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Camelsdale Primary School

Behaviour Policy (Behaviour principles and Written Statement)

(Includes Anti-Bullying and Racist Incidents)

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Camelsdale Primary School

A Whole School Policy for Promoting Positive Behaviour

(which includes our Anti- Bullying Statement and Guidance on Positive Handling) Introduction One of the strengths and attractions of Camelsdale School lies in the atmosphere and ethos we create. We aim for every Camelsdale pupil to be happy, well behaved, polite, kind and considerate - feeling secure and self confident at school and eager to learn. We wish our children to have a high level of self-esteem resulting in confident, assertive behaviour. Good discipline within the school, therefore, is founded on, and aided by a learning environment which promotes positive behaviour. You will therefore see:- mutual support and respect from all staff, both teaching and non-teaching and the

children, governors and parents. children knowing the limits within which the school operates and the team maintaining a

consistent approach. that a child, while reprimanded appropriately, if necessary, is not deliberately humiliated

in front of other people and whole group reprimand is adopted only in exceptional circumstances.

that we listen to each other and respond thoughtfully, eg: through our School Council. children are treated fairly and honestly. children are trusted within their own boundaries of their experience and development. children feel free to approach staff about any problems and feelings.

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children are dealt with sensitively and in a positive fashion. the school promotes praise....praise....praise! eg. through housepoints, stickers and

certificates, achievement assemblies. the children receive a stimulating and relevant curriculum to which they are entitled and

one in which they are highly involved. that staff can show disapproval but the children are clearly aware of the reason for this

and the sanctions that may follow. Class charters are carefully drawn up with the children and adhered to. The children are very much involved in setting the standard! We have also established an anti-bullying ethos/culture/environment which assists in the process of preventing undesirable behaviour. We do not tolerate any form of bullying and all staff act, and are seen to act, very firmly against it. Children are encouraged to speak to any member of staff at any time about any such bullying and it is always taken very seriously. Children are taught about what bullying is and how to cope with it and what to do if it arises. The strong message is: “We say NO to bullying at Camelsdale Primary School”. (see attached). Definition of Bullying At Camelsdale, Bullying means:-

Deliberately hurtful behaviour repeated over a period of time, and it is often difficult for those being bullied to defend themselves.

It can take the form of one or more of the following: Physically – hitting, kicking, taking belongings. Verbally – name calling, insulting, using racists remarks, teasing repeatedly in a

nasty way. Indirectly – spreading nasty stories about someone, excluding someone from the

group, no one ever talks to them, standing by and watching someone being bullied and taking no action.

Cyber-bullying. However, if two pupils of equal power or strength have an occasional fight or quarrel this is not bullying. From a child’s perspective:- “A bully is a person who makes life hard for others by deliberately picking on them for no reason. This happens more than once. It can be kicking, hair pulling and other things that hurt the body. It can be spreading rumours, name calling or threatening that hurts you inside and makes you feel afraid. Bullying is nasty. People get hurt if

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there is a bully around.” A Parent Information Pack is also available from the school based on the DFES “Don’t suffer in silence” pack which provides useful support for parents on the issue of bullying. School rules and class charters are drawn up at the beginning of the year and reinforced periodically. All staff try hard to maintain consistency in approach. (See our Code of Behaviour – Pupils Our Rule Book). 1. Children are encouraged to move carefully and quietly around the school, showing respect for persons and property. 2. Children are strongly encouraged to produce their best efforts and work. Such work is displayed in the classroom or on one of the boards through the school. eg. On the’Golden Wall’ in the hall. There is also potential for this to be brought into Friday assemblies where it can be shared with the whole school. 3. We are aware also of the factors that may increase pupils’ stress and therefore potential misbehaviour. We try to alleviate them wherever possible and remain an emotionally healthy school. 4. The Class and School Councils enables children to play a positive role in discussing the aims and rules of the school – “The Camelsdale Way” (Appendix 1). 5. Our PSHCE Scheme of Work tackles and reinforces our positive behaviour approach:

Autumn Term – New Beginnings, Good to be Me, Going for Goals Spring Term –Promoting Positive Behaviour/ Anti Bullying/ Drug

Education/Disability Awareness Summer Term – Friendship and Beyond

6. Our curriculum, the environment and the way we manage any incidents are all aimed at ensuring Camelsdale is a “Bully Free School!” Sanctions It is the primary responsibility of all staff to investigate the reasons for and deal with indiscipline/bullying as they see fit. A record of any severe or persistent misbehaviour or bullying and the relevant action taken is kept eg using a behaviour log or plan/ notes kept on pupil profiles/ risk assessment established for team to work with. In an emergency the offending child is escorted to the most accessible senior member of staff. If the class cannot be left, reliable children are sent with a message to senior member of staff using our system of “I need help” cards. If we have to reprimand children for their misdemeanours/bullying/lower level disruption, then the following sanctions take place:

A pupil is given a yellow card warning- this can be by any member of staff. Pupils need to show respect to all staff.

