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Anti Bullying Policy

Baltydaniel NS Anti Bullying Policy


In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of Baltydaniel N.S. has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.


The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour.


  • To have a positive school culture and climate which is welcoming of difference and diversity and is based on inclusivity.
  • To encourage pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment and to promote respectful relationships across the school community.
  • To have effective leadership.
  • To have a school-wide approach.
  • To have a shared understanding of what bullying is and its impact.
  • To implement education and prevention strategies (including awareness raising measures) that build empathy, respect and resilience in pupils.
  • To explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.
  • To have effective supervision and monitoring of pupils.
  • To have supports for staff.
  • To have consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies).
  • To have on-going evaluation of the effectiveness of the Anti-Bullying Policy.


In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:

Bullying is unwanted negative behaviour, verbal, psychological or physical conduct, by an individual or group against another person (or persons) and which is repeated over time.

The following types of bullying behaviour are included in the definition of bullying:

  • deliberate exclusion, malicious gossip and other forms of relational bullying,
  • cyber-bullying
  • identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.
Child to child bullying, teacher to child, intra staff bullying, parent to staff and parent to child bullying (including a child other than their own) are all examples of the areas where bullying may occur. Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s Code of Behaviour.

However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s Code of Behaviour.

Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.

Key elements of a positive school culture and climate
  • The school acknowledges the right of each member of the school community to enjoy school in a secure environment.
  • The school acknowledges the uniqueness of each individual and his/her worth as a human being.
  • The school promotes positive habits of self-respect, self-discipline and responsibility among all its members.
  • The school prohibits vulgar, offensive, sectarian or other aggressive behaviour or language by any of its members.
  • The school has a clear commitment to promoting equity in general and gender equity in particular in all aspects of it’s functioning.
  • The school has the capacity to change in response to pupils’ needs.
  • The school identifies aspects of curriculum through which positive and lasting influences can be exerted towards forming pupils’ attitudes and values.
  • The school takes particular care of “at risk” pupils and uses its monitoring systems to facilitate early intervention where necessary and it responds to the needs, fears or anxieties of individual members in a sensitive manner.
  • The school recognises the need to work in partnership with and keep parents informed on procedures to improve relationships on a school-wide basis.
  • The school recognises the role of parents in equipping the pupil with a range of life-skills.
  • The school recognises the role of other community agencies in preventing and dealing with bullying.
  • The school promotes habits of mutual respect, courtesy and an awareness of the interdependence of people in groups and communities.
  • The school promotes qualities of social responsibility, tolerance and understanding among all its members both in school and out of school.
  • Staff members share a collegiate responsibility, under the direction of the Principal, to act in preventing bullying/aggressive behaviour by any member of the school community.

Examples of Bullying Behaviours

General behaviours which apply to all:
  • Harassment based on any of the nine grounds in the equality legislation e.g. sexual harassment, homophobic bullying, racist bullying etc.
  • Physical aggression
  • Damage to property
  • Name calling
  • Slagging
  • The production, display or circulation of written words, pictures or other materials aimed at intimidating another person
  • Offensive graffiti
  • Extortion
  • Intimidation
  • Insulting or offensive gestures
  • The “look”
  • Invasion of personal space
  • A combination of any of the types listed.

  • Denigration: Spreading rumors, lies or gossip to hurt a person’s reputation
  • Harassment: Continually sending vicious, mean or disturbing messages to an individual
  • Impersonation: Posting offensive or aggressive messages under another person’s name
  • Flaming: Using inflammatory or vulgar words to provoke an online fight
  • Trickery: Fooling someone into sharing personal information which you then post online
  • Outing: Posting or sharing confidential or compromising information or images
  • Exclusion: Purposefully excluding someone from an online group
  • Cyber stalking: Ongoing harassment and denigration that causes a person considerable fear for his/her safety
  • Silent telephone/mobile phone call
  • Abusive telephone/mobile phone calls
  • Abusive text messages
  • Abusive email
  • Abusive communication on social networks e.g. Facebook/Ask.fm/ Twitter/You Tube or on games consoles
  • Abusive website comments/Blogs/Pictures
  • Abusive posts on any form of communication technology
Identity Based Behaviours

Including any of the nine discriminatory grounds mentioned in Equality Legislation (gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community).

