Teachernet, Creating and implementing policy

3. How to create and implement a whole-school anti-bullying policy

Bullying: A charter for action

3.1 The Department recommends that schools develop their anti-bullying policies in accordance with the principles set out in the Bullying: A charter for action document.

The Anti-Bullying Charter principles mean:

For pupils who experience bullying

They are heard.
They know how to report bullying and get help.
They are confident in the school's ability to deal with the bullying.
Steps are taken to help them feel safe again.
They are helped to rebuild confidence and resilience.
They know how they can get support from others.

For pupils who engage in bullying behaviour

Sanctions and learning programmes hold them to account for their behaviour and help them to face up to the harm they have caused.
They learn to behave in ways that do not cause harm in future because they have developed their emotional skills and knowledge.
They learn how they can take steps to repair the harm they have caused.

For schools

The whole-school community is clear about the anti-bullying stance the school takes.
Pupils, as well as staff and other members of the school, are fully engaged in developing and reviewing anti-bullying work in the school.
Every chance is taken to celebrate the success of anti-bullying work.
All pupils are clear about the roles they can take in preventing bullying, including the role of bystanders.

For headteachers, governors and other school staff

They develop whole-school policies that meet the law and school-inspection requirements.
They promote a school climate where bullying and violence are not tolerated and cannot flourish.
They continually develop best practice based on knowledge of what works.
There is a review of the school anti-bullying policy every two years and, as a result, the policy and procedures are updated as necessary.
Curriculum opportunities are used to address bullying.
Pupil-support systems are in place to prevent and respond to bullying.
They have addressed school-site issues and promoted safe play areas.
All staff take part in relevant professional development, and are clear about their roles and responsibilities in preventing and responding to bullying.
All staff are aware of the importance of modelling positive relationships.
Data systems gather useful information about the effectiveness of the anti-bullying work, and these data are used for monitoring and evaluation, and shared with the school community.
They work in partnership with parents, other schools and with children's services and community partners to promote safe communities.

For parents

They are clear that the school does not tolerate bullying.
They are aware of procedures to use if they are concerned their child is being bullied or does not feel safe to learn, including the school's complaints procedure.
They have confidence that the school will take any complaint about bullying seriously and investigate/resolve as necessary, and that the school systems will deal with the bullying in a way that protects their child.
They are clear about ways in which they can complement the school on the anti-bullying policy or procedures.

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