Policy details

• Date approved by Trust Board - 10/07/2025
• Date reviewed - 01/09/2026
• Date approved - 01/09/2026
• Next review date - 01/09/2027
• Policy owner - Mr D. Jones - Co-op Academy Florence MacWilliams

Co-op Academy Florence MacWilliams

Weston Road, Stoke-on-Trent, ST3 6AP

01782 444 650

florence@coopacademies.co.uk

https://www.florencemacwilliams.coopacademies.co.uk/ 

Contents

Policy details        1

Introduction        2

Anti-Bullying policy aims        2

Legal and statutory requirements        3

Consultation Process        3

Definitions        4

Behaviours associated with bullying:        5

Baiting        5

Banter        5

Prejudice related bullying        5

Prejudice related language:        6

Roles and responsibilities        6

The Regional Director        6

The Academy Community Council:        6

The Headteacher:        6

Members of Staff:        7

Parents/carers:        7

students and Children        7

Indicators of bullying        9

First responses to an allegation, suspicion or observation of bullying        9

Outcomes and following up        10

Repeated Bullying Incidents        11

Support for Parents and Carers Following Bullying Incidents        11

Curriculum        11

We further raise awareness of bullying by:        12

Anti-Bullying Week        12

Training        12

Monitoring / analysis of bullying behaviour        12

Links with other policies        12

Appendices        13

Introduction

Everyone at Co-op Academy Florence MacWilliams 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 follows 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 academy is a positive place to learn and thrive.

We expect students to act safely and feel safe in school. We contribute to this by developing students’ knowledge of bullying. We strive to ensure that they feel confident to seek support from school 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 school 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 school ethos in which bullying is regarded as unacceptable.

Co-op Academy Florence MacWilliams treats all reports and incidents of bullying seriously. We also recognise that not every incident of unkindness, conflict or inappropriate behaviour constitutes bullying. We will help students, staff and families to understand this distinction, while responding promptly to unkind or harmful behaviour so that patterns do not become established or escalate into bullying.

Our curriculum is designed to raise awareness and develop understanding of bullying via our PACE curriculum, English curriculum and our standing assemblies. 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 school 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 school aware of our opposition to bullying, and we make clear each person’s responsibilities with regard to the eradication of bullying in our school. 

Legal and statutory requirements

This policy has regard to relevant legislation and Department for Education guidance, including:

• Behaviour in schools: advice for headteachers and school staff
• Preventing and tackling bullying
• Keeping Children Safe in Education 2026
• Relationships Education, Relationships and Sex Education (RSE) and Health Education statutory guidance 2026
• The Equality Act 2010
• The SEND Code of Practice: 0 to 25 years
• Supporting pupils at school with medical conditions
• Suspension and Permanent Exclusion from maintained schools, academies and pupil referral units in England, including pupil movement
• Preventing and tackling the bullying and harassment of school staff

The policy also draws upon evidence and resources produced through Department for Education-funded anti-bullying programmes, including the Embracing Difference, Ending Bullying Best Practice Guide and the Anti-Bullying Alliance’s United Against Bullying programme.

Schedule 1 of the Education (Independent School Standards) Regulations 2014 requires academies to safeguard and promote the welfare of students, maintain a written behaviour policy and have an effective anti-bullying strategy.

This policy complies with the Trust’s funding agreement and articles of association.

Consultation Process

• The academy’s approach to preventing and responding to bullying is informed by ongoing consultation with the academy community, including:
• • staff through training, briefings and professional discussion;
  • Community Council Members through academy governance;
  • parents/carers through feedback, meetings and wider family engagement;
  • students through student voice, the Student Academy Council and the PACE curriculum; and
  • advice and guidance from relevant organisations, including the Anti-Bullying Alliance and NSPCC.
• Feedback from students and families is used alongside analysis of bullying incidents to review and improve the academy’s approach.

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. The imbalance of power may be physical, psychological, social or related to access to information or technology.

A single incident would not ordinarily meet this definition. However, one-off incidents involving prejudice, discrimination, sexual harassment, harmful sexual behaviour, threats or online harm may still be extremely serious and will be responded to through the academy’s Behaviour and/or Safeguarding and Child Protection policies. Where appropriate, they will also be recorded and monitored to identify whether a wider pattern of bullying is developing.

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 misbehaviour’ (see Behaviour Policy) at our academy. Bullying by staff would be dealt with under the disciplinary policy and would be viewed as misconduct.