Homophobic and Transgender

  • Spreading rumours about a person’s sexual orientation
  • Taunting a person of a different sexual orientation
  • Name calling e.g. Gay, queer, lesbian…used in a derogatory manner
  • Physical intimidation or attacks
  • Threats
Race, nationality, ethnic background and membership of the Traveller community
  • Discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious beliefs, ethnic or traveller background
  • Exclusion on the basis of any of the above

This involves manipulating relationships as a means of bullying. Behaviours include:
  • Malicious gossip
  • Isolation & exclusion
  • Ignoring
  • Excluding from the group
  • Taking someone’s friends away
  • “Bitching”
  • Spreading rumours
  • Breaking confidence
  • Talking loud enough so that the victim can hear
  • The “look”
  • Unwelcome or inappropriate sexual comments or touching
  • Harassment
Special Educational Needs,


  • Name calling
  • Taunting others because of their disability or learning needs
  • Taking advantage of some pupils’ vulnerabilities and limited capacity to recognise and defend themselves against bullying
  • Taking advantage of some pupils’ vulnerabilities and limited capacity to understand social situations and social cues.
  • Mimicking a person’s disability
  • Setting others up for ridicule

Roles and Responsibilities

The relevant teachers for investigating and dealing with bullying are all teaching staff within our school and the Principal. At Primary level the relevant teacher would normally be the class teacher.

Implementation of Education and Prevention Strategies including Awareness Raising

School-wide approach

  • A school-wide approach to the fostering of respect for all members of the school community.
  • The promotion of the value of diversity to address issues of prejudice and stereotyping, and highlight the unacceptability of bullying behaviour.
  • The fostering and enhancing of the self-esteem of all our pupils through both curricular and extracurricular activities. Pupils will be provided with opportunities to develop a positive sense of self-worth through formal and informal interactions.
  • Whole staff professional development on bullying to ensure that all staff develops an awareness of what bullying is, how it impacts on pupils’ lives and the need to respond to it-prevention and intervention.
  • Professional development with specific focus on the training of the relevant teacher(s)
  • School wide awareness raising and training on all aspects of bullying, to include pupils, parent(s)/guardian(s) and the wider school community.
  • Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra- curricular activities. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.
  • Involvement of the students in contributing to a safe school environment e.g. Buddy system, mentoring, Buddy Bench and other student support activities that can help to support pupils and encourage a culture of peer respect and support.
  • Development and promotion of a Friendship Code for the school displayed publicly in classrooms and in common areas of the school.
  • The school’s anti-bullying policy is discussed with pupils and all parents/guardian(s), particularly when new parents join the school. It is available to view on our school website at all times.
  • The implementation of regular (e.g. per year/per term/per month/per week) whole school awareness measures e.g. a dedicated notice board in the school and classrooms on the promotion of friendship, and bullying prevention; annual Friendship Week and parent(s)/guardian(s) seminars; termly assemblies by principal.
  • Encourage a culture of telling, with particular emphasis on the importance of bystanders. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.
  • Ensuring that pupils know who to tell and how to tell, e.g.:
  • Direct approach to teacher at an appropriate time, for example after class.
  • Hand note up with homework.
  • Worry/chat box in the classroom
  • Telling a trusted adult in the school.
  • Get a parent(s)/guardian(s) or friend to tell on your behalf.
  • Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.
  • Identify clear protocols to encourage parent(s)/guardian(s) to approach the school if they suspect that their child is being bullied. The protocol should be developed in consultation with parents.
  • The development of an Acceptable Use Policy in the school to include the necessary steps to ensure that the access to technology within the school is strictly monitored, as is the pupils’ use of mobile phones.
Implementation of curricula

  • The full implementation of the SPHE and the RSE and Stay Safe Programmes.
  • Continuous Professional Development for staff in delivering these programmes.
  • School wide delivery of lessons on bullying from evidence based programmes, e.g. Stay Safe Programme, The Walk Tall Programme, Friends First Programme, Up to US.
  • School wide delivery of lessons on Relational aggression, Cyber Bullying ( Be Safe-Be Web wise, Web wise Primary teachers’ resources), Homophobic and Transphobic Bullying (Stand Up Programme).
  • Delivery of the Garda SPHE Programmes at primary level. These lessons, delivered by Community Gardaí, cover issues around personal safety and cyber-bullying
  • The school will specifically consider the additional needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.
  • The school will implement the advice in “Sexual Orientation advice for schools” (RSE Primary, see booklet).
Links to other policies

  • Code of Behaviour, Child Protections policy, Acceptable Use policy, Attendance policy and Swimming policy.

Consistent Investigation, Follow up and Recording of Bullying Behaviour including use of Intervention Strategies

Procedures for Investigating and Dealing with Bullying

This will be covered in the SPHE programme. All reports of bullying, no matter how trivial, should be recorded, investigated and dealt with by teachers. The primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame).

