1. Maximising Pupil Involvement in Anti-bullying
Hertfordshire Anti-bullying Accreditation
Networking Conference

2. Anti-bullying has changed
Detailed guidance from DCSF on specific issues
Ofsted’s safeguarding spectrum
Clear focus on data collection, monitoring and action
Need to focus on reducing the gap between what we record in school and what our pupils tell us they experience

3. To achieve the Hertfordshire Anti Bullying Accreditation
active and wide ranging
pupil involvement
in anti bullying
Is crucial

4. Criteria 3. School anti-bullying policy
Is the policy well and appropriately promoted to pupils?
Are there clear procedures for young people to raise their concerns?
Do young people play an active role in preventing and limiting the impact of hurtful behaviour? (e.g. Good witness behaviour and high resilience)
Are pupils involved in review and development of anti-bullying policy?
Is there any evidence to show that policy and procedure are having a positive impact?

5. Criteria 5. A timetabled anti bullying curriculum (values, skills and understanding)
Are anti-bullying skills and values revisited with all pupils regularly and age appropriately, e.g. in PHSE?
Has the school adopted any specific programmes? e.g. Resilience, SEAL, protective behaviours…
Is pupil work used to promote anti-bullying?
Is there any evidence to show that the curriculum is having a positive impact?

6. Criteria 6. A peer support scheme
Is there one? Is there more than one?
Are the pupils involved regularly trained and supported to fulfil their roles?
Is the scheme well-known and well-used by pupils?
Is there any evidence to show that it is having a positive impact?

7. Criteria 7. Consultation procedures
Are pupils regularly involved in evaluating and developing anti-bullying policy and practice?
Do they feel their concerns, ideas and feedback are heard?
Is feedback from “victims” and “perpetrators” fed into the review process?

8. Criteria 8. Monitoring and evaluation
Are pupils involved in monitoring and evaluation processes?
Do pupils know the outcomes of the school’s anti-bullying work?
Casework evidence