DCSF: Bullying
Don’t Suffer in Silence
December 2000
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The printed document in this pack begins by looking at why schools should be concerned about bullying, and how to establish a whole-school policy in four stages. It goes on to consider the nature of bullying, including pupils’ attitude to it and bullying due to race, gender, sexual orientation or disability.
This is followed by methods for detecting bullying, strategies to combat bullying including curricular approaches, ways to work with victims, and a look at situations when tougher measures are needed. There is advice on involving parents in anti-bullying campaigns; getting parents to report bullying; and advice on involving parents of bullies and victims.
Later sections of the document include case studies and lists of useful resources, materials available for use. The final part of the document offers advice to pupils, parents and families.
A 26-minute video is included in the pack to illustrate the material in the printed document. The pack is based on recent research, relevant experience and current legislation, and is co-ordinated by Professor Peter Smith of Goldsmiths College, London. |
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DCSF: Bullying
A Charter for Action
November 2003
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These ideas about responding to the bullying that children and young people experience summarise the findings in the Ofsted report on good practice and in the DfES pack ‘Don’t Suffer in Silence’. Both of those documents draw on the effective practice that already exists in many schools. |
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DCSF: Bullying involving Children with SEN & Disabilities new
September 2008
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This guidance is designed to help schools support learners with SEN and disabilities to: understand, prevent and respond to bullying of children with SEN and disabilities; increase the participation of all learners in the life of the school; promote equality and diversity; and develop a non-bullying ethos.
Safe To Learn is a suite of guidance materials for mainstream and special schools. It consists of an overarching document, Safe to Learn: Embedding anti-bullying work in schools, and supplementary guidance. This document forms the supplementary guidance on identifying and dealing with bullying involving children and young people with SEN and disabilities (SEND) and provides practical guidance on dealing with allegations of bullying. |
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DCFS: Safe to Learn:
Embedding anti-bullying work in schools
September 2007
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This guidance sets out what the law says Children’s Services Authorities and schools should do about bullying, in order to promote the well-being of young people and ensure they stay safe. It describes how schools should use the principles of the Anti-Bullying Charter, and the steps they need to go through to create and implement a whole-school anti-bullying policy. It flags up the importance of recording and reporting incidents of bullying. It also provides advice on how to address staff training and development needs, so that they can deal with bullying confidently and effectively. |
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Cyberbullying
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Children and young people are keen adopters of new technologies such as email, instant messaging, chat rooms and text messaging, but this can also leave them open to the threat of online bullying.
An awareness of general internet safety practices can help to reduce the risk of online bullying and ensure that children remain safe. |
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DCFS: Cyberbullying
Safe to Learn: Embedding anti-bullying work in schools
September 2007 |
As more and more schools are having to respond to the growing challenge of cyberbullying, it is vital that schools understand the issue, know how to prevent and respond to incidents, and are updated on the legal issues surrounding this challenging subject.
The DCSF has worked with children’s charity Childnet International to provide this guidance, which forms part of the anti-bullying guidance Safe to Learn: Embedding Anti-Bullying Work in Schools. You will be able to find important information and clear advice on the subject, and review how your school takes action. |
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DCSF: Homophobic bullying
Safe to Learn: Embedding anti-bullying work in schools
September 2007 |
Every child in every school has the right to learn free from the fear of bullying, whatever form that bullying may take. Everyone involved in a child’s education needs to work together to ensure that this is the case.
Schools need to take an active approach to tackling all forms of bullying, including homophobic bullying. Schools should be taking action to prevent
bullying behaviour, as well as responding to incidents when they occur. A preventative approach to bullying means that schools safeguard the welfare of their pupils. It also means that schools are playing their part to create a society in which people treat each other with respect. Schools know how to prevent and respond to bullying, and will already have strategies in place. Preventing and responding to homophobic bullying should be part of these existing strategies. This guidance helps with the specifics around
homophobic bullying. |
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DfES
Bullying around racism, religion and culture
October 2006
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This Advice for schools is the first in a suite of specialist guidance on countering prejudice driven bullying in schools. The White Paper “Higher Standards, Better Schools for All” commits us to such a series. The Advice is designed for schools to dip in and out as appropriate for them and offers discussion topics and activities to stimulate debate and spark activity involving everyone in the school community. |
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Hertfordshire County Council
Hertfordshire Anti Bullying Toolkit
May 2005
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Children, School and Families (CSF) recognises and affirms the right of every child and young person to live and learn in a safe and secure environment. CSF is committed to the development of policies and strategies for preventing and responding to bullying which support this vision. Promoting inclusion and reducing inequalities are essential to help pupils to feel and be safe. Being protected from harm and neglect and growing up able to look after themselves is one of the five national outcomes for children in the Children Act 2004.
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Hertfordshire Anti-bullying Toolkit - Policy and Practice
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Hertfordshire Anti-bullying Toolkit - Curriculum Opportunities
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Hertfordshire Anti-bullying Toolkit - Notes for Governors
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Hertfordshire County Council
Guidelines for
The Participation of Children and Young People in the Development and Monitoring of Anti-bullying Policies
May 2005
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In 2004 there has been renewed encouragement from central government and CSF to promote greater participation by children and young people in issues of direct concern to them. The Behaviour and Achievement Strategy responded to this by securing a grant from the Children’s Fund to undertake an Anti-bullying initiative, with a specific focus to involve children and young people in playing a greater role in combating bullying. This document, which draws on latest guidance from the DfES and CSF, suggests ways in which children and young people can play an important and meaningful role in drafting or reviewing Anti-bullying Policies. It proposes formats for effective participation that will be highly motivating for children and young people and valuable and manageable for staff. Explicit links are made here with the National Curriculum for PSHE & Citizenship and the Healthy School Standard. |
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DCSF
Every Child Matters
2003 |
Every Child Matters: Change for Children is a new approach to the well-being of children and young people from birth to age 19.
The Government's aim is for every child, whatever their background or their circumstances, to have the support they need to:
This means that the organisations involved with providing services to children - from hospitals and schools, to police and voluntary groups - will be teaming up in new ways, sharing information and working together, to protect children and young people from harm and help them achieve what they want in life. |
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