The school’s procedures must be consistent with the following approach.

Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand this approach from the outset.

Reporting Bullying Behaviour

  • It should be made clear to all pupils that when they report incidents of bullying they are not telling tales but behaving responsibly
  • It should also be made clear to the pupils through their SPHE lessons that if they are not listened to at first they need to keep telling until some responsible adult listens.
  • Non-teaching staff are encouraged to report any incidents of bullying behaviour that they are aware of, to the relevant teacher at all times.
  • Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school.
  • All reports, including anonymous reports of bullying, will be investigated and dealt with by the relevant teacher.
  • In the case where a complaint is made about an incident that occurred between teachers being bullied by a student, this should be referred to the principal immediately.
In the instance where the Principal is involved in either of the cases above the incident should be referred to the Chairperson of the Board.

Investigating and dealing with incidents: Style of approach

  • Parents or guardians of victims and bullies should be informed by the Principal earlier rather than later of incidents so that they can be given the opportunity of discussing the matter. They are then in a position to help and support their children before a crisis occurs.
  • In investigating and dealing with bullying, the (relevant)teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;
  • Parent(s)/guardian(s) and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible;
  • Teachers should take a calm, unemotional problem-solving approach.
  • Where possible incidents should be investigated outside the classroom situation to ensure the privacy of all involved;
  • All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way;
  • When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner;
  • When the teacher or Principal is interviewing an individual child they may ask for another adult to be present for the interview.
  • If a group is involved, each member should be interviewed individually at first.
  • Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements;
  • Each member of a group should be supported through the possible pressures that may face them from the other members of the group after the interview by the teacher;
It may also be appropriate or helpful to ask those involved to write down their account of the incident(s)

  • In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parent(s)/guardian(s) of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parent(s)/guardian(s) an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports provided to the pupils;
  • Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied;
  • It must also be made clear to all involved (each set of pupils and parent(s)/guardian(s)) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parent(s)/guardian(s) and the school;
Follow up and Recording

  • In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:
– Whether the bullying behaviour has ceased;

– Whether any issues between the parties have been resolved as far as is practicable;

-Whether the relationships between the parties have been restored as far as is practicable;

-Any feedback received from the parties involved, their parent(s)/guardian(s)s or the school Principal or Deputy Principal

  • Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable.
  • Where a parent(s)/guardian(s) is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent(s)/guardian(s) must be referred, as appropriate, to the school’s complaints procedures. This procedure involves the parents/guardians contacting the principal if they are not satisfied with the way the relevant teacher has dealt with the situation and following that contacting the Board of Management.
  • In the event that a parent(s)/guardian(s) has exhausted the school’s complaints procedures and is still not satisfied, the school must advise the parent(s)/guardian(s) of their right to make a complaint to the Ombudsman for Pupils.
Recording of Bullying Behaviour

It is imperative that all recording of bullying incidents must be done in an objective and factual manner.

The school’s procedures for noting and reporting bullying behaviour are as follows:

Informal- pre-determination that bullying has occurred

  • All staff must keep a written record of any incidents witnessed by them or notified to them. All incidents must be reported to the relevant teacher.
  • While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher must keep a written record of the reports, the actions taken and any discussions with those involved regarding same.
  • The relevant teacher must inform the principal of all incidents being investigated.
Informal-determination that bullying has occurred

  • If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.
  • Records of all incidents will be kept in the principal’s office in the Bullying Incident Book and the same records will be kept in the incidental notes in his/her teacher’s journal.
Formal-Appendix 2

The relevant teacher must use the recording template at Appendix 2 to record the bullying behaviour in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred;

When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the principal. All records of bullying and of templates will be kept in the principal’s office. Only the relevant teacher, the principal, relevant parents and on request from the Board of Management, the Garda and the HSE, will have access to these documents. All documents will until the child/children in question are 18 years.

