Policy details

• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner - Leanne Watkins

Co-op Academy North Manchester

300 Victoria Avenue

Manchester

M9 7SS

016 681 1592

noma-enquiries@coopacademies.co.uk

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

Contents

Policy details        1

Introduction        2

Anti-Bullying policy aims        2

Legal and statutory requirements        3

Consultation Process        3

Definitions        3

Behaviours associated with bullying:        5

Baiting        5

Banter        5

Prejudice related bullying        5

Prejudice related language:        6

Roles and responsibilities        6

The Academy Community Council:        6

The Principal:        6

Members of Staff:        6

Parents/carers:        7

Pupils 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

Anti-Racist Award        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 North Manchester has the right to feel welcome, safe and happy. We provide a secure, caring and friendly climate for learning for all our pupils to allow them to improve their life chances and help them maximise their potential. We also create an inclusive environment for all pupils where differences between people are acknowledged and celebrated. Our community follow 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 pupils and staff to ensure our academy is a positive place to learn and thrive.

We expect pupils to act safely and feel safe in school. We contribute to this by developing pupils’ 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.

Our curriculum is designed to raise awareness and develop understanding of bullying (particularly see the Personal Development curriculum, the ICT curriculum  and 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 is based on advice from the Department for Education (DfE) on:

·     Behaviour in schools

·     The Equality Act 2010

·     Supporting pupils with medical conditions at school

It is also based on the special educational needs and disability (SEND) code of practice.

·     Schedule 1 of the Education (Independent School Standards) Regulations 2014; paragraph 7 outlines a school’s duty to safeguard and promote the welfare of children, paragraph 9 requires the school to have a written behaviour policy and paragraph 10 requires the school to have an anti-bullying strategy

·     DfE guidance explaining that academies should publish their behaviour policy and anti-bullying strategy online

This policy complies with our funding agreement and articles of association.

Consultation Process

This policy was formulated in consultation with the whole school community with input from:

• Members of staff through Inset in September 2025
• Community Council Members (CCMs) through discussion at meetings  (DATE)
• Parents/carers through discussion in parent forum (Date)
• Pupils through the Pupil Council and Pupil Voice
• Advice and guidance from other external agencies including the Anti-Bullying Alliance and the NSPCC

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.

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 pupils 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.

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.

At Co-op academy North Manchester we log bullying under the following headings on Arbor. Each log will carry a 30 minute detention.

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 isolated name calling in anger. We all have to learn how to deal with these situations and develop the social skills to repair relationships and it is the school’s role to support pupils to do this. However, we deal with issues like this through our behaviour and relationships policy and through Personal Development 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 antagonise 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 the pupil, will often say sorry.
• Malicious Banter - done to humiliate a person often in public.

Prejudice related bullying

Under the Equalities Act 2010 it is against the law to discriminate against anyone because of:

• age
• being or becoming a transsexual person
• being married or in a civil partnership
• being pregnant or having a child
• disability
• race including colour, nationality, ethnic or national origin including Gypsy, Roma, Travellers
• religion, belief or lack of religion/belief
• sex / gender
• sexual orientation

These are called ‘protected characteristics’.

As part of our work to promote fundamental British values, we do not accept derogatory and discriminatory language and behaviour including that which is racist, homophobic, biphobic, transphobic, misogynistic and disabilist in nature. We will record these types of bullying, even that which represents a one-off incident, and report them to the local authority for monitoring purposes. Our behaviour policy provides details of how such incidents are responded to.

Prejudice related language:

Racist, homophobic, transphobic, misogynistic and sexist abuse or physical characteristics if this language includes terms of abuse used towards people because of their race/ethnicity/nationality; because they are lesbian, gay, bisexual, or transsexual, or are perceived to be, or have a parent/carer or sibling who is; because they have a learning or physical disability. Such language is generally used to refer to something or someone as inferior. This may also be used to taunt young people who are different in some way or their friends, family members or their parents/carers.

In the case of homophobic, biphobic and transphobic language particularly, dismissing it as banter is not helpful as even if these terms are not referring to a person’s sexual orientation or gender identity, they are using the terms to mean inferior, bad, broken or wrong. We will challenge the use of prejudicial language in our school even if it appears to be being used without any intent. Persistent use of prejudice related language and/or bullying will be dealt with as with any other form of bullying.

Roles and responsibilities

The Regional Director

The Regional Director is responsible for approving this policy and holding the Principal to account for its implementation.

The Academy Community Council:

The Academy Community Council has a responsibility for vulnerable pupils, which may include both pupils showing bullying behaviours, and those receiving such behaviours.

The Principal:

The Principal is responsible for reviewing this anti-bullying policy and ensuring its effectiveness.

The Principal will ensure that the school culture is open and positive and that staff deal effectively with allegations of bullying. The Principal 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 stops swiftly
• Recording bullying incidents accurately, reports and actions taken
• Recognising that some pupils (including 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 pupil views on bullying and discrimination within the community
• Ensuring there is an anti-bullying pupil ambassador on the school Council

The Senior Leadership Team will support staff in responding to bullying allegations and incidents.

Parents/carers:

Parents are expected to:

• Support their child in adhering to the pupil code of conduct
• Support the academy to prevent and eradicate any form of bullying
• Discuss any concerns with the Pastoral Team
• Understand our definitions of bullying, and what is and is not constituted as such

Pupils and Children

Pupils 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 pupils 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 pupil behaviours help us define and explore the ‘Ways of Being’.