Where bullying or harassment involves a member of staff, the academy will respond through the appropriate Trust and academy procedures. Bullying or harassment of staff by a student may be addressed through the Behaviour Policy. Concerns involving employees will be addressed through the appropriate Trust disciplinary, grievance and/or safeguarding procedure.

Bullying, intimidation or harassment of staff by parents/carers or other adults will not be tolerated and will be responded to proportionately. This may include restrictions on communication or access to the academy where this is necessary to protect staff or the wider academy community.

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 school premises. It also persists outside school, in the local community, on the journey to and from school and online.

The school 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 children’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 school’s role to support students in doing this. However, we deal with issues like this through our behaviour policy and through our PACE curriculum and on a case by case basis.

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 - 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

The Equality Act 2010 protects students from discrimination in relation to the following protected characteristics under the schools provisions:

• disability
• gender reassignment
• pregnancy and maternity
• race, including colour, nationality and ethnic or national origin
• religion or belief
• sex
• sexual orientation

As part of our work to promote fundamental British values, we do not accept derogatory or discriminatory language or behaviour, including behaviour which is racist, homophobic, biphobic, transphobic, misogynistic or disablist in nature. Incidents will be recorded and responded to in accordance with the Behaviour Policy and, where appropriate, the Safeguarding and Child Protection Policy.

Prejudice-related language

Racist, homophobic, biphobic, transphobic, misogynistic, disablist and other discriminatory language is unacceptable at Co-op Academy Florence MacWilliams. This includes language directed towards someone because of a protected characteristic, because they are perceived to have a particular characteristic, or because they are associated with somebody who does.

Prejudice-related or discriminatory language will be challenged whenever it occurs, whether or not it meets the definition of bullying. A one-off discriminatory incident may not constitute bullying in itself, but it remains unacceptable and will be recorded and responded to through the Behaviour Policy. Repeated, targeted behaviour involving an imbalance of power may constitute prejudice-related bullying.

We will not dismiss discriminatory language as ‘banter’ or accept a lack of intent as a reason not to challenge it. Staff will respond consistently, provide appropriate education and record incidents so that patterns involving individual students or groups can be identified.

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 Academy Community Council:

The Academy 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 academy 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 students views on bullying and discrimination within the community
• Ensuring there is an anti-bullying students ambassador on the student academy council

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

Parents/carers:

Parents/carers are expected to:

• support their child in meeting the academy’s expectations for behaviour and relationships;
• support the academy in preventing and responding to bullying;
• report concerns promptly to their child’s Form Tutor, Head of Year or another appropriate member of staff;
• work constructively with the academy while concerns are investigated;
• encourage their child to report concerns rather than attempting to resolve incidents directly with other students or families; and
• understand the academy’s definition of bullying and the distinction between bullying, friendship conflict and other incidents of unkind or inappropriate behaviour.

Students:

students 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 school 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. They are:

Our students' Behaviours help us define and explore each ‘Ways of Being’.

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 walking to or from their school

● avoids going into certain lessons (especially secondary students)

● doesn't want to go into certain areas of the school i.e. toilets, library, dinner hall

● is unwilling to go to school

● has unexplained injuries

● becomes withdrawn, anxious, or lacking confidence

● 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 student-on-student bullying is reported, suspected or witnessed, the concern will be taken seriously and responded to promptly.

Where the behaviour may constitute child-on-child abuse or raises any other safeguarding concern, staff must follow the Safeguarding and Child Protection Policy and report the concern to the Designated Safeguarding Lead without delay. A safeguarding concern must not wait for an anti-bullying investigation to be completed.

The member of staff receiving the concern will:

• listen carefully and reassure the student or parent/carer that the concern will be taken seriously;
• establish the key information about what is alleged to have happened, including when, where and who was involved;
• avoid making promises about the outcome before the concern has been investigated;
• record the concern accurately; and
• pass the concern promptly to the appropriate Head of Year, pastoral leader or senior leader.

The investigation will normally be coordinated by the relevant Head of Year or another designated pastoral or senior leader. The investigation may include:

• speaking separately to the students involved;
• speaking to witnesses or potential witnesses;
• reviewing relevant Arbor records or previous incidents;
• considering screenshots, messages or other available evidence;
• observing student interactions during lessons or less structured parts of the academy day where appropriate; and
• liaising with the DSL where there is a safeguarding concern.

The initial concern, investigation, decision and actions taken will be recorded on Arbor. Where there is a safeguarding concern, this will also be recorded and managed through CPOMS in accordance with the Safeguarding and Child Protection Policy.

