Behaviour and Anti-Bullying


 At Charlton, we believe that positive behaviour, both in terms of attitudes to learning and personal conduct and relationships, is a crucial underpinning for learning and success.

Charlton Primary School have been awarded the gold mark by the Anti-Bullying Alliance

Our School Behaviour Principles and guidance have been developed and agreed by the Governing Body, and take into account the relevant statutory guidance and related legislation.  They underpin our Behaviour and Anti-Bullying Policies (click here to view policy), which set out in detail the roles, responsibilities and practice in this area.

Anti-bullying Procedures

The ABA (Anti Bullying Alliance) defines bullying as:

The repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power.

Bullying can be physical, verbal or psychological.

It can happen face-to-face or online.

The Anti-Bullying Co-ordinator at Charlton Primary is Jenny Garbutt.  The Designated Leads for Safeguarding are Steven Rose (Executive Headteacher), Michelle Rooke (Head of School), Heidi Thorne (Assistant Headteacher) and Sam Malpas (Assistant Headteacher).  The Lead Governor  for Anti-Bullying is Alan McPherson.

Charlton is striving to create an ethos of good behaviour where pupils take responsibility – treating one another and the school staff with kindness and respect because they know this is the right way to behave.  This permeates throughout the whole school environment and is reinforced by staff and older pupils who set a good example to the rest.  Staff must remain vigilant about bullying behaviours and approach this in the same way as any other safeguarding concern.

Staff must also be aware of those children who may be vulnerable pupils; SEN and those with a disability; coming from troubled families, or those responding to emotional problems or mental health issues which may bring about a propensity to be unkind to others, or may make them more likely to fall victim to the behaviour of others.

Staff will regularly discuss bullying and this will inform children that we are serious about dealing with bullying.  This leads to open conversations and increased confidence in children to want to discuss bullying and report any incidents and concerns about other children’s behaviour.  Staff will reinforce expectations of behaviour as a regular theme in line with our Vision, ‘Be Happy, Be Kind, Be Responsible’.


At Charlton, we use a variety of methods to support the pupils in the prevention and understanding the consequences of bullying, through:

  • The School Vision;
  • Modelling respectful behaviour;
  • Explicitly teaching respectful language and respectful behaviour;
  • ‘Catching a child being kind, being responsible and creating happiness through their choices and actions – giving positive attention to respectful behaviour and rewarding this;
  • Giving constructive feedback to pupils when respectful behaviour and language is being ignored ;
  • Consistently tackling the use of discriminatory and derogatory language
  • Class assemblies, PSHE and SMSC curriculums;
  • Whole school assemblies;
  • Actively involving parents in awareness, especially around social media;
  • Explicitly teaching pupils about the appropriate use of social media (please note that parental consent is needed for Facebook/Snapchat and children under the age of 13 should not have accounts);
  • E-Safety Day;
  • Anti-bullying team;
  • Anti-bullying week ;
  • Empowering children to help them identify bullying;
  • Anti-bullying questionnaires (completed by Years 4, 5 and 6 only);
  • Worry boxes in classrooms;
  • Newsletters to communicate key messages to parents;
  • School Council.

Signs and Symptoms For Parents and Staff

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

  • changes any usual routines or has a noticeable change of attitude;
  • is unwilling to go to school or attempts or threatens to run away;
  • becomes withdrawn, anxious or lacking in confidence, starts stammering, lacks eye contact;
  • cries themselves to sleep at night or has nightmares or feels ill in the morning;
  • begins to make less effort with school work;
  • comes home with clothes torn or property damaged or has property which ‘goes missing’;
  • asks for money or starts stealing money;
  • has unexplained cuts or bruises;
  • becomes aggressive, disruptive or unreasonable, or becomes short tempered or is bullying other children and/or siblings;
  • stops eating, comes home hungry or has had lunch ‘stolen’;
  • is frightened to say what is wrong or gives improbable excuses for changes in behaviour;
  • is afraid to use the internet or mobile phone or is nervous and jumpy when a cyber message is received;
  • is frightened of walking to or from school/wants to be driven to school (older children).

These may be signs and behaviours which could indicate other social, emotional and/or mental health problems, but bullying should be considered a possibility and should be investigated.

