Everyone at Co-op Academy Grove 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.

Co-op Academy Grove treats all instances of bullying seriously. We do however recognise that not all instances of unkindness are in fact bullying and will work with pupils, staff and parent/ carers on a better understanding of the definition as well as identifying the early warning signs and intervention to prevent an escalation that becomes persistent and more accurately meets the definition of bullying.

Our curriculum is designed to raise awareness and develop understanding of bullying (particularly within our history curriculum and PSHE content. Weekly assemblies discuss topics around bullying and our Co-op ways of Being). 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 and guidance from the Department for Education (DfE) on:

Behaviour in schools

The Equality Act 2010

Preventing and tackling bullying

Preventing bullying - GOV.UK

Department for Education Best Practice Guide 2024

United Against Bullying (UAB) - DfE Programme

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 2026
Community Council Members (CCMs) through discussion at meetings
Parents/carers
Pupils through the pupil council and PSHE/circle time discussions
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.

Type of bullying	Definition
Emotional	Being unfriendly, excluding, tormenting
Physical	Hitting, kicking, pushing, taking another’s belongings, any use of violence
Racial	Racial taunts, graffiti, gestures
Sexual	Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching. This includes online behaviours.
Direct or indirect verbal	Name-calling, sarcasm, spreading rumours, teasing
Cyber-bullying	Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites. Cyberbullying can include: hacking into someone’s accounts/sites Posting prejudice / hate messages Impersonating someone online Public posting of images or video, including deepfakes Exclusion Threats and manipulation Stalking

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 pupils in doing this. However, we deal with issues like this through our behaviour and relationships policy and through PSHE 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

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, biphobic, transphobic, misogynistic and disabilist 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 prejudice related 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 headteacher 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 Headteacher:

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

The headteacher will ensure that the school 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 pupils (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 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 class teacher promptly
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 each ‘Ways of Being’.

Vision and values

I will always do the right thing for myself and others. I know that it is important to tell an adult if I see something that is against the school rules and ethos.

Future focussed

I think about the future.I will put effort in everything that I do.

School improvement

I will make sure that I always listen to instructions so that together, we can make sure we show the ‘Ways of Being’. I will not react to inappropriate behaviour but remember to act The Grove Way.

Improving myself

I always strive to be a better version of myself. If something is difficult, I will try to combat it to the best of my ability.

My words

Everyone is an individual and I am my own person. I will not follow others and I do not need to change the way I am.

Inclusive

I treat everyone with the same amount of respect no matter their background. We are a multicultural school and celebrate this.

Co-operation

I work co-operatively with others.I share resources and ideas with my class. I listen to others and work together to problem solve.

Driving innovation

I am confident in using technology safely. I engage in half termly online safety lessons and know what to do if I see or hear something inappropriate.

Speaking up

I speak up if I see someone being treated unkindly. I help others and always tell an adult. I show good behaviour to be a good role model for my peers.

Being a good friend and learner

I am always kind and take turns when playing or working with others.

Championing Co-op

I represent my academy through my behaviour and my actions.

Helping others

I show others how to do things rather than just giving them the answer.

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 student:

● is frightened of walking to or from their school

● avoids going into certain lessons (especially secondary pupils)

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

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 the generic office email)
tell the parent/pupil that you will investigate
arrange a time to report back to the parent/pupil (not longer than 5 working days)

The member of staff receiving the concern will then investigate by speaking to all those involved, including any witnesses or potential witnesses. If appropriate, the member of staff may wish to be supported by the learning mentor or members of the senior leadership team.

The member of staff will record on Arbor, the initial concern and all investigation findings. If staff members believe that the bullying is a safeguarding concern, it will be logged on CPOMS.

Any allegations of bullying by staff members should be passed to the headteacher, who will follow the Disciplinary Policy in addressing this. An allegation about the headteacher 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 the 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 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 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 (inc 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 overtime, 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 place at school considered seriously.

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 (inc 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 curriculum content has been chosen to develop pupils’ knowledge of discrimination and the exploitation of people over time. For example, pupils learn about equality in South Africa, favelas in Brasil, and the inequality between genders in the Roman Empire including slavery.

In PSHE, 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 and in the computing curriculum.

Anti-Racist Award

At Co-op Academy Grove we are working toward accredited as an anti-racist school, and work closely with Leeds Becketts University to actively promote anti racist behaviours and attitudes in our young people through our curriculum, language and school systems.

We further raise awareness of bullying by:

Displaying posters: Pupils 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

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. Therefore, intensive training is provided for this group of staff.

Monitoring / analysis of bullying behaviour

Miss Cacia/Miss Clutton 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.

Reporting will take place on a termly basis within the Headteacher report.

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.

Appendices

Bullying Allegation Process

At Co-op Academy Grove, we take bullying very seriously and this is the process that will be followed should there be an allegation of bullying made.

Step 1

Parent/child alleges bullying and reports to class teacher

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Step 2

The parent will be sent the Bullying Allegation Parental form (Google Form) to be completed via Class DOJO.

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Step 3

Based on the results from the parental form, the class teacher will contact the parent to explain next steps and a senior leader will be notified.

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Step 4

The class teacher will investigate the allegation, speaking to all parties and witnesses. This information will be recorded on the Bullying Allegation form.

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Step 5

Senior Lead to sign off the Bullying Allegation form.

Action plan to be implemented (led by the class teacher), parents and children informed.

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Step 6

2 week monitoring period

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Step 7

Action plan to be reviewed with the parents and children involved by the class teacher. Result to be shared with senior member of staff.

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Is it bullying?

Yes No

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Step 8A

Further discussion with parents/ children and senior leader. Further actions implemented. Monitor for 2 weeks.

Step 8B

Daily checkins with the child. Further review in 2 weeks to check no reoccurrences.

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Step 9

Has the bullying stopped?

Yes No

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Repeat Step 8A

Co-op Academy Grove Anti-Bullying policy 2025-26