bullying and prejudice-based incident report form report form completed by: date of report: time of incident: type of report/inc

Bullying and prejudice-based incident report form
Report form completed by:
Date of report:
Time of incident:
Type of report/incident:
Bullying
Prejudice-based incident
Both
Concern raised by:
Victim
Perpetrator
Third party – staff
Child/young person
Parent/carer
Other
Where did the incident take place? Tick all that apply.
Bus
Corridor
Park
Taxi
Classroom
Playground
Toilets/Cloakroom
Locker/changing room
Online/social media
On the way
to/from school
Other (please describe below)
Other
Details of reported bullying/incident (please include any derogatory
language used):
Name and age/year/tutor group of target/s (some incidents may not have
a target):
Ethnicity of target (please refer to Appendix 4 for ethnic groups):
Gender of target: Name and age/year/tutor group of perpetrator/s:
Name and age/year/tutor group of perpetrator/s:
Ethnicity of perpetrator (please refer to Appendix 4 for ethnic
groups):
Gender of perpetrator:
Bullying/incident was to do with:
(Tick all the boxes that apply from sections A and B).
Section A (protected characteristics under the Equality Act and
statutory requirements under Prevent) – for definitions see Appendix
1.
Disability/special educational needs/medical condition/mental health
Ethnicity/race
Gender identity
Religion/belief
Sex
Sexual orientation
Pregnancy
Expressing/supporting extremist views
Other (please describe):
Section B (other non-statutory characteristics) - for definitions see
Appendix 1.
Appearance
Home circumstances/socio-economic factors
Other (please describe):
Behaviour involved in the bullying/incident – tick the main
behaviour(s) used in the bullying or incident:
Cyberbullying
Damage to property
Indirect/social
Physical Abuse (against staff)
Physical Abuse (against pupil/student)
Possession/distribution of offensive materials
Sexual abuse/harassment (against staff)
Sexual abuse/harassment (against pupil/student)
Verbal Abuse (against staff)
Verbal Abuse (against pupil/student)
Other (please describe):
Frequency and duration of behaviour:
Risk Assessment screening questions
Is the victim safe (if not, consider immediate response)?
Does the victim need additional support?
Is this a repeat victim?
Is this a repeat perpetrator?
Are any of the individuals at risk of radicalisation?
For school use – actions and decisions following incident (to include
contact with parents, pupil advice, referrals etc).
If appropriate to your setting:
Restorative approaches used?
Yes/No
Date recorded on school electronic behaviour record:
Appendix 1 – brief definitions: types of bullying/incidents
Disability/special educational needs/medical condition/mental health
Real or perceived disability, special need, gifted or talented or
health conditions or association with someone in those categories
(related derogatory language for example: retard/spaz/geek/nerd) or
association with someone with a disability/special need.
Ethnicity/race (racism)
Ethnic origin, skin colour, national origin, culture, language, real
or perceived or because of their association with someone of a
particular ethnicity, culture etc.
Gender identity (transphobia)
Transgender, perceived to be transgender, someone whose gender or
gender identity is seen as being different to typical gender norms, or
some- one who has a transgender family member. Language/stereotyped
perceptions of gender (sissy, butch, she/he, gender bender, tranny).
Religion/belief
Beliefs, faith, identity (Islamophobia and anti-Semitism, for
example). It may also be because of a perception or assumption about
religion, belief or lack of belief (which may or may not be accurate),
or because of their association with an individual or group of a
particular religion or belief.
Sex; sexist bullying (misogyny/misandry)
Based on sexist language, attitudes and behaviours that when expressed
demean, intimidate or harm another person because of their sex or
gender.
Sexual orientation
Related to sexual orientation, or perceived orientation, of target or
target’s family/friends and/or homophobic/bi-phobic abuse and language
used. Bisexual people may experience homophobic bullying, but they are
also likely to experience biphobia, that is, prejudice which is
specifically related to their bisexual identity. Biphobia often takes
the form of stereotypes: for example, that bisexual people are
‘greedy’, ‘promiscuous’ or ‘confused’.
Appearance
Hair colour, body shape, clothing etc.
Home circumstances
Class background, low income, free school meals, young carer, looked
after children.
Appendix 2 – extended definitions of types of bullying
Homophobic bullying
Homophobic bullying occurs when bullying is motivated by a prejudice
against lesbian, gay or bisexual people. This can affect:
*
young people who are lesbian, gay or bisexual (LGB)
*
young people who are thought to be lesbian, gay or bisexual
*
young people who are different in some way – they may not act like
the other boys or girls
*
young people who have gay, lesbian or bisexual friends, or family,
or parents/carers who are gay, lesbian or bisexual
*
teachers, who may or may not be lesbian, gay or bisexual.
