Anti-Bullying Policy 2025-26

• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner - Connell Co-op College

Introduction

Everyone at Connell Co-op College has the right to feel welcome, safe and happy. We provide a secure, caring and friendly climate for learning for all our students to allow them to improve their life chances and help them maximise their potential. We also create an inclusive environment for all students where differences between people are acknowledged and celebrated. Our community follow our Co-op Ways of Being which include: Show you care; Be yourself Always; Do What Matters Most and Succeed Together. These values are instilled in all of our students and staff to ensure our college is a positive place to learn and thrive.

We expect students to act safely and feel safe in college. We contribute to this by developing students’ knowledge of bullying. We strive to ensure that they feel confident to seek support from college should they feel unsafe or should they witness unacceptable behaviour towards themselves or their peers. We also want parents to feel confident that their children are safe and cared for in college and incidents, if and when they do arise, are dealt with promptly and effectively.

We are careful in the language we use, as it can be very emotive and can ‘label’ children, suggesting permanence. Instead of ‘victim’ we say person (child) who is being bullied, and instead of ‘bully’ we say person (child) who is using bullying behaviours/doing the bullying. In this way we are labelling behaviours and roles, not people.

Anti-Bullying Policy Aims

This policy outlines the different types of bullying and indicators to look for in identifying bullying. It also provides the procedures staff will implement when they suspect bullying could be evident, or when they receive a report of alleged bullying.

We understand that bullying is damaging and potentially has negative effects into adulthood for those who have experienced bullying. We also know that children who engage in bullying are often experiencing difficult circumstances and low self-esteem. We therefore do all we can to prevent it, by developing a college ethos in which bullying is regarded as unacceptable.

Our CORE curriculum and student induction is designed to raise awareness and develop understanding of bullying. Our aim is to produce a safe and secure environment where all can learn without anxiety.

In line with the Co-op Ways of Being, we want our college to be a place where all children and adults feel safe, happy and successful. We know that the consistent application of this policy is key to this. We aim to make all those connected with the college aware of our opposition to bullying, and we make clear each person’s responsibilities with regard to the eradication of bullying in our college. 

Legal and Statutory Requirements

This policy is based on advice from the Department for Education (DfE) on:

• Behaviour in colleges
• The Equality Act 2010
• Supporting students with medical conditions at college

It is also based on the special educational needs and disability (SEND) code of practice.

• Schedule 1 of the Education (Independent School Standards) Regulations 2014; paragraph 7 outlines a college’s duty to safeguard and promote the welfare of children, paragraph 9 requires the college to have a written behaviour policy and paragraph 10 requires the college to have an anti-bullying strategy
• DfE guidance explaining that academies should publish their behaviour policy and anti-bullying strategy online

This policy complies with our funding agreement and articles of association.

Consultation Process

This policy will be revisited on an bi annual basis to allow input from our students and staff to ensure that it reflects the most up to date needs of the college.  Responsibility for consultation on this policy is held by the Assistant Principal Culture and Personal Development and Vice Principal Student Service

Definitions

Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.

Occasionally an incident may be deemed to be bullying even if the behaviour has not been repeated or persistent – if it fulfils all other descriptions of bullying. This possibility should be considered, particularly in cases of hate crime related bullying and cyberbullying.

Bullying can take place between:

• young people
• young people and staff
• between staff
• individuals or groups

Bullying by students is viewed as ‘serious misconduct’ (see Professional Conduct Policy) at our college. Bullying by staff would be dealt with under the disciplinary policy and would be viewed as misconduct.

Although bullying can occur between individuals, it can often take place in the presence (virtually or physically) of others who become the ‘bystanders’ or ‘accessories’.

Bullying is not confined to the college premises. It also persists outside college, in the local community, on the journey to and from college and online.

The college acknowledges its responsibility to support families if bullying occurs off the premises.

