Welcome!Redland Green SchoolBrimsham Green SchoolDownend SchoolWinterbourne International AcademyMangotsfield SchoolMarlwood SchoolBristol Grammar SchoolChipping Sodbury SchoolKings Oak AcademyAbbeywood Community SchoolBradley Stoke Community School
Agenda9:45 a.m. Arrival and registration10:00 a.m. Anti-Bullying Dance Performance by Bradley Stoke Community School10:10 a.m. Welcome – expectations of the day and key information10:15 a.m. School Showcase 1: Redland Green Secondary School10:30 a.m. School Showcase 2: Brimsham Green Secondary School10:45 a.m. School Showcase 3: Bristol Grammar School11:00 a.m. Break11:15 a.m. Alan Earl, South West Grid for Learning12:15 p.m. Lunch12:45 p.m. Joel Adebayo, Development Officer on the Cyber Mentors programme from Beatbullying1:45 p.m. School Showcase 4: Chipping Sodbury Secondary School2:00 p.m. Reflection and prizes!2:15 p.m. End of event
Getting you thinking!Around the room are 3 key questions for you tothink about and give your answers to.Q1)Challenging verbal bullying in our schoolsand communitiesWhat is the role of school leaders and staff?What do students need from them?
Q2) “Schools should take incidents of prejudice-related bullying especially seriously. It is importantthat they educate children about the differencesbetween different groups of people and create aculture of respect and understanding”The White PaperWhat ideas do you have about how schools canachieve this?
Q3) How do you think schools should tacklecyberbullying?What ideas do you have about how schools cando this?
What is friendship Day?A special day when year 7 are off timetable together.They spend the day exploring the waysworries about friendships and feelingbullied can get in the way of our happinessand ability to do as well as we might inschool.It is a very special day for year 7
Some of the things that happen during the day• We watch a year 10 drama production that helps us to understand what bullying is. It is useful to know the difference between bullying and falling out with people.• We spend time looking at the qualities a good friend should have• We use drama to explore ways we can become more assertive in different situations• We use art and a circle time to explore the emotional effects of bullying• We create a class charter where we commit to being supportive and kind to each other
• The day is very positive. It is about trying to make us more aware of the importance of having good relationships with each other and helping us to develop the emotional skills to do this.
Bully watch map• As part of a student voice activity all students colour coded a map of our school to identify places where they feel safe from bullying and parts of the school where they feel less safe.• Teachers have used what the map shows to make sure that the areas of the school where students feel at risk of bullying are patrolled by staff. We have added to the map room for students to identify which times of the day they would like staff or Prefects to be aware that this is when some feel most at risk from bullying.
How does this work?Staff and Pupils carry around a reminder about how to do this. Staff have it stuck on their ‘key badge’. It reminds themwhat to do if a student talks to them about bullying or are worried about something else.
Students have a similar sticker on theirplanner to remind them what to do ifthey are being bullied or are worriedabout something. It reminds them of allthe people they can talk to in school.Their tutor, Head of Year, SchoolCouncillor, Student support coordinator,any one from the behaviour supportteam, peer mentors, prefects----They know that all will know what to donext.
WHY DO WE HAVE A PEER MENTORING SCHEME AT BGS?
