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W874 [WCAG21 2.4.1 (A)] Add a skip navigation link as the first link on the page:
If your document has structure then you should add a skip navigation link to make it easier for accessible users to get to the page's content. To ensure detection, skip navigation links should point to a <main> element, or an element with role='main'. See Understanding 2.4.1, and Skip Navigation. <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
2 P967 [WCAG21 3.1.1 (A)] Use the 'lang' attribute to denote the primary language of the document:
You should always identify the primary natural language of a document using a 'lang' attribute on the <html> element. See WCAG 2.1 HTML Technique H57. <html xmlns="http://www.w3.org/1999/xhtml">
3 <head>
4 <meta name="viewport" content="width=device-width, initial-scale=1.0"/>
5 W605 Duplicate tag found: See matching tag on line: 22
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Style-Type" content="text/css" />
6 W605 Duplicate tag found: See matching tag on line: 23
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Script-Type" content="text/javascript" />
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8 Countering Bullying | Next Stage 4Life
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22 W605 Duplicate tag found: See matching tag on line: 5
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Style-Type" content="text/css" />
23 W605 Duplicate tag found: See matching tag on line: 6
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Script-Type" content="text/javascript" />
24 W609 The 'content-type' HTTP header specifies a character set of UTF-8, which is different to the value
given here:
The 'content-type' HTTP header specifies a different character set to that specified in the tag. In this case the HTTP header takes precedence. <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1" />
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50 <form action="search/search.html" id="cse-search-box" style="margin: 0px;">
51 I899 [WCAG21 1.3.2 (A)] Layout tables must represent their content in a meaningful sequence:
Screen readers can struggle to read out tables sensibly, so it is often better to use alternative mark-up and CSS to layout content. Try disabling the table mark-up to see if it still makes sense. See WCAG 2.1 Failure F49. <table width="97%" border="0" cellspacing="0" cellpadding="0">
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53 E885 [WCAG21 1.1.1/1.3.1/3.3.2/4.1.2 (A)] User interface controls should have a label or an accessible
name:
Associate form controls with <label> tags, or use the 'aria-label' or 'aria-labelledby' attributes to label controls where it might be confusing or not possible to use a label. See WCAG 2.1 Failure F68. <input type="text" name="zoom_query" class="search_input" size="20" id="zoom_searchbox" value="Search this
manual" onfocus="this.value=(this.value=='Search this manual') ? '' : this.value;"
onblur="this.value=(this.value=='') ? 'Search this manual' : this.value;" style="margin-right: 5px;" />
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58 <div id="topper">
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60 <div id="printReady">
61 <div id="container">
62 <div id="content_frame_overflow">
62 <div class="content_text">
63 <h1 class="h1">
63 Countering Bullying
63 </h1>
64 <div class="scope_box" style="padding-bottom: 0px; padding-top: 15px;">
65 <h2 class="h3">
65 REGULATIONS AND STANDARDS
65 </h2>
66 <p>
66 <a
href="http://qualitystandards.proceduresonline.com/homes/p_quality_standards.html#positive
" target="_blank">
66 The Positive Relationships Standard
66 </a>
66 <br />
67 Regulation 11
67 </p>
68 </div>
69 <h2 class="h2_underlined">
69 <br />
70 Contents
70 </h2>
71 <ol>
72 <li>
72 <a href="#policy">
72 Policy
72 </a>
72 </li>
73 <li>
73 <a href="#definition">
73 Definition of Bullying
73 </a>
73 </li>
74 <li>
74 <a href="#general">
74 General/Prevention
74 </a>
74 </li>
75 <li>
75 <a href="#risk">
75 Risk Assessment and Planning
75 </a>
75 </li>
76 <li>
76 <a href="#countering">
76 Countering Bullying Day-to-Day
76 </a>
76 </li>
77 <li>
77 <a href="#notif">
77 Notifications, Recording and Review
77 </a>
77 </li>
78 </ol>
79 <h2 class="h2_underlined">
79 <br />
80 1.
80 <a name="policy" id="policy">
80 </a>
80 Policy
80 </h2>
81 <p>
81 All children and young people have a right to feel confident that this is a safe and healthy
environment.
81 </p>
82 <p>
82 We want to ensure that all children, young people and staff remain safe from bullying behaviour
and have the opportunity to thrive and prosper, emotionally and socially within and outside the
Home.
82 </p>
83 <p>
83 When bullying is encountered we will ensure that the procedures are in place to allow:
83 </p>
84 <ul>
85 <li>
85 Reporting of the incident;
85 </li>
86 <li>
86 Having incidents of bullying properly recorded;
86 </li>
87 <li>
87 Having concerns or incidents of bullying properly monitored;
87 </li>
88 <li>
88 Ensuring appropriate action is taken in response to incidents of bullying and that is followed
up.