Pupils may report any bullying concerns in the following ways:

  • Talking to their class teacher/a member of the leadership team/a member of support staff;
  • Talking to parents;
  • Writing a note and posting it in the worry boxes placed around the school and in classrooms;
  • Writing their name and class on a worry monster post-it which are placed next to the worry boxes (for those who would feel more comfortable speaking about their concern than writing it down);
  • Talking to the Anti-Bullying Ambassadors;
  • Talking to a member of the Junior Leadership Team who will act as a supporter whilst passing the concern straight on to a member of staff;
  • Discussing as part of their PSHE/SMSC time;
  • Calling Childline (Tel 0800 1111) and following the advice given (

Measures for reporting any concerns:

  • In the first instance, a report of bullying will be investigated by the class teacher and recorded on a bullying concern form;
  • If matters remain unresolved, a senior member of staff will become involved in restoring relationships;
  • Parents of the perpetrator may also be questioned about the incident or about any concerns that they may have;
  • The child displaying unacceptable behaviour will be supported to understand their actions and may be asked to genuinely apologise (as appropriate to the child’s age and level of understanding). They may be given opportunities to build more positive relationships through social groups, peer mediation, PSHE and teachers will be encouraged to consider regrouping children and monitoring group dynamics. Wherever possible, the pupils will be reconciled.
  • Parents will be informed about their child’s behaviour and a request that the parents support the school with any sanctions that it takes;.
  • Other consequences may take place as appropriate.

Staff should:

  • Ensure the immediate safety of the pupil is protected and that action has been taken to limit and prevent further harm;
  • Identify whether there is a safeguarding concern and immediate pass to a DSL;
  • Follow safeguarding procedures for disclosure;
  • Be prepared to record each incident on a Bullying Concern Form (these can be found in the Deputy Head’s office);
  • Provide a quiet environment for the pupil;
  • When taking a written statement, ensure that the document is dated and record factually using ‘tell me/explain to me/describe to me’ questions to draw the information from the pupil;
  • Give the pupil time to calm down and fully say what they wish to and consider whether they need a supporter such as a friend or a familiar adult;
  • Ensure that staff are visible and available to all learners out of the classroom;
  • When choosing an approach to record an incident, knowledge of the pupils’ particular needs and the impact on their social development is essential. For example, some children with SEN and disabilities may not recognise that they are being bullied or that their own behaviour may be seen by someone else as bullying.  It is important to act very quickly while the child can remember what took place.
  • In the case of racist bullying, this must be reported to the Designated Safeguarding Leads;
  • General incidences of bullying will be recorded in the Bullying Log (located in the Deputy Head’s office) and this would include incidents where staff have had to become involved and speak with children and/or where parents have raised concerns regarding bullying;
  • All incidents of bullying will be discussed with all relevant staff and parents of the children involved, in order that everyone can be vigilant and that further incidents by the same child(ren) may be prevented from happening in the future. Incidents of bullying will be discussed with the Safeguarding Governor. If necessary and appropriate, police will be consulted.

Final advice to Parents

Familiarise yourself with the ‘signs and symptoms’ as outlined above.  Please do not attempt to sort the problem out yourself by speaking to the child whom you think may be behaving inappropriate towards your child or by speaking to their parents.  Please do not encourage your child to be ‘a bully’ back.  Both of these will only make the problem much harder to solve.

Parents can support their child by talking about bullying at home.  Children need to understand that it is wrong to bully or to be seen to support the bullying of another person.  Peer pressure can be one of the reasons why a child gets involved in bullying and, as in the world of adults, peer support is not a given in a child’s world.  Encouraging a child to become a defender, to help someone when they are down and unable to help themselves is a way of teaching a child to act responsibly in the best interest of society.

This procedure was written with regard to the DfES publication: Preventing and tackling bullying (July 2017).

The Principles and guidance reflect and support the School’s values and ethos.

Behaviour Principles

  • The purpose of these Principles, and the Policy they support, is to promote consistently positive attitudes to learning, and to help to develop our children as motivated, independent learners with high levels of resilience, self-beliefaspiration and attainment.
  • All members of our community have the right to work, learn and play in a safe, stress-free and caring environment. Pupils are encouraged to have respect for themselves, their peers and adults, for the rights of others and for the school environment, and to take responsibility for their own behaviour. All adults should demonstrate genuine care and respect for every child, modelling the quality of relationships and standards of behaviour they expect from the children.
  • Our Policy ensures fair, honest and consistent treatment for all members of our community, and takes into account the specific needs of individual children, including vulnerable pupils. It supports the School’s commitment to improving outcomes for all pupils, and promotes integrity and equality of opportunity throughout the School.
  • Expectations and boundaries are widely understood. Positive reward and praise are the norm rather than the exception, but, where necessary, sanctions are clear and are applied fairly and consistently.
  • The Policy demonstrates our commitment to appropriate behaviours and to our School values.

Our Exclusion Policy is detailed within the Behaviour Management Policy below:

Behaviour Management Policy

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