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Kettering Buccleuch Academy
Equality & BPRI
REVIEWED BY: A McKeen
DATE AGREED BY GOVERNORS: March 2016
DATE OF NEXT REVIEW: March 2017
Equality & Bullying/Prejudice Related Incidents
Preventing and Responding
Children and young people tell us that bullying is a significant concern to
them, but accurate data on bullying and prejudice related incidents in
schools is hard to find. National and regional findings have suggested
· 50% of children say they have been bullied at school.
· 80% of children with SEN/disabilities are bullied at some point.
· 65% of lesbian, gay or bisexual children experience homophobic bullying.
· The proportion of racist incidents is higher in mainly White areas such
A study by Ofsted, published June 2012, found that, of 1,060 pupils from
558 primary and 502 secondary schools:
· 50% of primary and 38% of secondary school pupils said that they had been
“picked on” in the past.
· 8% of primary and 4% of secondary school pupils said that they were still
Children learn best in an environment where they feel respected and safe.
This guidance aims to support academy staff in their work to make sure that
children are safe and feel safe from bullying and prejudice related
It defines bullying and prejudice related incidents and describes what we
can do to support children, challenge unacceptable behaviour, build a
culture of respect, and establish effective reporting and monitoring
systems at Kettering Buccleuch Academy.
Throughout this document the words child or children are used to describe
children and young adults up to age 18.
The school is anxious to differentiate between conflict, mutual harassment
and real bullying. In schools there are often disputes and arguments
between young people who resort to verbal abuse and sometimes fight to
resolve differences of opinion. Where mutual harassment is established,
both parties must accept responsibility for their actions.
However, bullying is behaviour which is deliberately designed to intimidate
and control others, and which leaves a child or young person unhappy,
bewildered, frightened or threatened.
Bullying can take the form of physical assault, name-calling, “sending to
Coventry” or taunting. In dealing with incidents of bullying behaviour,
consideration will be given to the following:
Bullies often are or have been "victims" themselves.
· Bullying incidents are often aggravated by the involvement of a wider
The staff that deal with bullying incidents will recognise that these
issues are likely to have to be addressed if a real solution is to be
Kettering Buccleuch Academy is committed to:
Taking consistent action on all incidents of bullying behaviour
· Heightening the awareness of all staff, parents and students about what
is regarded as bullying behaviour
· Creating an atmosphere in which students and parents feel able to report
incidents of bullying with confidence
· Making clear to all staff, students and parents the procedures employed
in the school for dealing with bullying incidents
· Identifying factors within the school community which might allow
incidents of bullying to take place and endeavouring to eradicate them
· Where necessary involving the parents of all the students involved in
· Maintaining a record of all reported incidents of alleged bullying,
conflict and mutual harassment
· Evaluating the success of measures employed to deal with bullying
Legal Duties and Expectations
The Equality Act 2010 protects people from discrimination and harassment.
If someone thinks they have been discriminated against, they may take their
complaint to a court or Employment Tribunal (if they are an employee). But
the Act also places duties on public authorities (including schools) to be
pro-active about addressing inequalities. The Public Sector General Duty
(Section 149) states: a public authority must give due regard to the need
· Eliminate discrimination, harassment, victimisation and any other
Advance equality of opportunity.
Foster good relations between people.
‘Advance equality of opportunity’ means remove or minimise disadvantage,
meet people’s needs, take account of disabilities and encourage
participation in public life.
‘Foster good relations between people’ means tackle prejudice and promote
These duties apply to eight protected characteristics:
Gender reassignment (gender identity)
Pregnancy and maternity
Religion and belief
The legal duties to eliminate harassment and foster good relations make it
clear that schools must address bullying and prejudice related incidents
based on a protected characteristic, such as racism or homophobic bullying.
The expectation in law is not only for schools and establishments to
respond when an incident occurs but to also take steps to try and prevent
those incidents from occurring or escalating.
When evaluating the behaviour and safety of pupils at the school, Ofsted
will consider pupils’ behaviour towards, and respect for, others, including
freedom from bullying and harassment that may include cyber bullying and
prejudice-based bullying related to special educational need, sexual
orientation, sex, race, religion and belief, gender reassignment or
disability. Inspectors will look at how well teachers manage the behaviour
and expectations of pupils to ensure that all pupils have an equal and fair
chance to thrive and learn in an atmosphere of respect and dignity. They
will also look at how well the academy ensures the systematic and
consistent management of behaviour.
When evaluating the quality of leadership and management in the school, the
inspectors will consider whether the school ensures that all pupils are
Bullying and Prejudice Related Incidents (BPRIs)
may be defined as deliberately hurtful behaviour, usually repeated over a
period of time, where it is difficult for those bullied to defend
themselves. Bullying may or may not be because of a protected
characteristic (sometimes referred to as ‘identity based bullying’).
