Securing an outstanding judgement for behaviour and safety Developing empathy and respect to prevent...
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Transcript of Securing an outstanding judgement for behaviour and safety Developing empathy and respect to prevent...
![Page 1: Securing an outstanding judgement for behaviour and safety Developing empathy and respect to prevent bullying.](https://reader035.fdocuments.net/reader035/viewer/2022062307/551bbee4550346c3588b490a/html5/thumbnails/1.jpg)
Securing an outstanding judgement for behaviour and safetyDeveloping empathy and respect to prevent bullying
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What does Ofsted say?
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Inspectors should consider• pupils’ respect for, courtesy and good manners towards each other
and adults, and pride in themselves and their school
• types, rates and patterns of bullying and the effectiveness of the school’s actions to prevent and tackle all forms of bullying and harassment – this includes cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability
• the effectiveness of the school’s actions to prevent and tackle discriminatory and derogatory language – this includes homophobic and racist language, and language that is derogatory about disabled people
• the views expressed by pupils, and different groups of pupils, of their experiences of others’ behaviour and attitudes towards them
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“Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally.”
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Who are these people?
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‘No Place For Bullying’ – Ofsted, 2012
In the best schools … • pupils developed empathy, understood the effect
that bullying could have on people, and took responsibility for trying to prevent bullying.
• The way in which these schools planned and delivered the curriculum helped a great deal to bring about these positive attitudes because it gave pupils a wide range of opportunities to develop their knowledge and understanding of diversity...
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These schools … saw bullying as part of a continuum of behaviour, rather than as something separate
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‘No Place For Bullying’ – Ofsted, 2012Policies and practice consistently contribute to a culture of mutual respect in which unacceptable behaviours, including bullying, are minimised, by ensuring that:
• staff consistently model positive behaviour in their interactions with each other, with parents and carers, and with pupils
• pupils and staff understand the importance of using inclusive and non-derogatory language
• pupils are helped to understand the difference between banter and interactions that can threaten or hurt
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Key questions• How do we teach empathy and respect?
• How do you evidence the outcomes of activities that develop empathy and respect?
• Do your staff model empathy and respect at all times?
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Activity
• What qualities help us to show empathy and respect for others?
• What are most important and why?
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Activity
How do we teach these
qualities in the classroom?
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Activity• What was the outcome of that conversation
for the child and the adult?
• What would have been a better outcome?
• How can you develop the skills of your staff to achieve this outcome consistently?
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Evidencing impactWhen evaluating the behaviour and safety of pupils at the school, inspectors will consider:
“Pupils’ behaviour towards, and respect for, other young people and adults, and their freedom from bullying, harassment, and discrimination … related to special educational needs, sexual orientation, sex, race, religion and belief, gender reassignment or disability as defined in the Equality Act 2010”
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Evidencing impactWhere are students involved in advancing equality and
preventing discrimination linked to the Public Sector
Equality Duty?
Examples…
• In using fiction to develop empathy and respect
• Through debate and discussion
• In leading activities that contribute to refining skills related to empathy and respect
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Writing an informal persuasive letter