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A pupils given a second yellow card warning Two yellow card warnings make a red card and this means the pupil has to miss five

minutes off their break time and stand by an adult outside. Four red card warnings means that parents are contacted and a meeting takes place

with the pupil and parents to decide on an appropriate consequence sanction eg miss a club/ miss a treat etc. It is hoped that parents will support the school in whatever action is taken. Parents are given the opportunity to discuss such misdemeanours and agree a plan of action.

Punishment might fit the crime where appropriate; eg. cleaning of graffiti, picking up litter,

writing letters of apology, contributing money if something gets broken. A formal record is made of the discussion/outcome and added to the pupils’ profile etc.

Where parents are less supportive, Social Care and/or Education Welfare Officer/Health Visitor/Think Family/ Early Help Team may need to be involved.

Pupils may be removed from class to work in another class as a "cooling off” period. Governors are made aware of any serious offending pupil's behaviour eg extreme violent

behaviour. We do not operate a "detention" system at Camelsdale.

We can but do not intend to exclude pupils. We do not give up on pupils but rather choose to work through the tricky behaviour. Behaviour is a form of communication and we as a school need to work together to help pupils to learn that their actions have consequences and they need to make a good choice.

The pupil could be excluded initially for a period of three days and Governors are

informed. After three days the case would then be reviewed. Exclusion: This becomes a `legal' issue and will be well documented, will involve the

Governing Body and follow L.A. guidelines. Permanent exclusion is only used in extremely serious cases. (See Appendix 2). Positive Handling/Team Teach/Use of Reasonable Force Staff receive training on Positive Handling techniques. Leadership team members cascade this training to staff. Staff try to de-escalate any tricky behaviour. Staff know pupils well. Any pupil viewed as needing behaviour support/positive handling will have a Behaviour Plan / Risk Assessment in place. If pupils are positively handled in a significant incident, then a record is kept in our “Significant Incident/ Restraint Record Book” found in the staff room..

Camelsdale’s Policy on recording and reporting any racist incident in the school follows the LA procedures (Appendix 4).

Camelsdale’s Policy for E-safety is also available which covers areas such as

cyberbullying (see attached Poster).

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Our Golden rules (Appendix 2).

“Use of Reasonable Force” Guidance for School Leaders, Staff and Governing Bodies (see Guidance Proformas in Staff/Information File in Staffroom).

We say NO to Bullying at Camelsdale (includes Information for Parents)

(Appendix 3 ).

Significant Incident/Restraint Record Sheet.

Behaviour Plan/Risk Assessment.

Date: Autumn 2017 Revise: Autumn 2019

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APPENDIX 1 What are our rules?

The Camelsdale Way

This helps us to keep safe and for everyone to enjoy their learning and playing.

Following The Camelsdale Way means:

We are gentle – we don’t hurt, kick or punch or push each other. We are kind and helpful and we do not hurt other people’s feelings and call them names. We are honest – we don’t tell fibs. We look after our school – we don’t spoil it. We listen to people – we do not interrupt or answer back or use bad language. We use a quiet voice in school – we do not shout. We walk inside the school – we do not run. We only say nice things to each other – if we haven’t got anything nice to say we don’t say

anything. We do not bring toys to school (unless it is for Show and Tell). We look out for people at the Buddy Bench. We must remember we are a nut-free school – we do not want to make people poorly. We arrive at school on time, from 8.45am. We do not bring money to school unless it’s for our school bank. (Only Year 6 may bring a mobile

phone to school and walk by themselves. Written permission from parents is needed.) We bring a healthy lunchbox to school. We drink lots of water and eat lots of fruit. We do not drop litter; we use the bins and compost bins. We are polite. We look at people and say “Good morning” and “Good afternoon”. We know how

to shake hands and we open doors for other people to go through. We always say “please” and “thank you”. We do not swear or use bad language, or ignore people.

