Bullying behaviour may be a result of prejudice that relates to perceived or actual differences, also known as protected characteristics. This can lead to behaviour and language that includes racism, sexism, homophobia, biphobia or transphobia, or prejudice and discrimination towards disability.  Prejudice-based bullying is when bullying behaviour is motivated by prejudice. Prejudice-based bullying can be based on any characteristic unique to a child or young person’s identity or circumstance and law protects some of these characteristics. The Equality Act 2010 makes it unlawful to discriminate against people with ‘protected characteristics’ these are: Age, disability, gender reassignment, pregnancy and maternity, marriage and civil partnerships, race, sex, religion or belief and sexual orientation.

Prejudice-based bullying includes the protected characteristics and other prejudices, which are not listed in the Equality Act. For example, prejudice arising from socio-economic background, if a child or young person is Looked After, or for their general   appearance. There is a need to address the root cause of prejudice as well as responding effectively to incidents as they arise. We know places where prejudice is challenged, and   where there is a culture of respecting difference, are places where bullying is less likely to thrive.

As parents and carers, we must be clear that regardless of your personal views, targeting a person for these reasons is not acceptable. Organisations including schools, sports clubs, youth clubs etc are expected to challenge this behaviour

Percy Hedley School recognises that all forms of bullying, especially if left unaddressed, can have a devastating effect on individuals; it can create a barrier to learning and have serious consequences for mental wellbeing.

By effectively preventing and tackling bullying our school can help to create a safe and respectful environment, where pupils are able to fulfil their potential.

The following steps will be taken when dealing with any incidents of bullying reported to the school:

• If you believe that your child has been a victim of bullying, has witnessed bullying or has been a perpetrator of bullying behaviour, please get in touch with the class team or the DSL to discuss this matter.  All of our pupils have their own individual needs and each case will be looked at in isolation, to ensure all of our pupils are supported to understand and work through their feelings and behaviours.
• If bullying is suspected or reported, the incident will be dealt with immediately by the member of staff who has been approached or witnessed the concern.
• The school will provide appropriate support for the person being bullied – making sure they are not at risk of immediate harm and will involve them in any decision-making, as appropriate, alongside the family.
• The DSL will be informed of all bullying concerns, especially where there may be safeguarding issues.
• A clear and precise account of bullying incidents will be recorded by the school in accordance with existing procedures. This will include recording appropriate details regarding decisions and action taken.
• The school will speak with and inform other staff members, where appropriate, including the therapy team and the PSHE lead  and where appropriate the E-Safety lead, where a responsive curriculum or individual therapy work may be needed.
• The school will ensure parents/carers are kept informed about the concern and action taken, as appropriate and in line with child protection and safeguarding policies
• Appropriate support will be put into place for all parties involved.  This will be implemented in consultation with  the families concerned.
• If necessary, other agencies may be consulted or involved, for example the police if a criminal offence has been committed, or Early Help if a child is felt to be at risk of significant harm.
• Where the bullying of or by pupils takes place off school site or outside of normal school hours (including cyberbullying), the school will ensure that the concern is fully investigated and responded to in line with our Online Safety Policy and the school behaviour policy.

If required, the DSL will collaborate with DSLs at other settings.

• Create and support an inclusive environment which promotes a culture of mutual respect, consideration and care for others, which will be upheld by all.
• Have a cohesive PSHE curriculum, which is mapped across all subject areas in the curriculum, which model our school values and the expectations of behaviour within our school. This will also include a range of opportunities and approaches for addressing bullying throughout the curriculum and other activities, such as: through displays, assemblies, peer support, the school/student council, etc.
• Respond to school issues with responsive curriculums designed by the PSHE steering group.
• Recognise that bullying can be perpetrated or experienced by any member of the community, including adults and children (child on child abuse).
• Train all staff, including teaching staff, support staff (e.g. administration staff, lunchtime support staff and site support staff) and pastoral staff, to identify all forms of bullying and take appropriate action, following the school’s policy and procedures, including recording and reporting incidents.
• Recognise the potential for children with Special Educational Needs and Disabilities (SEND) to be disproportionally impacted by bullying and will implement additional pastoral support as required.
• Recognise that bullying may be affected and influenced by gender, age, ability and culture of those involved.
• Openly discuss differences between people (protected characteristics) that could motivate bullying, such as: children with different family situations, such as looked after children or those with caring responsibilities, religion, ethnicity, disability, gender, sexuality or appearance related difference.
• Ensure anti-bullying has a high profile throughout the year, reinforced through key opportunities such as anti-bullying week
• Provide systematic opportunities to develop pupils’ social and emotional skills, including building self-esteem.
• Challenge practice and language (including ‘banter’) which does not uphold the school values of Respect, Teamwork and Resilience.
• Be encouraged to use technology, especially mobile phones and social media, positively and responsibly through targeted Online Safety sessions and throughout the curriculum. As well as though specific responsive curriculums for class groups and individuals.
• Work with staff, the wider community and outside agencies to prevent and tackle concerns including all forms of prejudice-based and discriminatory bullying.
• Actively create “safe spaces” for vulnerable children and young people.
• Celebrate success and achievements to promote and build a positive school ethos.