Bullying is not random (even aggressive) acts of unkindness. It is important to understand that children sometimes fall out or say things because they are upset. When problems of this kind arise, it is not classed as bullying. It is an important part of young person’s development to learn how to deal with friendship breakdowns or the odd name calling in anger. We all have to learn how to deal with these situations and develop social skills to repair relationships and it is the college’s role to support students in doing this.

Behaviours associated with bullying

Baiting

Baiting can be used in bullying both on and offline. It can be used to bully someone to get 'a rise' out of them and it can be used to antagonize those who might be bullying others to get them to bully. Sometimes baiting is used secretly to try and get a person to explode in a rage or react negatively/loudly so that they get into trouble.

Banter

The dictionary describes banter as: ‘the playful and friendly exchange of teasing remarks’.

Bullying is often justified as being just banter. It may start as banter, but some types of banter are bullying and need to be addressed as bullying. Types of banter:

• Friendly Banter - There’s no intention to hurt and everyone knows its limits.
• Ignorant Banter - It crosses the line with no intention to hurt, will often say sorry.
• Malicious Banter - Done to humiliate a person-often in public.

Prejudice related bullying

Under the Equalities Act 2010 it is against the law to discriminate against anyone because of:

• age
• being or becoming a transsexual person
• being married or in a civil partnership
• being pregnant or having a child
• disability
• race including colour, nationality, ethnic or national origin including Gypsy, Roma, Travellers
• religion, belief or lack of religion/belief
• sex / gender
• sexual orientation

These are called ‘protected characteristics’.

As part of our work to promote fundamental British values, we do not accept derogatory and discriminatory language and behaviour including that which is racist, homophobic, biphobic, transphobic, misogynistic and disabilist in nature. We will record these types of bullying, even that which represents a one-off incident, and report them to the local authority for monitoring purposes. Our behaviour policy provides details of how such incidents are responded to.

Prejudice related language

Racist, homophobic, biphobic, transphobic, misogynistic and disabilist language includes terms of abuse used towards people because of their race/ethnicity/nationality; because they are lesbian, gay, bisexual, or transsexual, or are perceived to be, or have a parent/carer or sibling who is; because they have a learning or physical disability. Such language is generally used to refer to something or someone as inferior. This may also be used to taunt young people who are different in some way or their friends, family members or their parents/carers.

In the case of homophobic, biphobic and transphobic language particularly, dismissing it as banter is not helpful as even if these terms are not referring to a person’s sexual orientation or gender identity they are using the terms to mean inferior, bad, broken or wrong. We will challenge the use of prejudice related language in our college even if it appears to be being used without any intent. Persistent use of prejudice related language and/or bullying will be dealt with as with any other form of bullying.

Roles and Responsibilities

The Regional Director

The Regional Director is responsible for approving this policy and holding the headteacher to account for its implementation.

The College Community Council

The college community council has a responsibility for vulnerable students, which may include both students showing bullying behaviours, and those receiving such behaviours.

The Headteacher

The headteacher is responsible for reviewing this anti-bullying policy and ensuring its effectiveness.

The headteacher will ensure that the college culture is open and positive and that staff deal effectively with allegations of bullying. The headteacher will monitor how staff implement this policy to ensure all processes are applied consistently.

Members of Staff

Staff are responsible for:

• Implementing the anti-bullying policy consistently
• Ensuring all claims of bullying are taken seriously
• Ensuring bullying is made to stop swiftly
• Recording bullying incidents, reports and actions taken
• Recognising that some students (inc those with SEND) can be more vulnerable to bullying
• Recognising that bullying behaviours (for both those exhibiting and those receiving) can be an indication of an underlying safeguarding/child protection concern
• Regularly gathering student views on bullying and discrimination within the community through student voice activities and via the student council

The senior leadership team will support staff in responding to bullying allegations and incidents.