Established intervention strategies

  • Teacher interviews with all pupils
  • Negotiating agreements between pupils and following these up by monitoring progress. This can be on an informal basis or implemented through a more structured mediation process
  • Working with parent(s)/guardian(s)s to support school interventions
  • No Blame Approach
  • Circle Time
  • Restorative interviews
  • Restorative conferencing
  • Implementing sociogram questionnaires
  • Peer mediation where suitable training has been given
The Procedures mention the following intervention strategies and reference Ken Rigby;

www.bullyingawarenessweek.org/pdf/BullyingPreventionStrategiesinSchools Ken Rigbypdf

  • The traditional disciplinary approach
  • Strengthening the victim
  • Mediation
  • Restorative Practice
  • The Support Group Method
  • The Method of Shared Concern
Support Programme

  • All in-school supports and opportunities will be provided for the pupils affected by bullying to participate in activities designed to raise their self-esteem, to develop friendships and social skills and build resilience e.g.
– Pastoral care system

– Buddy / Peer mentoring system

– Teacher care system

– Group work such as circle time

  • If pupils require counselling of further supports the school will endeavour to liaise with the appropriate agencies to organise same. This may be for the pupil affected by bullying or involved in the bullying behaviour.
  • Pupils should understand that there are no innocent bystanders and that all incidents of bullying behaviour must be reported to a teacher.
  • Other support systems include: Childline, ISPCC- view the Cork website, Barnardos, Anti-Bullying Centre Trinity Dublin, Parentline, ISPCC Parents support line 9am-5.30pm.

Supervision and Monitoring of Pupils

The Board of Management confirms that appropriate supervision and monitoring policies and

practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible

Prevention of Harassment

The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

What is Sexual Harassment?

Sexual harassment means unwanted conduct of a sexual nature or other conduct based on a person’s sex, which affects the dignity of men and women at work. This can include unwelcome physical, verbal or non-verbal conduct, which is offensive and causes discomfort or humiliation to the individual concerned.

Examples of Sexual Harassment Include:

  • Unwanted physical or verbal advances.
  • Unwanted touching or physical gestures.
  • Comments and remarks of a sexual or discriminatory nature.
  • Unwelcome comments about personal appearance.
  • Demands of sexual favours.
  • Innuendoes of sexual nature or based on a person’s sex.
This list is not exhaustive.

Staff Member Making a Complaint of Sexual Harassment

Any employee who feels he or she has been or is sexually harassed should ask the perpetrator to stop. Where this form of action is unsuccessful the employee may report the matter to any of the following- The Principal, The Deputy Principal, the INTO Representative or Teacher/ member of Board of Management.

Attempts will be made to resolve the matter informally, if appropriate. If it is not possible to resolve the matter informally, a formal complaints procedure shall be applied incorporating the following steps:

  • The complainant or an authorised person to whom the complaint is made and sign by the complainant should make a written report to Board of Management.
  • The complaint will be investigated with minimum delay as confidentially as possible by two individuals named by the Board of Management, one of who shall be the same sex as the complainant if so requested. Due respect shall be had for the rights of the complainant and the alleged perpetrator.
  • Both parties may be accompanied/represented at all interview/meetings held and these shall be recorded.
  • When a complaint is found to be substantiated, the extent and nature of sexual harassment will determine the form of the disciplinary action to taken. These actions may include a verbal warning, a written warning, or suspension from some duties with or without pay, suspension from full duties with or without pay or dismissal.
  • Where an employee is victimised as a result on invoking proceedings, participating in any respect of the complaints procedure, including acting as a witness for another employee such behaviour will also be subject to disciplinary action.
No record of any complaint will be registered on an employee’s file unless the formal procedure outlined above has been invoked. It is the opinion of the school that issues of sexual harassment are best dealt with within the school. However, no aspect of this policy affects any employee’s individual rights to take their compliant outside of the school.

Ratification and Communication

This policy was ratified and adopted by the Board of Management in April 2015.

This policy has been made available to school personnel, published on the school website, is otherwise readily accessible to parents and pupils on request and provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.

Implementation and Review

This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website, be otherwise readily accessible to parents and pupils on request and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.

Appendix 1 Practical tips for Building a Positive School Culture and Climate

The following are some practical tips for immediate actions that can be taken to help build a

positive school culture and climate and to help prevent and tackle bullying behaviour.

  • Model respectful behaviour to all members of the school community at all times.
  • Explicitly teach pupils what respectful language and respectful behaviour looks like, acts like, sounds like and feels like in class and around the school.
  • Display key respect messages in classrooms, in assembly areas and around the school. Involve pupils in the development of these messages.
  • Catch them being good – notice and acknowledge desired respectful behaviour by providing positive attention.
  • Consistently tackle the use of discriminatory and derogatory language in the school – this includes homophobic and racist language and language that is belittling of pupils with a disability or SEN.
  • Give constructive feedback to pupils when respectful behaviour and respectful language is ignored.
  • Have a system of encouragement and rewards to promote desired behaviour and compliance with the school rules and routines.
  • Explicitly teach pupils about appropriate use of social media.
  • Positively encourage pupils to comply with the school rules on mobile phone and internet use.
  • Follow up and follow through with pupils who ignore the rules.
  • Actively involve parents and/or Parents’ Association in awareness raising campaigns around social media.
  • Actively promote the right of every member of the school community to be safe and secure in school.
  • Highlight and explicitly teach school rules in pupil friendly language in the classroom and in common areas.
  • All staff can watch out for signs of bullying behaviour.
  • Ensure there are adequate playground/school yard/outdoor supervision.
  • School staff can get pupils to help them to identify bullying “hot spots” and “hot times” for bullying in the school.
  • Hot spots tend to be in playground/school yard/outdoor areas, changing rooms, corridors and other areas of unstructured supervision.
  • Hot times again tend to be times where there is less structured supervision such as when pupils are in the playground/school yard or moving classrooms.
  • Support the establishment and work of student councils