Parents/carers will be informed as appropriate and will normally receive an update on the outcome of the investigation within five working days. Where an investigation is likely to take longer, the family will be updated within this period and advised of the next steps.

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 a student exhibiting bullying behaviour also requires additional support.

Sexual harassment, sexual violence, sexualised bullying and other harmful sexual behaviour will never be treated solely as a behaviour or bullying matter. Any such concern will be referred to the Designated Safeguarding Lead and addressed in accordance with the Safeguarding and Child Protection Policy, alongside any appropriate response under the Behaviour Policy and this Anti-Bullying Policy.

Where appropriate, and only where the student who has experienced bullying is comfortable with this, a restorative conversation may be facilitated by a trusted member of staff. Restorative work will not be used where it would place a student under pressure, minimise the seriousness of the behaviour or create an additional safeguarding risk.

An apology may form part of this process where it is genuine and appropriate, but an apology will not be treated as a substitute for appropriate consequences, support or ongoing monitoring.

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 occured - 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 students alleging being on the receiving end of the bullying at a frequency agreed with the students
• regular conversations (e.g. weekly) with the parent of the students 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

Where a student engages in repeated bullying behaviour despite appropriate intervention, support and education, this will be treated as a serious and/or persistent breach of the Behaviour Policy.

The academy will consider appropriate further intervention and consequences. These may include additional pastoral or behaviour support, targeted intervention, internal removal or suspension.

In the most serious circumstances, persistent or exceptionally serious bullying may contribute to consideration of permanent exclusion. Any decision to suspend or permanently exclude a student will be made by the Headteacher in accordance with the Behaviour Policy, Trust procedures and current statutory guidance.

Throughout this process, the academy will consider safeguarding needs, SEND, reasonable adjustments and whether additional support is required for any student involved.

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 academy 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

Preventing bullying forms part of Florence’s wider approach to Personal Development, relationships and academy culture. Through the PACE curriculum, Relationships and Sex Education, Health Education, Computing, English, Humanities, assemblies and wider academy life, students are taught to:

• understand the academy’s definition of bullying;
• distinguish bullying from friendship conflict and one-off incidents of unkindness;
• recognise different forms of bullying, including prejudice-related, sexual and online bullying;
• understand the impact that bullying can have on others;
• recognise the role of bystanders and the importance of speaking up;
• know how and where to report concerns; and
• develop strategies for maintaining healthy, respectful relationships and responding safely when something goes wrong.

Across the curriculum, students encounter a diverse range of perspectives, experiences and role models. Our Humanities, English and PACE curricula develop students’ understanding of discrimination, prejudice and the treatment of different groups over time and in contemporary society. Online safety, including online bullying and harmful online behaviour, is addressed through the PACE and Computing curricula.

We further raise awareness of bullying by:

Displaying posters: students and teachers can both become involved in creating posters to display around school.

Childline, telephone helpline number will be displayed.

Childline – 0800 1111 (open 24hrs)

Leaflets: these can be displayed around the school 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 children and parents to understand what bullying is and how to report concerns.

Training

All staff receive appropriate training and updates on preventing, identifying, reporting and responding to bullying. Training supports staff to distinguish bullying from friendship conflict and other incidents of unkindness, recognise emerging patterns and respond consistently.

Training will include appropriate consideration of prejudice-related behaviour, online bullying, harmful sexual behaviour and the increased vulnerability of some students, including those with SEND.

Staff supervising less structured parts of the academy day, including transitions, social times and Family Dining, are supported to recognise early warning signs, intervene promptly and record concerns appropriately.

Monitoring and analysis of bullying behaviour

The designated senior leader for anti-bullying will analyse bullying allegations and confirmed incidents on a half-termly basis to evaluate the effectiveness of the academy’s approach and identify students or groups requiring additional support.

Analysis will consider:

• the number and type of allegations and confirmed incidents;
• repeated incidents and students involved in repeated concerns;
• locations, times and contexts in which incidents occur;
• online and offline incidents;
• prejudice-related and discriminatory incidents;
• patterns affecting students with SEND or other identified vulnerabilities;
• actions, consequences and support provided;
• recurrence following intervention; and
• relevant student and family feedback.

Findings will be used to identify patterns, evaluate the impact of preventative work and determine whether further intervention, curriculum work, staff training or changes to supervision are required.

A summary will be reported termly through the Headteacher’s report to the Academy Community Council.

Links with other policies

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

This policy has direct links with policies for P.S.H.E., Special Educational Needs, Equality, Care and Control and Health and Safety. Any supply teacher who does not work in school on a regular basis will be given a guide to the school 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.