Manifold Academy aims to take a positive approach to bullying, trying to both prevent it and deal with the problems arising from it. We believe that our pupils are entitled to receive their education in a safe and caring environment, free from fear and intimidation. All governors, staff pupils and parents will be encouraged to share these values and turn them into action.


All staff at Manifold Academy have an important role to play in demonstrating a positive model for children in showing ourselves to be fair and balanced in the way we deal with children especially those most frequently in need of our care and support. We must not prejudge a situation.

A Definition of Bullying

Bullying is the willful, conscious desire to hurt, threaten or frighten someone else.


Initial reaction to a child disclosing

  1. Reassure the victim(s) that you will help.
  2. Take the report or incident seriously.
  3. Remain calm, you are in charge.
  4. Take action as quickly as possible.

Colleagues must use their discretion in deciding whether an incident is or is not bullying and when it is appropriate to follow the agreed procedure. If they are in any doubt whatsoever they should consult with other colleagues.

  1. Ascertain who is involved.
  2. Decide whether to tackle it publicly or privately, on the appropriate course of action and who else should be involved.
  3. Make sure that the incident is logged in the incident book, if it is felt appropriate. The Headteacher should be informed.
  4. Serious incidents may be referred for support from external agencies.


Strategies for children to use:

  • EMPOWER pupils with the phrase "Don't Suffer in Silence"
  • Discuss with the children what they think of as bullying
  • Assure pupils that they can confide in all the staff and that their concerns will be dealt with, they need to know that we care about bullying
  • Assure the children that it is not wrong or sneaky to tell about bullying
  • Consider where, when and by whom bullying MAY occur and try to stop the situation from arising in the first place
  • Make sure that new pupils know about the bullying policy.
  • Support the bullied and the bully
  • Cover aspects of bullying through the curriculum, social training is just as important, if not more so, than subject knowledge
  • Follow agreed procedure
  • Reinforce School Behaviour Codes.


Bullying behaviour

  • can be a one off activity
  • can be generally persistent
  • is deliberately hostile
  • involves an imbalance of power
  • causes distress to one or more child(ren)/young person(s) ?is violent

It includes

  • threats of violence (both verbal and non verbal)
  • ignoring/shunning/marginalising
  • teasing
  • name calling
  • interfering with property
  • racially offensive remarks and/or behaviour
  • sexually offensive remarks and/or behaviour
  • incitement by others to commit an act of bullying
  • graffiti designed to intimidate and/or embarrass
  • ridiculing/mimicking/sarcasm
  • fighting (even between equals)
  • demanding money, material goods and/or favours through intimidation or force
  • borrowing equipment without permission/damaging another's possessions/efforts
  • vandalism
  • invading privacy

Recognising Bullies and the Bullied

  • Bullies can be boys or girls
  • May be academically low achievers
  • May be achieving as well as if not better than their peers
  • May be unpopular or insecure
  • May be quite secure and happy
  • It is not easy to spot who may or may not be a bully!
  • Bullies can be children or adults
  • Adult bullies can be particularly threatening.

Bullies tend to .....

  • have assertive, aggressive attitudes
  • lack empathy, they cannot imagine what a victim feels
  • tend to lack guilt
  • somehow feel the victim 'deserved' the bullying treatment ?may have low self esteem.
  • think someone is different

The Bullied may be children who .......

  • are new to the class or school
  • are different in appearance, background or speech from other pupils
  • suffer from low self esteem (this may be the cause or the effect of bullying)
  • demonstrate 'entertaining' reactions when bullied e.g. tantrums, loss of control
  • are more nervous or anxious
  • are sad, scared or hurt
  • have no friends


These are not strict guidelines, only possibilities. The victim may just be a child who is in the wrong place at the wrong time and who reacts wrongly.

  • absences
  • deterioration of work
  • deterioration of behaviour
  • isolation or withdrawn behaviour
  • pupils wishing to remain with adults
  • pupils missing certain lessons

Children may

  • be frightened of walking to or from school
  • be unwilling to go to school
  • beg you to drive them to school
  • change their route to school
  • begin doing poorly in their school work
  • come home regularly with clothes or books destroyed
  • come home hungry because their dinner money has been taken
  • become withdrawn, start stammering
  • become distressed, stop eating
  • attempt suicide
  • cry themselves to sleep
  • have nightmares or even call out "leave me alone"
  • have unexplained bruises, scratches, cuts etc
  • have their possessions go missing
  • ask for money or begin stealing money (to pay the bully or bullies)
  • continually 'lose' their pocket money
  • refuse to say what's wrong/become uncommunicative ?give improbable excuses to explain any of the above.


In some circumstances it may be deemed appropriate for the bully to be confronted, in a controlled manner, by the bullied so that he/she has the chance to realise the effect of his/her actions. Bullies may not be aware that their actions are bullying or what the effect of their actions is.

Useful telephone numbers

Childline, Bullying Line - 0800 1111 (Phone free from 4:00 p.m. / 9:00pm)

Reviewed January 2016