Anti-Bullying Policy for Speyside High School

Created using the supporting structure provided by Respectme; Scotland’s Anti-Bullying Agency
(February 2013)



Speyside High School’s Anti-Bullying Policy Statement:

SpeysideHigh Schoolis committed to providing a safe and supportive environment for all its stakeholders; be those pupils, staff, parents or visitors.

All stakeholders have the right to learn, teach, and work in a setting where the ethos is positive and free from victimisation and fear.

Speyside High School is committed to this ethos and seeks to ensure, as far as is reasonably practicable, the prevention of all forms of bullying among its stakeholders.



Speyside High School’s Definition of Bullying:

‘Bullying-type behaviour’ is any negative action on the part of one or more people that make another person feel hurt, unhappy, powerless, oppressed, isolated, victimised or unduly stressed, causing a lack of self-esteem.

‘Bullying-type behaviour’, either intentional or unintentional, can take different forms and occur through different types of setting, these can include physical, verbal, psychological or emotional, be these conducted directly, through a third party or via an electronic device.

‘Bullying’ is the inappropriate behaviour that targets difference be that based on race, religion, geographical origin, gender, sexual orientation, appearance, social status, family, beliefs, ability, disability, friends, reputation, interests, identity, or any other perceived difference.



Speyside High School’s Expectations:

All stakeholders accept and celebrate difference and treat each other with respect.

All stakeholders are responsible for their own behaviour.

Any unacceptable behaviours are reported as early as possible.

All staff must challenge unacceptable comments or behaviour, and listen to/engage with the pupil and report incidents appropriately. 

Work without labels, as labelling an individual personally is detrimental.

All stakeholders recognise and accept that a range of methods can be used for incidents and school will provide support for pupils as they deem individually appropriate.

Parents should be understanding of both work that may be on-going in the school, the time it may take to effect change, and also accept the limitations for the school.      



Speyside High School’s Plan to support the Prevention of Bullying:

SpeysideHigh Schoolpromotes a positive ethos and inclusive culture which embraces diversity and demonstrates zero tolerance for bullying behaviour.

The school will raise the awareness of the anti-social nature of bullying through the ‘Purple Hearts Positive Role-Modelling Scheme’, school assemblies, the PSE Curriculum, posters and CPD Training.

All stakeholders (SLT, Guidance, all staff, pupils and parents) will remain vigilant against bullying type behaviour and work together, using the principles of GIRFEC and CfE, to promote inclusion for all.

To remain effective and current, this policy will be a living document with reviews being held at appropriate intervals



Speyside High School’s Action Plan:

All school staff will uphold the responsibility to challenge anything they consider to be bullying type behaviour.

All school staff will recognise that they have a responsibility to listen if a pupil reports a concern.

All school staff will aim to work alongside the pupil making a report and try to secure agreement to accelerate the report through the appropriate line of communication if the matter cannot be resolved at that initial level.

All stakeholders will accept the objective is to try and resolve concerns at an early level wherever possible.

All reports of ‘bullying’ will be taken seriously and investigated with both sides being listened to at the earliest opportunity.

Recognise and accept that a ‘one size fits all’ approach is inappropriate and deal with each case on its own merits and consider strategies and timescales that are discussed and agreed as appropriate with the person who is experiencing ‘bullying’.

For any reports of ‘bullying’ that cannot be readily resolved at the very first level of concern, parents of both the person experiencing, and the person presenting, the bullying-type behaviour will be engaged at an early stage in all cases where ‘bullying’ is confirmed in the professional judgement of the Principal Teacher Guidanceor above, or where concerns re inappropriate behaviour remain.

Restorative and/or punitive measures will be utilised as deemed professionally appropriate.

Empowerment of the person who is experiencing the bullying-type behaviour will be a significant priority when identifying how to resolve the problem, with the objective of building or rebuilding self-esteem and/or supporting the establishment of appropriate resilience and independent coping strategies.

Discussion with and/or education of the person who is presenting a display of bullying-type behaviour will be a significant priority when identifying how to resolve the problem, with the objective of building or rebuilding empathy, self-esteem and/or establishing a long-term solution for all.

Solution Oriented and/or Solution Focussed approaches will be utilised as deemed professionally appropriate.

Coaching techniques and an appropriate level of support, be that anything ranging from peer level support through to the support of an external agency, will be employed to generate a long term solution if appropriate.

Logical and hierarchical lines of communication will be used to support the acceleration of any incidents of bullying that remain unresolved.

Inappropriate and unhelpful personal labels such as ‘bully’ and ‘victim’ will be avoided and solutions will be targeted regarding the behaviour and not the individuals.

Any cases of ‘bullying’ that have progressed to the level of Principal Teacher Guidanceand are not readily resolved at that level, will be recorded on appropriate recording and monitoring forms and retained for the school lifetime of all pupils involved.

Any pupils that are professionally adjudged to have misinterpreted a situation due to limited levels of resilience or tolerance, and suggest that they are being ‘bullied’, will be supported at an appropriate level. This could range from peer level support through to the support of an external agency. The objective would be to generate a long-term solution through building self-esteem, resilience and appropriate independent coping strategies.

Any reports that are professionally considered to be malicious and/or fabricated on the part of the person suggesting that they are experiencing ‘bullying’, will be dealt with as a need for educational development that supports the prevention of bullying and encourage the acceptance of the school’s expectations regarding bullying behaviour. Any malicious reports are also likely to incur punitive measures