We all know of at least one grown up in the school we could talk to about things if we need to. We do not come into school through the front door in the mornings we go round. We are a bully free school. We do not have bullies at Camelsdale School. If we see any bullying –

we get it sorted out. We do not just stand by. We always flush the toilet after we use it so we leave it nice for someone else. We walk on the left hand side of the corridor, therefore we do not bump into people. We do our duties and our jobs. Prefects keep an eye on us. We stay outside at playtimes and ask an adult if we can come in to use the toilet. We come in by

the Hall door. Panda and Polar Bears have their own entrance. We play nicely together – we don’t spoil other people’s fun or play really rough games. We stay inside the school’s boundaries – we do not go over fences or gates or into hedges. We stop what we are doing when we hear the first whistle and walk in nicely. We do not run

though. We play in the maze but we do not climb over the walls. We put the play equipment away nicely. We go up the Be-Bop Tower one at a time and we slide down feet first and one at a time. We do not play with sticks in case we hurt each other. We can have a ball on the field pitch when it is our day on the rota – nowhere else on the field. In

the afternoon we do not use balls on the field at all. We stay outside at playtime and lunchtime – we do not stay in our classrooms by ourselves. We can play with balls on the top and middle playgrounds only. We must use a soft ball. We do not

play football here, only throwing games. Balls must be no smaller than a tennis ball and not hard/made of leather. We do not want to break

any windows! Soft, plastic balls are best. We borrow things carefully from the Play store. Year 4 run it. We do not damage or take things

that do not belong to us.

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We wear wellies outside most of the time, we take our wellies off on the grey mats and put our shoes on our welly pegs neatly - we do not have wet playtimes (unless it is really dangerous weather!). Grown-ups decide in the summertime when it is okay to stop wearing wellies.

We can have only four pieces of equipment (for example, crates, pallets, cones, tyres) per group. We do not roll inside the tyres or play on the bank. We wear the correct Camelsdale uniform. We like to be smart. Our uniform is royal blue and grey.

We do not wear different coloured socks, tights, hair accessories – only these colours. We tie our hair up if longer than shoulder length.

We bring the right equipment to school e.g. a fully equipped pencil case, art overall, PE kit, reading folder, swimming kit, coat, wellies, sun hat.

We keep our lockers tidy and we shut the locker doors carefully! We do not wear jewellery, make up, nail varnish, tattoos to school (only watches, stud earrings are

allowed and we have to be able to remove them ourselves for PE). We always have breakfast and get a good night’s sleep.

Camelsdale Rewards

If we follow The Camelsdale Way and make the right choices, then we may be rewarded in a number of ways:

• Smiling • Saying “well done” or “thank you” • Receiving stickers for good learning or for trying hard • Given responsibility/special jobs/represent the school on special trips • Allowing a special choice of activities • Speaking to parents/carers about good learning/behaviour • Receiving a certificate, badge, house point(s) • Going on to the Golden Wall • Being Child of the Week or Star of the Day • Featuring in the local paper • Show your good work/success with Mrs Palmer or in assembly • Receiving marbles in our marble jars and having treats • Being invited to tea with Mrs Palmer on Fridays for Marvellous Manners and Brilliant Behaviour

Camelsdale Consequences

If we do not choose to follow The Camelsdale Way and make the wrong choices, then grown-ups may show how disappointed they are in our wrong choices by:

• Gesture – shake of the head • Give a verbal response – a warning • Change the tone of their voice • Take away a responsibility • Withdraw a privilege • Move you to another part of the classroom • Sit you on your own • Arrange time away from the class • Take you to Mrs Palmer to decide the next step • Discuss your behaviour with parents/carers • Ask you to apologise/pay for something you break • Put you on the sad face on the whiteboard • Ask you to stay inside at playtime and have time out or stand by an adult outside and have time

out away from your friends • Record it in your report if persistent • If it is really very severe, you may need a report card/involve the Governors and be suspended

(have time away from the school) and even be asked to leave Camelsdale altogether (be expelled).

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APPENDIX 2

PUPIL EXCLUSION PROCEDURES This exclusion process can be divided into five stages

Stage 1: The Investigation Within the context of the school's behaviour and discipline policy, the headteacher should investigate the incident(s) causing concern. The headteacher should neither "rubber stamp" a decision made by another member of staff, nor delegate responsibility. In the interests of fairness the pupil facing exclusion should also be able to express a view.

Stage 2: Informal Discussion Wherever possible, the headteacher (or other appropriate member of staff) should hold informal discussions with the parent.

