Redland Green School
Brimsham Green School
Winterbourne International Academy
Bristol Grammar School
Chipping Sodbury School
Kings Oak Academy
Abbeywood Community School
Bradley Stoke Community School
9:45 a.m. Arrival and registration
10:00 a.m. Anti-Bullying Dance Performance by Bradley Stoke
10:10 a.m. Welcome – expectations of the day and key
10:15 a.m. School Showcase 1: Redland Green Secondary School
10:30 a.m. School Showcase 2: Brimsham Green Secondary School
10:45 a.m. School Showcase 3: Bristol Grammar School
11:00 a.m. Break
11:15 a.m. Alan Earl, South West Grid for Learning
12:15 p.m. Lunch
12:45 p.m. Joel Adebayo, Development Officer on the Cyber
Mentors programme from Beatbullying
1:45 p.m. School Showcase 4: Chipping Sodbury Secondary
2:00 p.m. Reflection and prizes!
2:15 p.m. End of event
Getting you thinking!
Around the room are 3 key questions for you to
think about and give your answers to.
Q1)Challenging verbal bullying in our schools
What 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 important
that they educate children about the differences
between different groups of people and create a
culture of respect and understanding”
The White Paper
What ideas do you have about how schools can
Q3) How do you think schools should tackle
What ideas do you have about how schools can
What is friendship Day?
A special day when year 7 are off time
They spend the day exploring the ways
worries about friendships and feeling
bullied can get in the way of our happiness
and ability to do as well as we might in
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
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
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 them
what to do if a student talks to
them about bullying or are
worried about something else.
Students have a similar sticker on their
planner to remind them what to do if
they are being bullied or are worried
about something. It reminds them of all
the people they can talk to in school.
Their tutor, Head of Year, School
Councillor, Student support coordinator,
any one from the behaviour support
team, peer mentors, prefects----
They know that all will know what to do
WHEN DO WE NEED HELP AND
SUPPORT 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 FOR
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
OVER TO THE PEER MENTORS
Will and Oli..the issues we encounter
Annie and Jamie..how we help, some insight and
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
Why is cyberbullying a problem?
“I don’t know how to say it. It was like she’d hit someone, but in a different
-Girl, 15, on witnessing cyberbullying
1/3 of 11-16 have experienced some form of cyberbullying
1 in 13 children are persistently cyber bullied
1/4 of children have received an unwanted or nasty sexual image or “sext”
Pupils with SEN are 16% more likely to be persistently cyberbullied
Pupils receiving free school meals are 13% more likely to be persistently cyberbullied
Pupils from a white, non-British ethnic background all reported higher incidents
of systematic cyberbullying
Girls experience twice as much cyberbullying as boys
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
Outcomes for the young person
97% of young people trained as CyberMentors rated the programme as excellent
or very good
97% of registered users who have been mentored on the site have said it helped
92% of mentees said they would return to CyberMentors for further help if needed
How mentoring helped:
– Felt like they had a friend
– Able to tell someone for the first time
– Understood what they were going through
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
• 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
• I was born on the 27th of April 1996
with a condition called Turner’s
• 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
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
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
• My family and I were still unaware that
I had TS. They thought I was ‘just
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.
• 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.
• 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.
• 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
• I began daily growth hormone injections not
long before my 13th birthday, and without
them, I would be even smaller than I am now.
• 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
How does bullying effect your
• 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
Reflection and quiz prizes!
Please spend a few minutes completing
your evaluation form for the day.