Prejudice related incidents
are one-off incidents relating to a protected characteristic, which may or
may not be directed at an individual. They may or may not be carried out
with the intention to harm or cause offence.
BPRIs can take many forms including:
Name-calling and ridicule such as racist or homophobic remarks.
Graffiti, gestures, wearing racist insignia or showing pictures.
t Spreading rumours or encouraging others to participate.
Using technology such as text messages, Facebook or email.
Excluding, isolating, ignoring or avoiding an individual from the
activities or social acceptance of their peer group.
Hitting, pushing, unwanted touching, kicking, threatening with a weapon.
Theft or damage to personal property; extortion.
All have an emotional impact on an individual, and the effects of verbal
incidents should not be underestimated. The old English proverb “sticks and
stones may break my bones but names will never hurt me” is far from the
truth for children, particularly those from a minority group.
Why do BPRIs occur?
BPRIs may arise because an individual is seen to be different. Children may
be seen as different because of their:
· Ethnic origin, skin colour, nationality or culture including Travellers
and Gypsies (racism).
Religion or belief.
Sexual orientation (homophobia).
Sex or gender identity.
Disability or Special Educational Needs.
It may be they are perceived to have a particular characteristic or they
are associated with someone with that characteristic.
Research indicates that there are groups of children who are bullied
disproportionately. These include disabled children and those who have
special educational needs, and children who are, or are perceived to be,
homosexual (lesbian or gay).
Some children are singled out because they are overweight, affluent,
deprived, in care or young carers, or for a variety of other reasons.
Sometimes the aggressor can’t explain the reasons; they just see their
target as ‘different’.
The motivation may be because of:
wanting to achieve a sense of power
(going along with others)
Behaviours are often learnt; understanding the motivation is important
because it may reveal concerns for the safety of the aggressor or other
needs they have.
Prejudice related incidents can include verbal assaults, offensive jokes or
language, mockery and ridicule. They may be based on social stereotypes and
may or may not be directed at individuals.
Children may use words without an understanding of their meaning but the
impact on the target can still be harmful. A child may not understand the
meaning of a word and use it as a form of insult because they have heard it
being used in that way by others, but a child of equivalent age may be very
familiar with the meaning because of their family background.
Stereotypes are powerful and pervade our society. Not all stereotypes cause
harm but many reinforce prejudices that can result in attitudes and
behaviours that lead to bullying and other forms of physical or
Insults can surface fleetingly in lessons or during playground activities:
comments such as “you’re just a girl” addressed to either gender, “that’s
gay” or “you mong”. Such comments can be seen as part of growing up, and
may seem unremarkable or irrelevant, but if left untackled they contribute
to an unacceptable culture in our academy in which bullying is more likely
to occur. This needs to be challenged and prevented as far as possible by
building a culture of respect and empathy.
In a study carried out by Ofsted, many pupils said that they were aware
that such language was unacceptable but it was seen as ‘banter’. Staff who
also viewed it as banter did not challenge it, or feel they have the
confidence or skills to challenge it.
Children who overhear such comments may feel unsettled, or may learn to
repress a feeling they have of being different, to keep hidden if they wish
to remain safe; especially if they know the comments go unchallenged. It
may result in self-loathing; others hate them because they are different
and so they hate themselves because of their difference. This sense of
self-loathing can be extremely harmful, leading to depression and suicide.
Racism arises where a person is targeted because of their skin colour,
ethnicity, culture, national origin or nationality. Travellers and Gypsies
(e.g. Irish Travellers, Roma and Romany Gypsies) are included in the
definition of race. Racism can arise without an intended target/victim, for
example, children making offensive remarks about a particular group between
“A racist incident is any incident which is perceived to be racist by
the victim or any other person.”
Stephen Lawrence Inquiry Report, Sir William Macpherson, 1999
The effect of racism on children differs with each individual. The impact
on their lives is dependent on many factors including the level of security
and support they have.
Racism can affect confidence and self-esteem including the sense of
belonging, acceptance and the need to feel loved and wanted. These are
human needs which, if not met, can leave a person with a sense of
loneliness and detachment. Without feelings of pride, love and belonging,
minority ethnic children will suffer emotionally, which will impact upon
their lives in numerous ways, including educational attainment and
behaviour within the classroom.
Religion and belief
Religion and belief includes major faiths such as Christianity, Islam and
Judaism as well as a lack of belief. Sometimes religious based incidents
are reported as racist, for example incidents directed at Muslims or Sikhs
of Asian origin, because the child is perceived as different not only by
their religious clothing but also their skin colour or family heritage.