Bi-phobic bullying
Bisexual people may experience homophobic bullying but they are also
likely to experience biphobia, that is, prejudice which is
specifically related to their bisexual identity. Biphobia often takes
the form of stereotypes: for example, that bisexual people are
‘greedy’, ‘promiscuous’ or ‘confused’. Bisexual people can experience
bi-phobic prejudice from both heterosexual people and lesbian and gay
people.
Bullying that targets disabled children and children with Special
Educational Needs (SEN)
Behaviour by an individual or group that intentionally hurts disabled
children, or those with special needs, either physically or
emotionally or those who are perceived to have special needs or a
disability, or because of their association with someone with a
special need or disability. Bullying can involve verbal taunts, name
calling, physical injury, and damage to property, rumour spreading,
shunning or ridicule. It can be manipulative, making the disabled
pupil do something they should not, or deliberately engineering their
discomfort or isolation. It can be done through social media
(cyberbullying). Some children with SEN and disabilities may not
recognise that they are being bullied or that their own behaviour may
be seen by someone else as bullying.
Racist bullying
This is behaviour by an individual or group that intentionally hurts
another individual or group, either physically or emotionally, and
makes a person feel unwelcome, marginalised, excluded, powerless or
worthless because of their colour, ethnicity, culture, community,
national origin or national status. It may also be because of a
perception or assumption about ethnicity or culture (which may or may
not be accurate), or because of their association with someone of a
particular ethnicity, culture etc. (for example a parent/carer).
Bullying based on religion or belief
This is behaviour, by an individual or group, that intentionally hurts
another individual or group either physically or emotionally and makes
a person feel unwelcome, marginalised, excluded, powerless or
worthless because of their religion, belief or lack of religion or
belief. It may also be because of a perception or assumption about
religion or belief (which may or may not be accurate), or because of
their association with someone of a particular religion or belief (for
example a parent/carer).
Transphobic Bullying
‘Trans’ is an umbrella term that describes people whose sense of their
gender or gender identity is seen as being different to typical gender
norms. Where children and young people are perceived not to be
conforming to the dominant gender roles that may be widely expected of
them, schools should be alert for signs of bullying. Transphobic
bullying is commonly underpinned by sexist attitudes and can affect
any child or young person.
Appendix 3 – behaviour involved in the bullying/incident
Cyberbullying: Internet, mobile phones, social media, trolling,
sexting, coercion, blackmail, grooming, promoting any hate-based
views.
Damage to property: damage, interference, withholding, demanding or
stealing of personal possessions, money and loaned or allocated
equipment/resources, graffiti.
Indirect/social: intentionally socially excluding or isolating an
individual or group from activities/community both on and offline eg
gossiping, spreading rumours, intimidating looks, gestures and
behaviours.
Physical abuse: any form of violence or physical force eg pushing,
kicking, hitting, pinching, tripping, spitting etc.
Possession/distribution of offensive materials: disseminating
inappropriate materials.
Sexual abuse/harassment: suggestive sexual comments, innuendo or
behaviour including offensive comments about sexual reputation; or
using sexual language that is designed to embarrass, humiliate,
intimidate or subordinate.
Verbal abuse: using language in a derogatory or offensive manner, such
as banter, name-calling, sarcasm, personal threats, nasty comments or
‘jokes’ or persistent teasing and taunting.
Appendix 4 – ethnicity descriptions and codes
Ethnicity description
Ethnic Code
White - British
WBRI
White - Irish
WIRI
Gypsy / Roma
WROM
Traveller of Irish Heritage
WIRT
Any Other White Background
WOTH
White and Black Caribbean
MWBC
White and Black African
MWBA
White and Asian
MWAS
Any Other Mixed Background
MOTH
Indian
AIND
Pakistani
APKN
Bangladeshi
ABAN
Any Other Asian Background
AOTH
Black - Caribbean
BCRB
Black - African
BAFR
Any Other Black Background
BOTH
Chinese
CHNE
Any Other Ethnic Group
OOTH
Useful Links:
https://www.stonewall.org.uk/
https://www.hants.gov.uk/educationandlearning/hias/curriculum-support/resource-centres/rade-centre
http://www.educateandcelebrate.org/
https://www.theredcard.org/
https://www.mermaidsuk.org.uk/
www.hants.gov.uk/emtas
https://www.stophateuk.org/
http://report-it.org.uk/home
https://tellmamauk.org/
https://cst.org.uk/antisemitism/hate-crimes
http://www.galop.org.uk/
https://www.hampshire.police.uk
https://www.hampshire-pcc.gov.uk
https://www.hants.gov.uk/educationandlearning/hias/curriculum-support/resource-centres/re-centre
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