviour and pupil(s) experiencing same. Counselling offered. Behaviour reflection, mediation, restorative work. Check ins with staff arranged.

RAMP or Support plan in place if required.

6. Systems and Processes for monitoring and reviewing concerns (BCAF part 4)? WHO?

Pastoral Team/Head of Form/LSC/ VP (Pastoral)/

WHAT?

Pastoral Team/Head of Form/LSC/VP (Pastoral)/Principal review actions to date and in collaboration, determine if Principal, pupils, the success criteria from parents/guardians BCAF part 3a and 3b have been met.

WHEN?

HOW?

On the agreed review date(s)

If the success criteria have not been met complete section 4b of the review documentation and if required, involve further multi-agency input and engagement with the Principal/Board of Governors.

METHODIST COLLEGE BELFAST 45