Anti-bullying Policy
Aims:
Bullying is not a term that we want associated with Chingford House Nursery in any form or capacity, whether it is between children, staff and children or between staff members. This policy, however, relates to bullying amongst children. Therefore we aim to:
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Create a safe, happy and secure environment where all children can play and learn without fear or anxiety.
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Prevent, reduce and eradicate bullying in any form
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Have a consistent approach for dealing with incidents of bullying
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Ensure that all members of the nursery community are aware of this policy
What is bullying?
Bullying is behaviour that intentionally causes distress to others and is characterised by the intention to hurt, frighten or intimidate another person.
As with all forms of harm or abuse, there is no exhaustive list of signs or indicators to watch out for. But these can include: changes in children’s behaviour, demeanour, physical appearance and presentation, language or progress.
Bullying can take the following forms:
Physical: pushing, kicking, hitting, threatening
Verbal: name calling, persistent teasing, spreading rumours
Emotional: exclusion from a group, ridicule, threatening looks and gestures
Racist: racist gestures, taunts or offensive language
Cyberbullying: the use of Information Communications Technology (ICT), particularly mobile phones and the internet, deliberately to upset someone else using inappropriate images, content or language
Homophobic: any hostile or offensive action against lesbians, gay males, bisexuals, transgender or those perceived as not heterosexual
Rough and Tumble Play:
The Pre-School Learning Alliance has highlighted the need to recognise that there is a distinct difference between rough and tumble play and inappropriate or aggressive behaviour. Television programmes and films, which include superheroes, often influence young children and they will mimic what they have seen through their play. We endorse the following strategies to manage this kind of play:
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Recognise that this is pro-social play rather than aggression and bullying
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Use ‘in the moment’ Superhero play opportunities to discuss the concept of 'pretend action' play and 'unkind' behaviour.
Hurtful Behaviour:
Very young children are 'egocentric' which means that they put their own feelings before others, and even the most considerate child will have the occasional outburst due to frustration, anger or over exuberance. We acknowledge that this is a developmental stage that needs to be nurtured and supported and that very young children do not intentionally wish to cause harm. The Early Years Foundation Stage helps Practitioners to support the children in becoming ‘aware of own feelings and knows that some actions and words can hurt others’ feelings.’ (Personal Social & Emotional Development – managing feelings and behaviour).
It is crucial that Practitioners and parents recognise that very young children are not always able to manage their own feelings and express them appropriately; alongside this, children need support with their biological and cognitive development.
If hurtful comments are made, our strategies are:
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to ascertain why the child said the hurtful comment (was there an incident prior to the hurtful words?)
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the practitioner will help the child to understand why the other child may be upset by their words
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the practitioner will support both children by helping them to discuss the incident and talk about how they feel
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the practitioner will ask the child to apologise
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the practitioner will support children as a whole, through play, story times and circle time activities
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Anti – Bullying Procedure:
The role of the Manager:
The Manager sets the climate where children feel they are important and belong to a friendly and welcoming setting. This sets the tone for behaviour that we want to see and be proud of.
It is the responsibility of the Manager to ensure that an anti-bullying ethos is shared and that all staff are aware of and implement the policy. It is important that staff know how to deal with incidents of bullying, therefore incidents and strategies will be discussed at staff meetings. The Manager will ensure that staff are trained to deal with incidents of bullying or aggression.
The Manager will monitor the implementation of the policy through room observations, regular discussions with the staff and with parents via parental surveys.
The Manager ensures that the staff support the children so that they understand that bullying is unkind and that it is unacceptable behaviour at the nursery
The role of staff:
Staff take all forms of bullying seriously and intervene to prevent incidents from escalating. If staff see or hear an incident which is seen as bullying, they will speak to the children involved to resolve matters. The Manager and both sets of parents will be told of the incident and a record will be kept.
If staff become aware of bullying taking place between a group of children and an individual child, they will deal with the incident immediately. This involves supporting all the children so that they understand that this is not acceptable behaviour, and that the nursery takes the situation seriously.
Staff need to determine whether there are repeat patterns of bullying and if this is the case, the Manager will arrange a meeting between herself, the Key Person and the parents.
The role of parents:
Parents who are concerned that their child might be bullied, or who suspect that their child may be the one bullying, should raise this with their Key Person immediately. Parents have a responsibility to support the nursery's anti-bullying policy and actively encourage their child to behave positively and appropriately in the nursery. Additionally, parents are expected to help develop their child’s social skills in support of the nursery ethos.
Monitoring and Review
This policy is monitored regularly by the Manager to ensure it is up to date with the requirements of the EYFS.
Policy created by: Yolande Farrell Manager
Signed off by: Zarkar Akhtar Owner
Date: 1 March 2022