Inspectors should consider pupils’ respect for, courtesy and good manners towards each other and adults, and pride in themselves and their school types, rates and patterns of bullying and the effectiveness of the school’s actions to prevent and tackle all forms of bullying and harassment – this includes cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability the effectiveness of the school’s actions to prevent and tackle discriminatory and derogatory language – this includes homophobic and racist language, and language that is derogatory about disabled people the views expressed by pupils, and different groups of pupils, of their experiences of others’ behaviour and attitudes towards them
“Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally.”
‘No Place For Bullying’ – Ofsted, 2012 In the best schools … pupils developed empathy, understood the effect that bullying could have on people, and took responsibility for trying to prevent bullying. The way in which these schools planned and delivered the curriculum helped a great deal to bring about these positive attitudes because it gave pupils a wide range of opportunities to develop their knowledge and understanding of diversity...
These schools … saw bullying as part of a continuum of behaviour, rather than as something separate
‘No Place For Bullying’ – Ofsted, 2012 Policies and practice consistently contribute to a culture of mutual respect in which unacceptable behaviours, including bullying, are minimised, by ensuring that: staff consistently model positive behaviour in their interactions with each other, with parents and carers, and with pupils pupils and staff understand the importance of using inclusive and non-derogatory language pupils are helped to understand the difference between banter and interactions that can threaten or hurt
Key questions How do we teach empathy and respect? How do you evidence the outcomes of activities that develop empathy and respect? Do your staff model empathy and respect at all times?
Activity What qualities help us to show empathy and respect for others? What are most important and why?
Activity How do we teach these qualities in the classroom?
Activity What was the outcome of that conversation for the child and the adult? What would have been a better outcome? How can you develop the skills of your staff to achieve this outcome consistently?
Evidencing impact When evaluating the behaviour and safety of pupils at the school, inspectors will consider: “Pupils’ behaviour towards, and respect for, other young people and adults, and their freedom from bullying, harassment, and discrimination … related to special educational needs, sexual orientation, sex, race, religion and belief, gender reassignment or disability as defined in the Equality Act 2010”
Evidencing impact Where are students involved in advancing equality and preventing discrimination linked to the Public Sector Equality Duty? Examples… In using fiction to develop empathy and respect Through debate and discussion In leading activities that contribute to refining skills related to empathy and respect