88 </li>
89 </ul>
90 <p>
90 This will ensure that people feel listened to and understand that their concerns have been and
will be taken seriously.
90 </p>
91 <p>
91 Within the home a culture of respect and dignity is agreed and promoted amongst the staff,
children, and any visitors into the home and a set of shared standards of what behaviour and
language is acceptable across the home will be advocated.
91 </p>
92 <p>
92 Staff and children will receive guidance and training that encourages an understanding and
appreciation of what bullying is and how it impacts on self and others.
92 </p>
93 <h2 class="h2_underlined">
93 <br />
93 2.
93 <a name="definition" id="definition">
93 </a>
93 Definition of Bullying
93 </h2>
94 <p>
94 Bullying is defined as behaviour or actions of a person, group of people or a whole organisation
designed to cause distress or to hurt a person or group of people.
94 </p>
95 <p>
95 Bullying can be:
95 </p>
96 <ul>
97 <li>
97 <span class="bold">
97 Emotional
97 </span>
97 - being unfriendly, excluding, tormenting (e.g. hiding possessions, threatening gestures);
97 </li>
98 <li>
98 <span class="bold">
98 Physical
98 </span>
98 - pushing, kicking, hitting, punching or any use of violence;
98 </li>
99 <li>
99 <span class="bold">
99 Racist
99 </span>
99 - racial taunts, graffiti, gestures;
99 </li>
100 <li>
100 <span class="bold">
100 Sexual
100 </span>
100 - unwanted physical contact or sexually abusive comments;
100 </li>
101 <li>
101 <span class="bold">
101 Homophobic
101 </span>
101 - because of, or focusing on the issue of sexuality;
101 </li>
102 <li>
102 <span class="bold">
102 Verbal
102 </span>
102 - name-calling, sarcasm, spreading rumours, teasing;
102 </li>
103 <li>
103 <span class="bold">
103 Cyberbullying
103 </span>
103 - e.g. using mobile phones or social networking sites to intimidate or bully others.
103 </li>
104 </ul>
105 <h2 class="h2_underlined">
105 <br />
106 3.
106 <a name="general" id="general">
106 </a>
106 General/Prevention
106 </h2>
107 <p>
107 Staff must be alert to the risk of bullying and should take all reasonable steps to prevent such
behaviour. This includes:
107 </p>
108 <ul>
109 <li>
109 Implementing a clear policy within the home/school that bullying is not acceptable;
109 </li>
110 <li>
110 Undertaking risk assessments at point of referral and at appropriate stages thereafter;
110 </li>
111 <li>
111 Providing information and guidance to children;
111 </li>
112 <li>
112 Providing clarity to children on acceptable behaviours;
112 </li>
113 <li>
113 Drafting Individual Crisis Management Plans/contracts with relevant children;
113 </li>
114 <li>
114 Providing opportunities for children to explore issues of bullying e.g. writing stories or
poems or drawing pictures about bullying;
114 </li>
115 <li>
115 Reading stories about bullying or having them read to them;
115 </li>
116 <li>
116 Making use of role-plays;
116 </li>
117 <li>
117 Having discussions about bullying and why it matters.
117 </li>
118 </ul>
119 <p>
119 We all have a responsibility to respond promptly and effectively to issues of bullying.
119 </p>
120 <p>
120 Everyone involved in looking after children shares responsibility for countering bullying and
for creating a culture which positively encourages acceptable behaviour and reduces or prevents
the likelihood of bullying.
120 </p>
121 <p>
121 As part of this ethos, everyone must understand what bullying means and what measures should be
taken within the home and by individual staff to counter it.
121 </p>
122 <p>
122 Everyone should also be clear what measures they should take if they suspect bullying or it is
reported to them.
122 </p>
123 <p>
123 In this respect, everyone should be alert to the fact that bullying may constitute
123 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/significant_harm.html"
target="_blank">
123 Significant Harm
123 </a>
123 and, if so, must be reported under the
123 <a href="p_child_protection.html">
123 Referring Safeguarding Concerns Procedure
123 </a>
123 .
123 </p>
124 <h2 class="h2_underlined">
124 <br />
125 4.
125 <a name="risk" id="risk">
125 </a>
125 Risk Assessment and Planning
125 </h2>
126 <h3 class="h3">
126 4.1 Homes Strategies
126 </h3>
127 <p>
127 Each home may have it's own Strategies for countering bullying, depending on the purpose of the
home and the needs of child(ren) living there.
127 </p>
128 <p>
128 If homes have their own Strategies they should be set down in the
128 <a
href="http://trixresources.proceduresonline.com/nat_key/keywords/statement_of_purpose.html"
target="_blank">
128 Statement of Purpose
128 </a>
128 .