Indicators of bullying

A pupil 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 pupil:

● is frightened of walking to or from school

● avoids going into certain lessons

● 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

● exhibits 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 peer on peer bullying is reported by a pupil or parent, the member of staff receiving the concern will:

• log the behaviour on Arbor

The Heads of Year and Pastoral Managers are responsible for the initial fact finding and investigation, with further actions co-ordinated by the Assistant Vice Principal for Behaviour and Attitudes:

• reassure the pupil or parent that bullying is taken very seriously
• claims of bullying will be fully investigated
• it may be necessary to provide pupils and parents with the definition of bullying
• gather detailed information about when and where incidents have occurred and who was involved and who was present/witnessed the incident
• write down the details gathered during the conversation
• carry out break  / lunchtime observations of peer interactions (if appropriate)
• observe pupil interactions during lesson time
• take copies of any evidence (e.g. ask parents to email screen shots of cyber incidents to noma-enquiries@coopacademies.co.uk)
• tell the parent/pupil that you will investigate
• arrange a time to report back to the parent/pupil (within 5 working days)

The Pastoral Team will then investigate by speaking to all those involved, including any witnesses or potential witnesses.

Repeated and persistent incidents of bullying logged on Arbor will trigger a Head of Year investigation and a Cpoms log using the anti bullying investigation

Any allegations of bullying by staff members should be passed to the Principal, who will follow the Disciplinary Policy in addressing this. An allegation about the Principal must be referred to the Regional Director.

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 pupils and parents know that the behaviour is unacceptable. We will always consider whether the pupil exhibiting bullying behaviours needs support, particularly when sexualised language, harassment or violence is evident. Any incidents of sexually harmful behaviour will be referred to the Designated Safeguarding Lead and will be addressed through the Safeguarding and Child Protection Policy, in conjunction with this policy and the Behaviour Policy.

If appropriate, a trusted member of staff will see whether the pupil on the receiving end of the bullying is comfortable to explain how they felt/are feeling to the pupil(s) who did the bullying. This would be supported/facilitated by a trusted member of staff. The pupil(s) who did the bullying would then apologise and reassure the pupil that it will not happen again.

The parents of all those pupils involved would be informed and the conversations recorded on Arbor. In some cases, we may involve the Safer Schools Police Officer to support with education after bullying has occurred - 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 pupils will continue to be monitored in the following ways:

• observations during lessons
• observations during less structured times (break and dinner time, extra-curricular clubs etc)
• check-ins with the pupil alleging being on the receiving end of the bullying at a frequency agreed with the pupil
• regular conversations (e.g. weekly) with the parent of the pupil 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

If a pupil is involved in repeated incidents of bullying over time, despite help, support and education, this would be considered a serious breach of the Behaviour Policy and could involve internal and external suspensions, with the child’s continued place at the school considered seriously (see appendix 1). 

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 school 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

Our curriculum is designed so that pupils:

• know the definition of bullying
• know the different forms of bullying
• recognise bullying behaviours
• have strategies to prevent and stop bullying including telling their peers to stop and reporting to adults

Across the subjects, we have ensured that chosen role models (including authors, artists, musicians, architects, chefs) are diverse. Assemblies are delivered on topics related to the Ways of Being, including kindness, anti-bullying, being the best version of yourself etc.

Our History, RS and safeguarding curriculum content has been chosen to develop pupils’ knowledge of discrimination and the exploitation of people over time. For example, pupils learn about the impact of explorers, the Suffragettes, the Civil Rights Movement and the Holocaust.

In PSHE/PD, pupils learn explicitly about bullying and anti-bullying. They also learn about emotions and the impact of bullying. E-safety is covered in both PSHE/PD and in the IT curriculum.

We further raise awareness of bullying by:

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

Anti Bullying Charter

Anti Bullying Ambassadors

Childline, telephone helpline number is displayed. Childline – 0800 1111 (open 24hrs)

Leaflets: these are displayed around the school and/or sent home.

Prevention strategies

• Staff awareness to ensure that all staff can recognise signs of bullying and act promptly
• High - profile staff presence: ensuring visibility, especially during break and lunch times.
• Fostering a whole school ethos of good behaviour, mutual respect, and consideration for one another.
• Staff and older pupils set excellent examples of how to behave towards each other.
• Creating a safe, happy and inclusive environment for learning, and encouraging pupils to value diversity and difference, protect the vulnerable, and appreciate how their actions might affect others

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.

Pupil Charter

The pupil charter states the obligations that children have to each other. Pupils will recognise each other’s rights to:

• be physically safe
• keep own possessions and money
• be free from insult, derogatory terms and teasing
• be able to associate with other young people for companionship and friendship

The culture of the academy will encourage pupils to ensure the:

• physical safety of others
• security of everyone’s personal possessions and money
• freedom from hurt by name calling, teasing and inclusion of all

Training

Our staff are provided with training on anti-bullying. We recognise that lunchtime staff manage pupils’ behaviour at the least structured point in the day and training is prioritised for this group of staff.

Monitoring / analysis of bullying behaviour

The AVP Behaviour and Attitudes and the AVP Safeguarding  will analyse bullying allegations and incidents on a half-termly basis to evaluate whether the policy is being implemented appropriately and whether any pupils require additional support.

Links with other policies

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

This policy has direct links with Personal Development: the policies for  Special Educational Needs, Equality, Care and Control and Health and Safety.

Appendices

Appendix 1 Anti Bullying Flow Chart

Appendix 2

 Anti-Bullying Investigation Form

Appendix 3 Arbor Logs and definitions

                  to CPOMS update

Appendix 4 Agencies and Organisations