Good Practice Case Study

Sheredes Secondary School

School No: 276

Anti-bullying Policy and Practice

At Sheredes, a recognition that year 7 pupils are particularly vulnerable to bullying has led to a now well established anti-bullying initiative. Two sixth form mentors are closely linked to each year 7 class from their induction day, in order to provide direct support to any pupil experiencing bully behaviour. The significance of their role and the priority given to preventing and dealing with bullying is then emphasised in a non-uniform anti-bullying day which occurs toward the end of the first half term.

Peer Mentors and an Anti-bullying Day

Year 7’s vulnerability is planned for right from the start. They have an induction day when they are the only pupils in the school and for their first week they are taken to their lessons and have a designated area to socialise in at break time separate from everyone else. The school feels that this helps them to get established and develop their confidence and sense of belonging.

Sixth form mentors are also there from the outset and they maintain close links with their designated forms by going in to PHSE lessons throughout the year. They become a familiar face who can listen to and give support on problems or who can provide targeted support at the request of the head of year.

The planning that goes into the Autumn Term Anti-bullying Day involves more sixth formers. The school’s BTEC Performance students prepare drama and dance performances designed to raise key issues about bullying. These are videoed on the day and are assessed as part of their course work. More importantly for the audience, they make the whole day entertaining as well as informative and most of the message is coming from peers rather than teachers.

The non-uniform Anti-bullying Day is fronted by the head of year 7, who places the emphasis clearly onto this being a day to remember. It is a symbol of the school’s commitment to eradicating bullying that they really want the pupils to keep in their minds. Through the morning’s performances a range of questions are addressed. What is bullying? What does a bully look like? How does it feel to be bullied? What should you do if you are bullied? Why does someone bully? How can you make it less likely that you will be bullied? What are your responsibilities if you know someone is being bullied? Then after lunch pupils are involved in a range of workshops focused on aspects of bullying: artwork, expressive writing and drama.

Building a Telling School

There is a legacy from this initiative that benefits the whole school. Having recognised from their very first day that it is a “telling school”, generally speaking, pupils across the school do seek help in resolving bullying incidents and this means that serious incidents are much less likely to occur.