Stage 3: Decision Taken by Headteacher 1. When the headteacher is in possession of all the relevant facts, he/she should reach a reasoned decision - not taken in the heat of the moment. 2. If the decision is to exclude the pupil, the headteacher should: a) immediately notify the parents of the length and reason for the exclusion, and their rights of representation, etc. b) inform the governors and the LA (Education Officer (Pupil Services). c) arrange for the pupil to receive work to do at home, and for this to be marked.

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Stage 4: The Exclusion

OR

Fixed Period Exclusion Representations (if any) 1. The governors should make arrangements for the consideration of any presentations made by the parents. 2. For exclusions exceeding 5 days in total in one term, or where the opportunity to take a public examination may be lost, either the governing body or the LA can direct re-instatement.

Permanent Exclusion

1. The clerk to the governors convenes a committee of at least three governors, previously nominated by the governing body, to consider the action taken by the head teacher, and notifies the parents, head teacher and LA of the meeting. The governors decided either to direct re- instatement or uphold the exclusion.

Fixed term exclusion process ends here.

Permanent exclusion process continues.

At the next stage for permanent exclusion, different arrangements exist for county, controlled and LA special schools, and voluntary aided and special agreement schools: Permanent Exclusion

For County, Controlled and LA Special Schools

For Voluntary Aided and Special Agreement Schools

LA has a duty to consider the action taken by the headteacher and governing body and to decide whether or not to uphold the decision of the governing body. Parents and

Parents notified of the governors' decision and the right of appeal to an independent appeal committee. LA to be notified of governors' decision.

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governing body are informed of LA decision and of the right to appeal to an independent appeal committee.

Stage 5: Independent Appeal Committee

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Independent appeal committee convened by the County Secretary who notifies parents, governors, headteacher and education officer. Appeal committee decides whether of not to uphold the appeal. County Secretary notifies all parties of the decision.

Independent appeal committee convened by clerk appointed for the purpose (normally the County Secretary) who notifies parents and headteacher. Appeal committee decides whether or not to uphold appeal. Clerk to governors notifies all parties of the decision.

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APPENDIX 3

WE SAY NO TO BULLYING AT CAMELSDALE

Information for Parents

A bully is a person who makes life hard for others by deliberately picking on them for no reason and it happens more than once.

It can be by kicking, hair pulling, hitting and other things that hurt the body or cyber-bullying.

It can be by spreading rumours, name calling, teasing or threatening that hurts you inside and makes you afraid.

It can be always leaving someone out.

Bullying is nasty. People will be hurt if there is bullying around.

We don’t want bullies at Camelsdale – they get in the way of our learning.

Parents and families have an important part to play in helping us deal with any bullying. First - discourage your child from using bullying behaviour at home or elsewhere. Show how to resolve difficult situations without using violence or aggression. Second – be clear about our schools anti-bullying and promoting positive behaviour policies. We do not tolerate bullying at Camelsdale. Third – watch out for signs that your child is being bullied or is bullying others. Parents and families are often the first to detect symptoms of bullying eg: headaches, stomach-aches, anxiety, irritability. Please contact us if you are at all worried. If your child has been bullied Calmly talk to your child about it. Make a note of what your child says – particularly who was said to be involved, how

often the bullying has occurred, where and what happened. Reassure your child that telling you about the bullying was the right thing to do. Explain that any further incidents should be reported to the Headteacher immediately. Make an appointment to see your child’s class teacher or Mrs. Palmer. Explain to the class teacher or Mrs Palmer the problems your child is experiencing. Be as specific as possible about what your child says has happened – give dates,

places and names of children involved. Make a note of what action we intend to take. Be prepared to help your child.

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Stay in touch with us – let us know if things improve as well as if problems continue. If your child is bullying other children Some children may be involved in bullying other pupils at some time or other – often parents are not aware. Children sometimes bully others because: They don’t know that it is wrong. They are copying older brothers or sisters or other people in the family they admire. They haven’t learnt other, better ways of mixing with their school friends. Their friends encourage them to bully. They are going through a difficult time and are acting out aggressive feelings. To stop your child bullying others Talk to your child, explaining that bullying is unacceptable and makes others unhappy. Discourage other members of your family from using bullying behaviour or from using

aggression or force to get what they want. Show your child how to join in with other children without bullying. Make an appointment to see your child’s class teacher or Mrs. Palmer to discuss how

we can all help to stop them from bullying others. Keep in touch with us about how things are going at school. Give your child lots of praise and encouragement when they are co-operative or kind to

people. We also have a range of strategies and sanctions in place to deal with bullies who do not stop bullying (see our policy) Remember – At Camelsdale, we do not tolerate bullying – we intend to remain a bully free school! APPENDIX 4

