This policy is guided by the belief that all children have the right to feel safe from harm and threat, and to be treated with respect by others in the play setting. No play settings are without bullying but a commitment by staff to address the issues surrounding its occurrence and work towards achieving an anti-bullying ethos.

Preventing and tackling bullying is of a high priority for the Balham Community Centre.

It matters because:

• Bullying makes children unhappy

• Children who are being bullied are unlikely to be able to participate fully within the play setting

• Some children try to avoid bullying by being reluctant to attend.

• Children who observe or participate in unchallenged bullying behaviour are given the message that bullying is condoned.

Aims and Objectives

• A shared understanding as to what constitutes bullying behaviour and why it is completely unacceptable.

• Children consistently choose to have nothing to do with bullying behaviour and help take responsibility for ensuring that it does not go unchallenged

• Children feel able to tell staff if they are being bullied, confident that they will be heard.

• Procedures for following up incidents of bullying are prompt, consistent, fair, clear and effective

• Opportunities for co-operative and collaborative play are actively promoted.

A definition of bullying

The most common direct form of bullying is Name -Calling, followed by being physically hit or jostled or threatened. Being isolated or deliberately left out of groups or made the subject of malicious rumours, are indirect ways of being bullied. It is bullying when a child is teased repeatedly in a nasty way. Having possessions taken, hidden or spoiled or being sent nasty notes or whispered about can also be bullying.

These things can happen frequently and it is difficult for the child being bullied to defend him/herself. Bullying can be by one person or a group but if two children of equal power or strength have an occasional fight or quarrel, this is not bullying.

To raise awareness amongst children and develop those skills needed to reject bullying in favour of collaborative behaviours;

• Children will have opportunities to discuss and learn about bullying behaviour, its causes and consequences in children’s meetings and theme work.

• Children will have opportunities to work in groups and on activities that require and develop co-operative and collaborative skills.

• Children will be encouraged to develop the play setting as a positive environment, extending diversity and creative activities and encouraging purposeful play.

Some children involved in bullying others may feel quite justified in their actions and may be reluctant to admit to them. Some children may even make false allegations to get another child into trouble. It can be difficult for staff to build an accurate picture of events or to be sure who is telling the truth. Honest and direct discussion needs to take place where the problem is clearly acknowledged and the focus is on finding a solution and stopping the bullying from reoccurring.

Telling an adult

• Children are consistently encouraged to tell an adult if they are being treated in a way that makes them unhappy. It is vital that an adult listens to these complaints and then takes appropriate action and reassures the hurt or frightened child. Children may feel vulnerable by being seen to ‘tell’ and systems for letting adults know are in place.

• Children are encouraged to tell an adult that they need to talk to them i.e. during small group work or by putting a note in the suggestion and worries box.

• Some children may find it easier to share information about incidents of bullying with adults at home. Staff will be approachable and accessible, being prepared to listen and act on concerns raised by parents.