WHEN DO WE NEED HELP ANDSUPPORT AT SCHOOL? At times of TRANSITION When we fall out with FRIENDS If we are BULLIED If we have problems at HOME If we are struggling with our ACADEMIC WORK
SO WHERE DO WE GO FORSUPPORT? Teachers Parents Siblings Friends PEER MENTORS
WHAT CAN PEER MENTORS OFFER? Peer Mentors have formal training in counselling skills They are close in age to the pupils they are supporting They are approachable and want to help Pupils know where to find them or how to contact them
OVER TO THE PEER MENTORS Will and Oli..the issues we encounter Annie and Jamie..how we help, some insight and examples Megan and Evie..how we are trained Millie and Lucy..the day to day life of the Peer Mentor
WHAT’S IN IT FOR ME? Give back to your community You learn excellent skills Good for your CV and for your UCAS application Be part of a great team and have fun
CyberMentors – support andtherapeutic intervention online
Shapingattitudes, changing behavioursWhy is cyberbullying a problem? “I don’t know how to say it. It was like she’d hit someone, but in a different way.” -Girl, 15, on witnessing cyberbullying1/3 of 11-16 have experienced some form of cyberbullying1 in 13 children are persistently cyber bullied1/4 of children have received an unwanted or nasty sexual image or “sext”Pupils with SEN are 16% more likely to be persistently cyberbulliedPupils receiving free school meals are 13% more likely to be persistently cyberbulliedPupils from a white, non-British ethnic background all reported higher incidentsof systematic cyberbullyingGirls experience twice as much cyberbullying as boys
An online helpline by young people, for young people
What does a CyberMentor do?• Support other young people• Mentor face to face in the school• Attend events, parents’ evenings and other school events• Media ambassadors• Supporting online using the CyberMentors platform
Outcomes for the young person97% of young people trained as CyberMentors rated the programme as excellent or very good97% of registered users who have been mentored on the site have said it helped92% of mentees said they would return to CyberMentors for further help if neededHow mentoring helped: – Felt like they had a friend – Able to tell someone for the first time – Understood what they were going through
Safeguarding our CyberMentors projects• Self-regulation through positive education• Moderation• Qualified counsellors• Data Protection• Partnership• Child Protection Team
Long term success 1. Appropriateness of service a) Evaluation b) Hearing from your audience 2. Sustainable model 3. Technology
Individual and organisation wide benefits• For ID = 1 widget picture
Direct benefits to Partners• 88% of schools report a • 27% of pupil absence has been positive improvement in school reduced as a result of the life programme.• 96% of teachers have rated 86% of participating schools have CyberMentors as an effective observed an increase in intervention one year on. confidence and self esteem of• 73% reduction in incidents of students concern • 44% reduction in pupil violence
The start• I was born on the 27th of April 1996 with a condition called Turner’s Syndrome.• TS isn’t life threatening. It’s to do with something called Chromosomes, and means I’m smaller than other girls, I can’t have children, and struggle with co-ordination.
A few years pass…• When I was three, it would become more obvious that I had TS. By this time, girls with the condition start to be smaller than other girls, and later with their milestones.
The bullying begins.• When I was seven, it must have become even more obvious I was different.• I was bullied by a couple of boys who weren’t much taller than me for being a ‘shrimp’.• My family and I were still unaware that I had TS. They thought I was ‘just little’.
The bullying gets too much.• The bullying became so bad that, in Year Five, I moved schools.• I received some bullying at my new school, but it wasn’t as bad, and I was generally happier, as the teachers did more about it.
Secondary school.• When I began Year Seven, bullying continued. I was known as ‘midget’, ‘dwarf’, and ‘oompa loompa’.• It was in my second year I was to discover, along with my family, that I had Turners’ Syndrome.
The discovery.• I went to a minor injury and accidents unit, as I was having breathing troubles.• After checking my chest, I was given the all clear, but my dad and I were told I was a ‘bit too small’ for my age.• The doctor emailed my local doctors’ surgery, and, after having my blood tested, it was confirmed not long before Christmas 2008 that I had Turners’ Syndrome.
The injections.• After my discovery, I was able to give a reason for my ‘shortness’ when people teased me about it.• I did a presentation in late Year Eight, and around mid-Year Nine, I made a video. Both were about my condition, and how it affected me, so similar to the presentation you are watching now.• I began daily growth hormone injections not long before my 13th birthday, and without them, I would be even smaller than I am now.
Friendship club• In Year Seven, I attended an after school club called Friendship Club. This gave me a chance to make new friends who would look out for me and make sure I was okay.• At Friendship Club, we did things like art, crafts, puzzles, games, playing on the Wii, watching films, and generally having fun.• This built my skills and improved my confidence as a person.
The bullying stops.• When people understood my condition, they were less likely to be mean about me, or call me names.• There will always be a few people who don’t understand, but they aren’t worth worrying about.
How does bullying effect your life?• It doesn’t matter whether you’re a bully, or bullied, or a bystander. Bullying must stop, so tell someone.• You can either let what’s going on continue, or do something to stop it. That choice is yours, so please make the wise one.
Reflection and quiz prizes!Please spend a few minutes completingyour evaluation form for the day.Thank you