Adults & Children Services (Learning)

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Monitoring & Reporting Racist Incidents: Guidance for Schools

A racist incident is defined as “any incident which is perceived to be racist by the victim or any other person” Stephen Lawrence Inquiry Report (1999)

The County Strategy contains two important values– providing services to everyone and being a fair place to work. These provide the foundation for our commitment to treating people as individuals. WSCC- Treating People as Individuals: Overarching Policy (2007)

CONTENTS 1. The Purpose of the Guidance Page 3 2. Legal Requirements and Duties Page 3 3. Definitions and Examples of Racist Incidents Page 6 4. Recording and Reporting Racist Incidents Page 8 5. Responding to Racist Incidents Page 9 6. Categorisation of Incidents Page 10 7. Monitoring of Racist Incidents Page 11 8. Appendices Page 13 A. Hate Incident Reporting Form (HIRF) Page 14 B. Completing the Hate Incident Reporting Form - FAQs Page 15 C. Flowchart of reporting process Page 17 D. Resources Page 18

1. The Purpose of the Guidance This guidance aims to provide schools with:

tools for managing the monitoring and reporting of racist incidents. definitions of a racist incident guidance on school action on managing racist incidents in the wider whole school context.

2. Legal Requirements and Duties Schools will need to continue to examine, address and change positions and assumptions which either deny, marginalize or misrepresent issues of “race” and race equality. Race Relations Amendment Act (2000) The aim of the general duty is to make promoting race equality central to the way public authorities work; and this includes schools. Schools must have 'due regard' to the need to:

eliminate unlawful racial discrimination; and promote equality of opportunity and good relations between people of different racial groups.

Specific duties To support schools in improving the educational experience for all children, in particular those belonging to minority ethnic groups.

Prepare a written statement of the school's policy for promoting race equality, and to act upon it; Assess the impact of school policies on pupils, staff and parents of different racial groups, including, in particular, the impact of attainment levels of these

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pupils; Monitor the operation of all the school's policies, including, in particular their impact on the attainment levels of pupils from different racial groups; and Take reasonable steps to make available the results of its monitoring.

All schools’ behaviour policies must state that racial harassment and racism will not be tolerated and detail procedures for addressing such incidents. DfES Circular 10/99 states that:“...all schools should record all racist incidents, and parents and governors should be informed of such incidents and the action taken to deal with them”. Duties Schools Governing Bodies Local Authority Recording of all racist incidents; Reporting

to parents/ guardians/ carers, governors and the Local Authority to the Local Authority (DfES Circular 10/99) the numbers of all racist incidents the numbers of all racist incidents the numbers of all racist incidents

Publishing (Annually) the number and self-defined ethnic identity of “excluded” pupils; Policy establishing a policy for promoting Race Equality establishing a policy for promoting Race Equality racial awareness; racial awareness; Promoting race equality through other policies race equality through other policies the impact of all school policies on pupils, staff and parents from different racial groups; the impact of all school policies on pupils, staff and parents from Monitoring different racial groups; the achievement of all pupils by ethnicity the achievement of all pupils by ethnicity Education Act 2005 and school self-evaluation Schools are required to evaluate the extent to which learners feel safe and adopt safe practices and as part of this are prompted to consider whether learners feel safe from bullying and racist incidents, and the extent to which learners feel confident to talk to staff and others when they feel at risk. The Home Office’s Code of practice: reporting and recording racist incidents recommends that schools should record all racist incidents. New Ofsted framework The revised Ofsted common inspection framework (2009) includes two judgements within the leadership and management of schools:

The effectiveness with which the school promotes equal opportunity and tackles discrimination; and The effectiveness with which the school promotes community cohesion.

The first of the above judgements is considered to be a ‘limiting judgement’. Where a school is judged to be inadequate in relation to the quality of the school’s procedures for safeguarding and/or the extent to which the school promotes equality and tackles discrimination, inspectors treat these as ‘limiting’ judgements and the school’s overall effectiveness is also likely to

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be judged inadequate. In their example of an outstanding school with respect to tackling discrimination, Ofsted identify that the outcomes for pupils and their experience are positive and any unevenness between different groups is minimal or reducing rapidly. The key activities identified to achieve such outcomes include:

how the school manages incidents and complaints; and how outcomes of work – for example, achievement of equality targets or positive actions on equality – are published.