128 </p>
129 <p>
129 The Children's Guide should also contain information and advice on countering bullying.
129 </p>
130 <h3 class="h3">
130 4.2 Individual Plans for Children
130 </h3>
131 <p>
131 As part of the assessment and planning process, the Manager of the home/school must ensure that
a Risk Assessment is conducted on each child to ascertain whether s/he may be a victim or
perpetrator of bullying.
131 </p>
132 <p>
132 If there is any risk, it should be addressed in the child's Placement Plan with details of the
strategies that must be adopted to prevent or reduce the bullying.
132 </p>
133 <table title="note" width="95%" border="1" cellspacing="0" cellpadding="5">
134 <tr class="table_row_lightblue">
135 <td class="table_row_even">
135 In the absence of such a plan/strategy, the following must apply.
135 </td>
136 </tr>
137 </table>
138 <h2 class="h2_underlined">
138 <br />
138 5.
138 <a name="countering" id="countering">
138 </a>
138 Countering Bullying Day-to-Day
138 </h2>
139 <p>
139 If they have any concerns, they must discuss them with colleagues and the Home Manager; who
should take what actions are necessary to reduce or prevent it.
139 </p>
140 <p>
140 It may be appropriate to convene a meeting, preferably with the young person/people concerned,
to discuss strategies to prevent or reduce the bullying. This may include the following:
140 </p>
141 <ol>
142 <li>
142 The bully (bullies) may be asked to genuinely apologise;
142 </li>
143 <li>
143 In serious cases (see
143 <a href="#notif">
143 Section 6, Notifications, Recording and Review
143 </a>
143 ), some form of sanction or exclusion from the other young person will be considered;
143 </li>
144 <li>
144 If possible, the young people will be reconciled;
144 </li>
145 <li>
145 After the incident / incidents have been investigated and dealt with, each case will be
continuously monitored to ensure repeated bullying does not take place.
145 </li>
146 </ol>
147 <p>
147 If the bullying is persistent or serious, the social worker should be consulted and it may be
necessary to conduct a
147 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/place_plan_meeting.html"
target="_blank">
147 Placement Planning Meetings
147 </a>
147 or a
147 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/strategy_discussion.html"
target="_blank">
147 Strategy Discussion
147 </a>
147 in line with Child Protection Referral Procedures.
147 </p>
148 <p>
148 See:
148 <a href="p_child_protection.html">
148 Referring Safeguarding Concerns Procedure
148 </a>
148 </p>
149 <p>
149 If the Home Manager is unavailable, staff may take what immediate actions are necessary to
reduce or prevent bullying from occurring and then inform the Manager as soon as practicable.
149 </p>
150 <h2 class="h2_underlined">
150 <br />
151 6.
151 <a name="notif" id="notif">
151 </a>
151 Notifications, Recording and Review
151 </h2>
152 <h3 class="h3">
152 6.1 Minor or Non Persistent Bullying
152 </h3>
153 <p>
153 Where bullying is not persistent or not serious it should be notified to the Home Manager at the
first opportunity; the manager will decide whether to inform the social worker and what further
actions to take.
153 </p>
154 <h3 class="h3">
154 6.2 Persistent or Serious Bullying
154 </h3>
155 <p>
155 Serious or persistent bullying must be notified immediately to the Home's Manager and the
relevant Social Worker notified within 1 working day - the social worker should be consulted and
consideration given to whether a Child Protection Referral should be made, if so, see
155 <a href="p_child_protection.html">
155 Referring Safeguarding Concerns Procedure
155 </a>
155 .
155 </p>
156 <p>
156 The Designated Manager (Bullying) should also be notified and consideration given to whether the
incident is a Notifiable Event.
156 </p>
157 <h3 class="h3">
157 6.3 Recording and Review
157 </h3>
158 <p>
158 All incidents must be recorded in the Home's Daily Log and relevant child's Daily Record.
158 </p>
159 <p>
159 An Incident Report must also be completed (where it is possible the specific category of
bullying e.g. verbal/physical/cyberbullying should be identified and highlighted in the incident
report so that different incidents of bullying can be monitored as required).
159 </p>
160 <p>
160 The child's Placement Plan should be reviewed with a view to incorporating strategies to reduce
or prevent future incidents.
160 </p>
161 <p>
161 The Home's Manager is responsible for reviewing the incidence and nature of bullying in the home
as part regular Quality Audits, see
161 <a href="p_monitoring.html">
161 Monitoring Quality Procedure
161 </a>
161 .
162 </p>
163 <p>
163 <br />
164 <br />
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172 I899 [WCAG21 1.3.2 (A)] Layout tables must represent their content in a meaningful sequence:
Screen readers can struggle to read out tables sensibly, so it is often better to use alternative mark-up and CSS to layout content. Try disabling the table mark-up to see if it still makes sense. See WCAG 2.1 Failure F49. <table width="100%" border="0" cellspacing="0" cellpadding="0">
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