anti-bullying issues

How specifically does the school respond to cases of bullying or alleged bullying?

Are there documented procedures and approaches for dealing with bullying?

Does the school respond sensitively and with understanding?

Is this what parents and pupils experience? How do you know?

Does your school policy on bullying contain sufficient advice on how to deal with serious cases? How do you know it is sufficient?

Are complete records kept in pupil files for those who have been involved in bullying incidents?

Does you school work early enough and closely enough with specialist support agencies in relation to incidents of bullying? How do you know?

Does you school encourage pupils to report instances of bullying? How do you know whether this encouragement is effective?

Is there a climate that which actively suggests that

	every pupil has a right not to be bullied
	all forms of bullying, including non-violent ones, are unacceptable
	bullying of whatever form is not "simply part of school life"?

How can you be sure how the pupils perceive this?

Are there clearly agreed and documented expectations for staff in respect of the care and welfare of pupils? Does this documentation include the roles of

	guidance teachers
	first-level guidance teachers (where appropriate)
	register teachers
	class teachers
	subject teachers?

Do class teachers/register teachers/first-level guidance teachers "keep a watchful eye" on the pupils in their groups?

Do they know what to look for? How do you know?

Was the school anti-bullying policy drawn up with sufficient consultation with staff, the school board and pupils? How do you know?

Does the school anti-bullying policy give sufficient information on the following? How can you be sure?

	typical forms and patterns of bullying
	ways of recognizing pupils who are being bullied but may not report it
	ways of recognizing vulnerable pupils
	how to deal with bullies
	how to deal with those being bullied
	when to refer incidents to guidance staff or senior management
	when to contact parents, and the procedures associated with this

Are pupils asked about their experience of antisocial behaviour in a way which allows them to comment anonymously and without fear? How do you know?

Does the way in which the information is collected suggest that it is likely to be accurate? How do you know?

Is this information used effectively? How is it used, and how do you know it is used effectively?

Are the school's policies on guidance/pastoral care reviewed sufficiently frequently?

Is self-evaluation of guidance/pastoral care encouraged? How? Is it effective?

Are there effective arrangements for coordinating and monitoring the guidance system/pastoral care? How do you know?

Do the staff involved in guidance/pastoral care operate effectively as a team rather than as independent individuals? How do you know?

Is there a clear definition of the programme and the core content which will be covered at each stage?

Are there regular opportunities for staff to evaluate the programme and to discuss methodology and good practice?

Are learning outcomes, the programme and the essential themes known to all staff who teach PSE?

Is the whole PSE programme coordinated by an identified member of staff?

Have relevant staff participated in sufficient staff development in

	developing good relationships and working with pupils
	teaching PSE
	the relationship between guidance/pastoral care and the role of the register teacher
	the role of the class teacher in primary school in pastoral care/PSE
	the role of the first level guidance teacher (where appropriate)?

What picture do the parents have of the way in which the school deals with bullying incidents? How do you know?

Does the school inform itself sufficiently and often enough about parents’ views, especially with regard to pupil care and welfare? How do parents view this and how do you know?

Does your school report sufficiently to parents about personal and social development of pupils? How parents view this, and how do you know?

Are parents sufficiently well informed about which teacher/guidance teacher is responsible or their son/daughter, and whom they should contact in cases of suspected or actual bullying? How do you know?

Do parents see themselves as partners with the school? How do you know?

How involved is your school board in contributing to and being consulted about school policy?