At Unique Academy, we aim to tackle bullying by trying to prevent it from happening in the first place and by tackling it consistently and fairly when it does.
Ways we are proactive (preventative)
At the start of each academic year, every child completes a one-page profile reflecting on themselves as a learner. As part of this process, children identify and name their trusted adults—staff members they feel safe to approach if they are ever worried or concerned. We actively promote the message that it is always okay to speak to a trusted adult.g.
All classes have timetabled PSHE (Personal, Social, Health and Economic) lessons each week, delivered by their class teachers using a comprehensive scheme from the PSHE Association. Through this curriculum, children explore important themes such as friendships, emotions, safety, and bullying prevention.
Our six core school values are central to everything we do and are regularly referenced when discussing behaviour and relationships, including anti-bullying messages:
- Sincerity – We strive to be truthful to our Creator, ourselves and those around us
- Knowledge – We want to learn more and to apply our knowledge
- Respect – We show respect to people of all backgrounds as we value diversity and inclusion
- Transparency – We learn from our mistakes
- Productivity – We strive to have a growth mindset
- Excellency – We always strive to do our best
These values are made visible throughout the school, including classrooms and corridors, and are regularly reinforced through weekly assemblies and everyday interactions.
Our School Council, made up of representatives from Year 1 to Year 6, plays an active role in listening to pupils’ views. Council members gather feedback from their peers on a range of topics and are approachable if classmates have concerns.
Furthermore, we raise awareness through Anti-Bullying Weeks.
Ways we respond to an allegation of bullying
When a child or parent raises a concern about bullying, the class teacher will begin by investigating the matter. This involves speaking with the alleged victim and the alleged perpetrator to understand the situation in detail. A senior leader is always informed and may support the investigation or liaise directly with the parents/carers involved.
Once the initial investigation is complete, a decision will be made about whether the behaviour constitutes bullying, based on our agreed criteria (i.e. that it is deliberate, repeated, and causes harm).
OUTCOME 1:
The behaviour is considered inappropriate or unkind, but does not meet the criteria for bullying (e.g. not repeated or not deliberate).
ACTION:
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Parents of the alleged victim are informed of the outcome, either through a letter or face-to-face meeting.
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The child/children involved are spoken to by their class teacher or a senior leader to help them understand the impact of their actions.
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Bespoke PSHE lessons or circle time sessions are delivered by the class teacher to address the specific behaviours that occurred.
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The class teacher and Senior Leadership Team will informally monitor the children involved to ensure the situation improves.
OUTCOME 2:
The behaviour is found to be deliberate, repeated, and harmful, and therefore meets our definition of bullying.
ACTION:
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Parents of the victim are informed of the outcome, either through a letter or face-to-face meeting.
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The child/children involved are spoken to by their class teacher or a senior leader to reflect on how their actions have affected others.
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Parents of the perpetrator(s) are contacted and invited to a meeting to discuss the incident and next steps.
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Bespoke PSHE lessons or circle time sessions are delivered to address the specific behaviours.
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The perpetrator(s) are given the opportunity and support to change their behaviour.
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The class teacher and Senior Leadership Team will formally monitor the situation, keeping in regular contact with all parents involved and reviewing progress after a set period of time.