3. Definitions and Examples of Racist Incidents The accepted definition of a racist incident comes from the McPherson Report from the Stephen Lawrence Enquiry: a racist incident is defined as “any incident which is perceived to be racist by the victim or any other person”; Anyone, regardless of ethnicity, can be racially abusive. Racial abuse can include critical or negative comments or practices, on the basis of colour or ethnic group, in a generalised sense. This can include religious intolerance. If the victim or observer perceives that an incident is racist, then the incident must be reported, irrespective of the outcome of ensuing investigations. Staff are therefore not required to make a judgement about the nature of the incident at the time that it is reported and recorded. Within the school there can be different perpetrators and victims (pupil to pupil; pupil to adult; adult to pupil; adult to adult).Hate incidents can take many forms. The following is an expanded list of the categories, which are used on the Hate Incident Reporting Form, but even so, this is by no means an exhaustive list. Types of Incidents Possible examples Damage to property damage to personal possessions, e.g. clothes, mobile phone, books, bikes, cars, etc.

offensive graffiti, vandalism. Harassment Repeated low level incidents such as: verbal abuse; threats or intimidation; persistent phone calls, emails, letters or texts; following/stalking victim. Humiliation and degradation spitting name calling abusive gestures spreading malicious rumours

Types of Incidents Possible Examples Indirect discrimination through school systems

not challenging racist information or comment denial of racial, national, ethnic, cultural heritages; e.g. refusing to acknowledge the difference between Pakistani, Bangladeshi and Indian heritage seemingly positive stereotyping, e.g. black students being ‘naturally gifted’ at sport and expressive arts and less talented academically not providing alternatives to food prohibited by some cultures

Isolation deliberate exclusion, giving the ‘cold shoulder’

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spreading rumours Malicious communications

telephone calls or texts threatening letters hate mail, by email or letter distributing offensive literature, leaflets, posters

Provocative behaviour refusing to co-operate with someone because of their ethnicity racist comments in the course of classroom discussions, or outside in school grounds incitement of others to behave in a racist way the wearing of racist badges or insignia

Sexual abuse sexual harassment (see harassment definition above) sexual intimidation sexual assault inc. rape

Threats to personal safety of victim and/or their family or friends to damage property victim feeling threatened by intimidatory actions of a gang or group

Verbal abuse name calling insults offensive ‘jokes’ and language mimicry & innuendo ridicule for cultural or religious differences, e.g. dress, food, patterns of worship

Types of Incidents Possible Examples Violence

pushing jostling slapping hitting punching kicking assault using a weapon stabbing shooting

4. Recording and Reporting Racist Incidents Trigger: Victim or observer reports a racist incident. Response: Schools record and respond to the reported incident. At the same time, they initiate the reporting processes, to ensure that internal and external monitoring and interventions can take place i. Recording (school level)

The recording of a racist incident should follow schools’ usual recording process for all incidents of inappropriate behaviour; Outside of the classroom all incidents, or reports of incidents, must be dealt with

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by the member of staff who witnessed the incident, or to whom it is reported; It may also be necessary to contact the member of staff with responsibility for pastoral or discipline duties; In addition, the incident must be reported to the Named Person in the school who is responsible for monitoring racist incidents. If the victim or observer perceives that an incident is racist, then the incident must be reported, as indicated below, irrespective of the outcome of ensuing investigations. Staff are therefore not required to make a judgement about the nature of the incident at the time that it is reported and recorded.

ii. Reporting All racist incidents should be reported as they occur using the Hate Incident Reporting Form (HIRF). School completes form (See Appendix A) to send immediately to the Harm Reduction Team via the reporting system managed by Victim Support Sussex (see Appendix C); Schools should carry out their own analysis of incidents with reference to types, ages of pupils involved and report any resulting action to Governors. See also Section 7: Monitoring Racist Incidents - page 11

5. Responding to Racist Incidents When an incident has been reported, the school investigates and determines actions for addressing the incident. The procedure for response should always include the following actions:

Ensure that both sets of parents of the victim and perpetrator should be made aware of the incident and what action is being / has been taken; Investigate the reported incident Discuss with all parties why the action taken was inappropriate; Discuss with the pupil how their behaviour might change or be modified in the future; Determine the level of seriousness of the incident. (See Section 6: Categorisation of Incidents- page 10); Use appropriate classroom discipline and sanctions;

These might include:

behaviour modification strategies;

use of curriculum opportunities to promote equity, respect and acknowledgement of diversity;

an apology alongside positive intervention strategies;

a separation strategy that will promote positive ways forward for all. Monitor in case further incidents occur, or a pattern emerges.

