An initiative that keeps young children safe, enhances older pupils’ self-esteem, improves classroom learning and teaching and costs nothing to run sounds like a headteacher’s fantasy. Pink plastic hippos in the playground at Fort Primary school in Edinburgh do nothing to dispel the feeling of unreality. Yet the Fort Anti-Bullying Brigade (FABB) is no illusion.

Bullying usually starts in the playground, although the consequences often spill over into the classroom, says headteacher Rose Islambolipoor. So the playground is where efforts to stamp out bullying need to be focused.

Fort Primary is an old school built for a bigger population than its current roll of 116 primary and 100 nursery children. Before FABB was launched, says Mrs Islambolipoor, bullies could often find a quiet corner for their intimidating activities, unperceived by any of the five adults who patrol the playground at every break. More eyes were needed but where to find them? Pupil participation seemed the answer.

Non-violent conflict resolution is something even adults need to be trained to perform with proficiency. A teacher saying children should play nicely is not enough.

“Last year we talked to our educational psychologist,” says Mrs Islambolipoor, “who explained about initiatives that give pupils a high profile in the playground by training them to use problem-solving strategies rather than conflict. That seemed like the positive step we were looking for as it gave the pupils the vital role in preventing bullying. It was pupil-centred as opposed to adult-led.”

So a programme of training for P6 and P7 pupils was devised and run by Mrs Islambolipoor, the school’s anti-bullying co-ordinator, the educational psychologist, and someone from the North Edinburgh Working Together Group, an organisation that also provided funding for the project. Most of the money was spent on uniforms for the participants.

A variety of teaching methods, including storytelling, group discussions, word games and role-playing, were employed to help the children learn hostility resolution techniques forged in trouble hot spots from Belfast to Tel Aviv. They learned the three approaches to dealing with tricky situations - conflict, denial or problem-solving - and to listen before taking action.

They talked about their enthusiasm and doubts about taking on a school anti-bullying role. They practised assertiveness techniques and were filmed acting out various scenarios. Watching the videos emphasised good and bad tactics to use.

FABBparticipation in the playground each day is entirely voluntary and is not restricted to running to the rescue. Far from it.

“It is much more positive than that,” says Mrs Islambolipoor. “It involves the older kids playing games with the young ones - skipping and hopscotch are still the most popular - or sometimes just walking around with them, having a chat.

“You would be surprised how the older ones enjoy it, boys as well as girls. It makes them feel good and it’s fun.”

Danielle has younger brothers and sisters, so she is used to looking after wee ones. She doesn’t find it a chore; she loves it. “I just know how to talk to them and how to play with them,” she says.

The responsibility placed on the older children in their new role probably raises the self-esteem of all of them but sometimes, says Mrs Islambolipoor, the effect is almost magical. Being asked to do something at school that comes naturally to them and at which they excel is a new experience for some children.

The Fort Primary staff keep a watchful eye on the FABB members. This is partly because a few might see it as a chance to do some bullying themselves, but mainly because it is not easy to get the right balance between being a friend to young ones and being a responsible person who keeps them safe. There can also be problems with a participant being regarded as an informer by some of their peers.

“Overall, it has worked really well,” says Mrs Islambolipoor. “I used to have a constant stream of kids involved in incidents coming to my door, but now they are few and far between.

“One of the most important benefits is that teachers are spending a lot less time after breaks dealing with playground incidents. That means they have more time for teaching.”