As with racism, religious based bullying and incidents can have similar
impacts on a victim’s sense of identity and belonging.
Homophobia is motivated by a prejudice towards people whose sexual
orientation is, or perceived to be, lesbian, gay or bisexual (LGB).
In 2007, Stonewall, in The School Report stated that homophobic bullying is
almost endemic in Britain's schools. The report went on to say:
Almost two thirds (65%) of young lesbian, gay and bisexual pupils have
experienced direct bullying. Seventy five per cent of young gay people
attending faith schools have experienced homophobic bullying. Even if gay
pupils are not directly experiencing bullying, we need to ensure that
Kettering Buccleuch Academy is not a place where homophobic language and
comments are commonplace.
98% of young gay people hear the phrases “that’s so gay” or “you’re so gay”
in school, and over four fifths hear such comments often or frequently.
Less than a quarter (23%) of young gay people have been told that
homophobic bullying is wrong in their school. In schools that have said
homophobic bullying is wrong, gay young people are 60% more likely not to
have been bullied. We must ensure that our students are free from this sort
Sexism and sexual bullying
Sexism and sexual bullying affects both boys and girls. Boys may be targets
as well as girls, and both sexes may be targets of others who share the
Sexism and sexual bullying may be characterised by name-calling, comments
and overt looks about appearance, attractiveness and emerging puberty. It
therefore goes beyond normal and acceptable ‘fancying’ to a level that
makes an individual feel harassed (intimidated, offended, degraded).
In addition, unwelcome touching, innuendos and propositions, pornographic
imagery or graffiti may be used. Boys and girls who have access to
pornography may have their views about sexual relationships between women
and men distorted. Sexism and sexual bullying may progress to incidents of
domestic/partner violence and abuse, sexual exploitation and assault,
Girls and boys are affected by media-promoted gender stereotypes, many
harmful to the understanding of intrapersonal behaviours and personal
development, restricting their freedom to be who they want to be. Girls and
boys who do not, or cannot measure up to stereotypes may be bullied. For
example, boys may be under intense pressure to conform with masculine
‘alpha-male’ traits, for which they may have no good guidance or
appropriate role-models. Boys who do not display these traits may be
bullied for being “sissy” or “gay”.
It’s important that both male and female staff at Kettering Buccleuch
Academy act as good role models, for example male staff responding to
girls’ complaints sensitively.
Children can experience bullying when they identify as transgender because
of Gender Dysphoria (where their biological sex does not match the gender
they feel they are) or they do not conform to the gender role that society
prescribes to them for whatever reasons.
Some children are born Intersex – with ambiguous or dual sex.
Although many schools think that they have no transgender [or intersex]
students to worry about, that is statistically unlikely. In a school the
size of Kettering Buccleuch Academy there are likely to be 6 who will
experience transgenderism throughout their lives. There are likely to be
others who have a transgender parent or close relative.
A supportive environment which allows for early diagnosis and ability to
transition is vital for the mental and physical wellbeing of individuals
with Gender Dysphoria.
Children with Special Educational Needs and Disabilities
There is a growing amount of research literature on bullying among children
with disabilities and Special Educational Needs. This research indicates
that these children may be at particular risk of being bullied by their
peers. For example, research tells us that:
· Children with Attention Deficit Hyperactivity Disorder (ADHD) are more
likely than other children to be bullied. They also are somewhat more
likely than others to bully their peers (Unnever and Cornell, 2003).
· Children with medical conditions that affect their appearance (such as
cerebral palsy, muscular dystrophy, and spina bifida) are more likely to be
victimised [bullied] by peers. Frequently, these children report being
called names related to their disability (Dawkins, 1996).
· Children who have diabetes and who are dependent on insulin may be
especially vulnerable to peer bullying (Storch et al., 2004).
As with all other forms of bullying and prejudice, this can have a
detrimental effect on self esteem and lead to other problems.
What we can do about Bullying and Prejudice Related Incidents
A successfully inclusive culture with learning environments that value
diversity and foster respect and good relations can reduce the level of
bullying and prejudice related incidents, and if they do occur (because
they can, even in schools and establishments operating good practice), can
settle the situation more readily.
In order to successfully address bullying and prejudice related incidents
our academy must have a strong ethos of respect and good behaviour amongst
children and staff.
Promote. Challenge. Support. Report.
The aim for the academy is to promote awareness of issues in response to
current cultural developments to ensure expectations are met. Global
Learning is a focussed lesson to identify PSHE and issues on bullying,
homophobia, prejudice and the range of problems surrounding bullying in all
of its forms. Regular speakers and project focussed topics within Global
learning ensure all aspects are covered throughout the academy.