Note As far as possible exclusions should be avoided; the seriousness of the persistent nature of the incident may, however, require the Headteacher in consultation with the Local Authority to consider exclusion. Staff should consider contacting the Police particularly in cases of physical assault. Staff should ensure that the perpetrator understands the purpose of any sanction used and how this relates to the school policy.

6. Categorisation of Incidents

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In responding to a racist incident schools will need to determine the level of seriousness of any racist incident. In discussing appropriate responses to different examples of racist incidents, consideration should be given to where the incident would be placed along the following continuum:

1. Was the incident a one off or was it part of a persistent pattern? 2. Was the incident deliberate or was the individual unaware that their comments might cause offence? 3. Was physical and/or emotional harm intended or not? 4. Was real physical and/or emotional harm inflicted or not?

LEVEL ONE This might include incidents that were as a result of an individual being unaware that their comments/actions might cause offence or a one-off incident. For example

denial of racial heritage, refusing to acknowledge the difference between Pakistani, Bangladeshi or Indian heritage etc; derogatory name-calling, insults and racist jokes, mimicry; racist comments in the course of discussion in lessons (if these are serious, a Level Two response might be considered); ridicule of an individual for cultural differences e.g. food, music etc; stereotyping.

LEVEL TWO This might include: incidents that were part of a persistent pattern, a deliberate or premeditated act, or one where physical/emotional harm was intended. For example

Provocative behaviour such as racist graffiti, wearing racist badges or insignia or bringing racist materials such as leaflets, comics or magazines into the school. (If it is not clear that the staff member, child or young person does not understand the meaning or purpose of the badge etc then the incident should be classified as Level One); refusal to co-operate with other people because of their ethnic origin – for example, to sit next to or work with someone; verbal abuse; repeated incidents; a clear racist motivation on the part of the perpetrator; and/or in appropriate reaction to sanctions.

LEVEL THREE This might include incidents of a persistent nature where actual physical, psychological or emotional harm was inflicted. For example

Deliberate harm at an increased level; threats; incitement of others to join in a racist organisation or group; incitement of others to racist behaviour; physical assault; further repetition of incidents identified earlier; racist bullying; criminal damage.

Exclusions (Level Three Behaviour)

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As far as possible exclusions should be avoided; the seriousness of the persistent nature of the incident may, however, require the Headteacher in consultation with the Local Authority to consider exclusion.

7. Monitoring Racist Incidents Requirements for schools:

All racist incidents should be reported as they occur using the Hate Incident Reporting Form. Completed reports should be sent to the Hate Incident Support Service set up by the Harm Reduction Team within the Community Safety Unit at WSCC, and currently operated by Victim Support Sussex. Regular reports on racist incidents should be made to the Governors, preferably termly. Schools should carry out their own analysis of incidents with reference to types, ages of pupils involved and report any resulting action to governors. An anonymised summary of the reports made should be included in the School Profile.

Requirements for the Harm Reduction Team: All reports received by the Hate Incident Support Service will be treated confidentially within the Harm Reduction Team, Victim Support Sussex and Adults & Children (Learning), in order to ensure co-ordinated support. In addition to recording the incident onto a countywide database, Victim Support will contact the victim and parent(s) to offer free, confidential emotional and/or practical support to deal with the incident. The Harm Reduction Team will send out termly summary report forms to schools requesting information on the number of racist incidents reported, including nil returns. The Harm Reduction Team will produce an annual report for elected members on all returns received from schools, including nil returns. The Harm Reduction Team will offer free training to schools for staff and/or students on a number of themes, for example - recognising a hate incident and it’s potential impact, challenging discriminatory behaviour and how to encourage respect for equality and diversity.

8. Appendices A. Hate Incident Reporting Form (HIRF) Page 14 B. Completing the Hate Incident Reporting Form - FAQs Page 15 C. Flowchart of reporting process Page 17 D. Resources and agencies Page 18

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Appendix A

Hate Incident Reporting Form (HIRF) The HIRF is a multi-agency form and is subject to occasional changes in response to local and national trends. The most up-to-date version of the form can be accessed from the website for the Harm Reduction team at: www.westsussex.gov.uk/harmreduction. Alternatively, schools can contact the reporting line and complete details over the phone (0845 075 1021). Additional contact information and guidance is available from the website.

