How do we keep pupils safe at SASM?

In order to thrive and succeed, children need to be in an environment where they feel safe and are able to share their worries and concerns. At SASM we have a robust system of checking-in with pupils' wellbeing each day. 

Whole-school level approaches:

• Collective worship - is where the school meets as a community each day. Persistent issues are addressed here, often through the lens of our Christian Theme. The Bible is used as a ‘guide’ to how we should behave, even if this challenges us.

• Spiritual garden (seasonal) -  staffed at lunchtime for any pupil to speak about pastoral matters with a member of the teaching assistant team

• Teaching assistants - are on duty every break and at lunchtime - these are the adults that work with pupils in the classroom and provide pastoral discussions. Any issues reported to them are dealt with as swiftly as possible and reflect our relationship based approach to supporting children.

• Organised games - on the MUGA and run by TAs at lunchtime give support to those who struggle with social interaction or are experiencing difficulties - they are open to all.

• Incident forms - objectively capture each party’s side of the story - it includes restorative justice where pupils repair and an anti-bullying check (see more about this below).

• Children’s wellbeing policy is being updated by the mental health lead.

• All children are taught in PSHE and at a whole school level about body boundaries and consent.

• Parents/carers have been invited to workshops led by our EP in supporting children with anxiety through strategies to build their resilience.

• All visitors to the school have a lanyard which shows children the access they should have to different adults.

 Class level approaches:

• Teachers or SLT may pop-in to discuss specific issues (e.g. learning how second-hand accounts can spread and increase anxiety).

• Worry boxes - are in each classroom and outside MG’s office for any member of the class to post (anonymously or named) any concerns.

Individual approaches:

• Check-ins take place twice a day in all classes with comments and Zone Of Regulation via Google Form. All pupils have access to this and teachers address issues with individuals.

• External services - such as the Education Inclusion Support Service- can become involved for support with pupils whose dysregulation has increased, have high SEMH needs or are at risk of exclusion. 

• Interventions - such as nurture baking and other SEMH (social, emotional and mental health) interventions, as well as Emotional Literacy Support Assistant support may be allocated to pupils based on need, as assessed by teachers and SENCo.

• Calm club - a quiet and safe environment at lunchtimes in the school library.

• Bespoke ‘safe spaces’ are available for pupils who suffer from dysregulation or high anxiety - pupils know they can access these at any time.

When does an incident become bullying?

Last year, our parent and carer survey revealed some inconsistencies about what our school community considers to be the difference between one instance of unkind, hurtful or dangerous behaviour and bullying. Bullying can take place anywhere and in any setting; it is something that we take incredibly seriously. However, it is really important that there is a shared definition of bullying across pupils, staff, parents, carers, governors and our wider community. To help with this, we have an Anti-Bullying Policy (which can be viewed here). 

To define what is (and is not) bullying, our school uses the definition established by the Anti-Bullying Alliance. Our definition is:

Bullying is an action taken by one or more children, repeated over time, with the deliberate intention of hurting another child, either physically or emotionally.  Bullying (both physical and psychological intimidation), racial and sexual harassment are unacceptable behaviour which can affect the atmosphere and sense of community within the school. It is the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. This can be physical, verbal or psychological. It can happen face-to-face or online. 

As a result, every incident form written at school has an 'anti-bullying check', which asks whether the incident involved includes:

1. A repetition of previous behaviour by either pupil? 

2. Intentional behaviour? 

3. Deliberately hurtful actions? 

4. An imbalance of power between pupils?

Only if all four questions can be answered and evidenced with 'yes' will the behaviour be classed as bullying. This is key as the first time something is reported it cannot be classed as bullying as we have no evidence that the behaviour is repeated. Our team will have the context of each pupil involved in any incident and will make a determination as to the intentions of children when incidents occur.