Parents and Carers

Parents are expected to:

• Support their child in adhering to the student code of conduct
• Support the college to prevent and eradicate any form of bullying
• Discuss any concerns with the class teacher promptly
• Understand our definitions of bullying, and what is and is not constituted as such

Pupils and Children

Pupils are expected to:

• Follow the Co-op Ways of Being: Particularly allowing others to ‘be yourself always’
• Be kind, upstanding and caring members of the community ‘showing you care’
• Let the college know if you see or hear of unkind or bullying behaviour ‘succeed together’
• Uphold the anti-bullying policy and live by the behaviour policy

Expectations

Our expectations are underpinned by the Co-op’s ‘Ways of Being’.

Being Co-op is about creating an environment that celebrates difference. Somewhere both students and colleagues feel responsible, valued, empowered and trusted to do the right thing for each other and our community.

The four Ways of Being Co-op guide our future – no matter what we do, they’re how we do it.

Indicators of Bullying

A student may indicate by signs or behaviour that he or she is being bullied. All adults should be aware of these possible signs and that they should investigate if a student:

• is frightened of travelling to/from college
• avoids going into certain lessons
• doesn't want to go into certain areas of the college/in the locality
• is unwilling to go to college
• has unexplained injuries
• becomes withdrawn, anxious, or lacking confidence
• changes in attendance or academic outcomes
• changes in behaviours (which could include becoming more angry or volatile)

These signs are not exhaustive and it is always important to maintain professional vigilance and curiosity if we suspect a child may be being bullied. In addition, these signs and behaviours could indicate other problems (including safeguarding/child protection concerns), but bullying should be considered a possibility and should be investigated.

First Responses to an Allegation, Suspicion or Observation of Bullying

If peer on peer bullying is reported by a student or parent, the member of staff receiving the concern will:

• reassure the student or parent that bullying is taken very seriously
• claims of bullying will be fully investigated
• it may be necessary to provide students and parents with the definition of bullying
• gather detailed information about when and where incidents have occurred and who was involved and who was present/witnessed the incident
• write down the details gathered during the conversation
• carry out break  / lunchtime observations of peer interactions (if appropriate)
• observe student interactions during lesson time
• take copies of any evidence (e.g. ask parents to email screen shots of cyber incidents to the generic office email)
• tell the parent/student that you will investigate
• arrange a time to report back to the parent/student (not longer than 5 working days)

The member of staff receiving the concern will then investigate by speaking to all those involved, including any witnesses or potential witnesses. If appropriate, the member of staff may wish to be supported by the learning mentor or members of the senior leadership team.

The member of staff will record on Arbor, the initial concern and all investigation findings. If staff members believe that the bullying is a safeguarding concern, it will be logged on CPOMS.

Any allegations of bullying by staff members should be passed to the headteacher, who will follow the Disciplinary Policy in addressing this. An allegation about the headteacher must be referred to the Regional Director.

Outcomes and Following Up

If bullying is proven, it is not accepted and is considered to be serious misbehaviour. The procedures and sanctions in the behaviour policy are used to ensure students and parents know that the behaviour is unacceptable. We will always consider whether the student exhibiting bullying behaviours needs support, particularly when sexualised language, harassment or violence is evident. Any incidents of sexually harmful behaviour will be referred to the Designated Safeguarding Lead and will be addressed through the Safeguarding and Child Protection Policy, in conjunction with this policy and the Professional Conduct Policy.

If appropriate, a trusted member of staff will see whether the student on the receiving end of the bullying is comfortable to explain how they felt/are feeling to the student(s) who did the bullying. This would be supported/facilitated by the trusted member of staff. The student(s) who did the bullying would then apologise and reassure the student that it will not happen again.

The parents of all those students involved are informed and these conversations are recorded on Arbor. In some cases, we may involve the Safer Schools Police Officer to support with education after bullying has occurred - to work proactively to ensure it is not repeated.