Appendix 2 Template for Recording Bullying Behaviour

1.  Name of pupil being bullied and class group

Name______________________________________ Class_________________

2.  Names) and class(es) of pupil(s) engaged in bullying behaviour



3.  Source of bullying concern/report 4. Location of incidents

(tick relevant box(es))*

5.  Name of person(s) who reported the bullying concern

6.  Type of Bullying Behaviour (tick relevant box(es))*
Physical Aggression                          Cyber-bullying
Damage to Property                         Intimidation
Isolation /Exclusion                           Malicious Gossip
Name Calling                                       Other (specify)

7.  Where behaviour is regarded as identity-based bullying, indicate the relevant category:
  • Homophobic
  • Disability/SEN related
  • Racist
  • Membership of  Traveller Community
  • Other (specify)
8.  Brief Description of bullying behaviour and its impact

9.  Details of actions taken

Signed___________________________(Relevant Teacher) Date___________________________

Date submitted to principal/Deputy Principal_________________________

Appendix 3 Checklist for Annual Review of the Anti-Bullying Policy and its Implementation

The Board of Management (Board) must undertake an annual review of the school’s anti-bullying policy and its implementation. The following checklist must be used for this purpose. The checklist is an aid to conducting this review and is not intended as an exhaustive list. In order to complete the checklist, an examination and review involving both quantitative and qualitative analysis, as appropriate across the various elements of the implementation of the school’s anti-bullying policy will be required.


Has the Board formally adopted an anti-bullying policy that fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools? Yes

Has the Board published the policy on the school website and provided a copy to the parents’ association?
Has the Board ensured that the policy has been available to school staff (including new staff? Yes

Is the Board satisfied that school staff is sufficiently familiar with the policy and procedures to enable them to effectively and consistently apply the policy and procedures in their day to day work? Yes

Has the Board ensured that the policy has been adequately communicated to all pupils? Yes

Has the policy documented the prevention and education strategies that the school applies? Yes

Have all of the prevention and education strategies been implemented? Yes

Has the effectiveness of the prevention and education strategies that have been implemented been examined? Yes

Is the Board satisfied that all the teachers are recording and dealing with incidents in accordance with the policy? Yes

Had the Board received and minuted the periodic summary reports of the Principal? Yes

Has the Board discussed how well the school is handling all reports of bullying including those addressed at an early stage and not therefore included in the Principal’s periodic Report to the Board? N/A

Has the school received any complaints from parents regarding the school’s handling of bullying incidents? N/A

Have any parents withdrawn their child from the school citing dissatisfaction with the school’s handling of a bullying situation? No

Have any Ombudsman for Children an investigation into the school’s handling of a bullying case been initiated or completed? No

Has the data available from cases reported to the Principal (by the bullying recording template) been analysed to identify any issues, trends or patterns in bullying behaviour? N/A

Has the Board identified any aspects of the school’s policy and/or its implementation that require further improvements? No

Has the Board put in place an action plan to address any areas for improvement? No

Signed: Willie Pat Hallihan                    Date: 01/11/2021

Chairperson, Board of Management

Signed:  Colman Lane                             Date:  01/11/2021


Notification regarding the Board of Management’s Annual Review of the

Anti-Bullying Policy

To:_______School Community___________________________

The Board of Management of BALTYDANIEL NS wishes to inform you that:

The Board of Management’s annual review of the school’s anti-bullying policy and its implementation was completed at the Board meeting of 18/11/2019

This review was conducted in accordance with the checklist set out in Appendix 3 of the Department’s Anti-Bullying Procedures for Primary and Post-Primary Schools.

Signed.  Willie Pat Hallihan                     Date:  1/11/2021

Chairperson, Board of Management

Signed:  Colman Lane                              Date:  1/11/2021