Additionally to this we confirm and exercise rights throughout the school
with publications of expectations surrounding bullying and prejudice
related incidents. Use of ‘STOP – Several times of purpose’ and ‘Stonewall’
publications are used to promote awareness. (Attached Appendix 1.)
To succeed we need to:
· Challenge unacceptable behaviour, including setting standards of
acceptable behaviour and a culture of trust and respect.
· Support the target (and sometimes the aggressor).
· Report what has happened and monitor those reports.
The aim for us as an academy is not just to respond appropriately to
incidents as they happen, but to try to make sure that more incidents don’t
happen in the future.
Our goal is to make Kettering Buccleuch Academy a place for learning where
prejudice and bullying of any sort will be challenged.
How to Challenge
Challenging expressions of prejudice can require a degree of skill and
knowledge, particularly if the statements come from someone with deeply
entrenched views or value systems. Here are some useful responses that you
can use to help people explore their prejudices:
· You know we don’t accept that in this school. Why did you say that?
What did you say?
Do you know what that means?
· Do you know that [ ] people find that hurtful because…..?
Why did you say/do that?
How do you know that?
· What evidence do you have that [ ] people are like that?
· What are you afraid of? Is that really going to happen?
· Is that really evidence? I think that’s a negative social stereotype. Do
you know what a stereotype is?
· Before you judge someone, you should get to know them.
Why do you think that might be wrong/hurtful?
· How would you feel if the same was said of [describe child]?
· I suggest you find out more about [ ] before making judgements, come to
me at [ ] and I will give you some resources.
· You can hold those views if you want, but that does not give you the
right to express them openly, because they are hurtful. (Use if the person
will not change their belief).
An anti-bullying ambassador’s programme has been implemented this year to
support students and staff in the process of challenging anti- bullying
behaviour. Each house has identified perfect students that have the
capability, personality and qualities to be ambassadors to mentor students
with surrounding issues. As parts of the Diana award the students have
undergone relevant training to ensure they have the capacity to handle the
mentoring of their peers in the appropriate way. Anti-bullying ambassador’s
in KS2-4 wear a purple star badge to indicate their role and KS5 wear a
jumper. The jumper has the text number on the back, this is for students to
book an appointment or to send a text issues through to highlight a key
topic for discussion group. Discussion groups and tips to handle issues
will be advertised on the screens around school to invite any students
along to a communal discussion.
The text number is only accessible to secondary students and will be
monitored by secondary students and welfare staff in the first instance.
Appointments and group sessions will be made through the system and use of
screens around school. The discussion room will be manned at all times on a
rota basis by anti-bullying ambassadors.
In Primary the students support others by way of a Friendship bench.
Anti-bullying ambassadors will have the duty to keep an eye on the
friendship bench. Once there is a person that may feel they need to talk or
have a friend, any free anti-bullying ambassador will support this student
regarding their issues. Within the training students will be trained on how
and when to bring reoccurring issues to be responded to by an adult.
Report of incident to any member of
Statements sheets taken to a House
Investigation by House officers
Conclusion made with victim and
Aggressor individual student log
updated – 1:1 Stop and think programme
with House officer
Victim - 1:1 Support programme with
The aim of the report procedure is to ensure students are supported and
issues are investigated immediately. When an event is logged it is
completed on an individual student log file (Attached Appendix 2) to ensure
reoccurring problems are linked and acted upon. Once an issue have been
investigated both the victim and the aggressor have some 1:1 time to
restore the correct behaviour or self-confidence.
House officers ensure the aggressors have some restorative reflection time
and partake in a stop and think programme. If it becomes a reoccurring
pattern students will begin the process of sanctions (Refer to the
Behaviour policy) and no improvement on their behaviour and choices may
result in internal or external exclusion. As an academy we do not tolerate
bullying in any capacity and an extensive record of any form of bullying
may result in permanent exclusion.
Ofsted’s study No Place for Bullying, published in June 2012,
which interviewed 37 primary and 19 secondary schools, found that the best
schools had the following characteristics:
A positive culture and ethos in the school.
· School expectations and rules were clearly spelled out in terms of how
pupils should interact with each other.
· Respect for individual differences had a high profile.
· Pupils had developed empathy and understood the effect that bullying
could have on people, and took responsibility for trying to prevent
· Curriculum planning and delivery helped a great deal to bring about these
positive attitudes by giving pupils a wide range of opportunities to
develop their knowledge and understanding of diversity and an assortment of
strategies to protect themselves from bullying.
· Bullying incidents were carefully analysed to look for trends and
patterns. This information was used to plan the next steps.
Action taken was firm, and often imaginative.
· If pupils had been bullied they felt very confident that action was taken
and it stopped promptly.
· Governors were well informed and questioning about bullying.