In cases where evidence is not found to substantiate claims of bullying, we acknowledge that it is still possible that bullying is taking place. The relationships between students will continue to be monitored in the following ways:

• observations during lessons
• observations during less structured times (inc break and dinner time, extra-curricular clubs etc)
• check-ins with the student alleging being on the receiving end of the bullying at a frequency agreed with the student
• regular conversations (e.g. weekly) with the parent of the student alleged to be on the receiving end of bullying to share the findings of the ongoing monitoring

We will consider whether a friendship group or similar intervention is appropriate to support all parties.

All monitoring (including if nothing of note is observed) is recorded on Arbor. When evidence over time (e.g. six weeks) indicates that no bullying is taking place, the monitoring practices will stop.

Repeated Bullying Incidents

If a student is involved in repeated incidents of bullying overtime, despite help, support and education, this would be considered a serious breach of the behaviour policy and could involve internal and external suspensions, with the child’s place at college considered seriously. 

Support for Parents and Carers Following Bullying Incidents

Finding out that your child has been bullied, or has been accused of / found to be bullying others, can be distressing and families can often be unclear on what to do at home. This is particularly true if your child has an additional learning need that makes them vulnerable to bullying. Support can be found on the NSPCC website, on the Anti bullying Alliance website. We also encourage parents to speak to college staff about how to handle bullying incidents at home and maintain regular contact. If a child has autism or a speech, language and communication need, families might find information available from the Autism Education Trust helpful - in supporting around language and behaviours of young people.

Curriculum

Our CORE curriculum is designed so that students:

• know the definition of bullying
• know the different forms of bullying
• recognise bullying behaviours
• have strategies to prevent and stop bullying including telling their peers to stop and reporting to adults

We further raise awareness of bullying by:

Bullying, respect, and inclusion are addressed throughout our two to three year tutorial (Core) programme, delivered through face to face lessons, guest assemblies, and wider experiences such as our annual Be Safe Day. Topics covered include understanding different forms of bullying (including cyberbullying and prejudice based behaviours), promoting respect and diversity, supporting mental health and wellbeing, encouraging positive relationships, and equipping students to act as responsible bystanders. The programme also explores digital responsibility, reporting procedures, and preparation for life beyond college, with an emphasis on the legal and professional implications of harassment and discrimination. The curriculum is flexible and responsive to student need; for example, this year a particular focus has been placed on tackling misogyny, reflecting its significance as a wider societal issue.

At induction we explain the sanctions we take against bullying and discrimination and make it clear that these are never tolerated AND that every member of our community is responsible for ensuring that they do not happen/if they happen, they are challenged or reported. We refer to this as ‘Speak Up and Speak Out’ which is displayed in poster form throughout the building.

Anti-Racist Award

At Connell Co-op College we are working toward / have been accredited as an anti-racist college, and work closely with Leeds Becketts University to actively promote anti racist behaviours and attitudes in our young people through our curriculum, language and college systems.

Displaying posters: Pupils and teachers can both become involved in creating posters to display around college.

Childline, telephone helpline number will be displayed.

Childline – 0800 1111 (open 24hrs)

Leaflets: these can be displayed around the college and/or sent home.

Anti-Bullying Week

By focusing on bullying for a week each year we keep the subject in the open and give opportunities for students and parents to understand what bullying is and how to report concerns.

Training

Our staff are provided with training on anti-bullying. We recognise that lunchtime staff manage students’ behaviour at the least structured point in the day. Therefore, intensive training is provided for this group of staff.

Monitoring / Analysis of Bullying Behaviour

The DSL (Designated Safeguarding Lead) will analyse bullying allegations and incidents on a half-termly basis to evaluate whether the policy is being implemented appropriately and whether any students require additional support.

Reporting will take place on a termly basis within the Headteacher report.

Links with Other Policies

This policy links closely to our Professional Conduct Policy. This policy is to be considered in close connection to the college’s Safeguarding and Child Protection policy.

This policy has direct links with policies for Special Educational Needs, Equality, Care and Control and Health and Safety. Any supply teacher who does not work in college on a regular basis will be given a guide to the college containing a simplified version of this policy. For further questions, they will be asked to consult a teacher with regard to any queries over bullying.