Appendix B Completing Hate Incident Reporting Form (HIRF): FAQs - Schools What is the HIRF for? The Hate Incident Reporting Form (HIRF) is used to record the details of any type of hate incident that occurs in West Sussex. What is a hate incident? A hate incident can be anything from a student using racist or homophobic language in the course of general conversation to prolonged harassment and/or physical assault of someone (staff or student) from a minority ethnic background or because of their gender identity or disability (whether this is actual or perceived). If the victim or any other person perceives an incident as a hate incident, then it should be recorded as such. This protocol follows that recommended for racist incidents, which resulted from the Stephen Lawrence enquiry. It does not require the victim or anyone else to prove that an incident is motivated by prejudice or make a judgment about whether or not the incident is racist, homophobic, transphobic or disablist. What difference can completing the form make? The details of the incident are entered onto a countywide database. The statistics from the database are used to compile quarterly reports on the level and type of incidents happening across West Sussex. This information is used by a variety of agencies and professionals, including WSCC, to inform decisions about where support and resources to tackle hate incidents and crime should be focussed. Completing a form helps to build up this picture, and the evidence it provides may result in preventative and educational initiatives to support schools. Where does it go? The HIRF goes to Victim Support Sussex who work in partnership with the WSCC Harm Reduction Team (part of which was formerly known as the Racist Incident Team). Victim Support Sussex now provides the Hate Incident Support Service. (See also flowchart at end of this section). Who else uses the HIRF? The HIRF was set up by multi-agency fora in East and West Sussex. The HIRF was designed to be used by as many agencies as possible, such as the police, local authorities, voluntary and community organisations and healthcare professionals as well as schools. It is also used by individuals who wish to report racist incident(s) they have experienced. Why isn’t there a form just for schools to use? To allow consistency of reporting and to compare like with like, the fora decided that one form should be used for all agencies across the county. This may be reviewed in the future. Why doesn’t it request details about the perpetrator? This is because other agencies either don’t have a use for perpetrator information or have other methods of recording perpetrator details. As a result of this and data protection regulations, the Hate Incident database cannot currently incorporate perpetrator information. However, some schools have decided to record perpetrator

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information themselves. When do we get the report on the HIRFs that West Sussex schools have submitted? Reports will be circulated annually in the Autumn term for the previous academic year A racist incident is defined as “any incident which is perceived to be racist by the victim or any other person”

Appendix C What happens when an incident is reported? Inputter enters information onto confidential countywide database Does victim/parent know the report is being submitted? NO Refer to guidance - recommends that parents/guardians are informed Report received by Victim Support (Sussex) YES Does he/she wish to be contacted? YES Report assigned to Victim Care Officer to contact victim/family and carry out needs assessment NO Report filed, no further action. Level of severity/complexity of incident assessed HIGH Case referred to Hate Incident Caseworker LOW Case referred to Victim Support Volunteer Victim offered support - to include liaison with other agencies if required

Appendix D Resources including websites Websites Britkid http://www.britkid.org/ Childline: Bullying and how to beat it http://www.childline.org.uk/explore/racism/pages/racism.aspx Equality and Human Rights Commission http://www.equalityhumanrights.com/advice-and-guidance/public-sectorduties/ guidance-and-codes-of-practice/sectoral-guidance/ - 2 Information for schools on their rights and duties under the RRAA- Race Relations Amendment Act (2000) Race Equality http://www.ltscotland.org.uk/raceequality/ Educating for Race Equality – A Toolkit for Scottish Teachers. Activities, suggestions for staff training and curriculum planning, plus information on faiths and FAQs.

Teachernet guidance on racist bullying http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/ This includes a guidance booklet “Bullying around racism, religion and culture”, available to download only.

Documents “Another Spanner in The Works: challenging prejudice and racism in mainly white

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schools” –Eleanor Knowles and Wendy Ridley, Trentham Books (March 2006) ISBN 98781858563473 “Schools’ Race Equality Policies: From issues to outcomes” – DfES (December 2004) DfES 1124-2004 “The duty to promote race equality: Performance guidelines for schools in England and Wales” – CRE (June 2002) available to download from the EHRC website, above. “The evaluation schedule for schools: Guidance and grade descriptors for inspecting schools in England under section 5 of the Education Act 2005, from September 2009” - Ofsted (July 2009) “Toolkit for Tackling Racism in Schools” - Stella Dadzie, Trentham Books (September 2005) ISBN 13: 978 1 85856 188 2

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