a) Ensure a staff code of conduct and a safeguarding policy are in place which reflect statutory guidance (KCSiE and Working Together to Safeguard Children).
b) Ensure staff are trained on induction and receive annual reminders about the features of the staff code of conduct.
c) Ensure staff understand how to report concerns about the behaviour of pupils, the conduct of adults that work in the school and parents and how these will be dealt with.
d) Ensure a whistleblowing policy is in place that has clear reporting lines for staff and that staff are trained to understand the protections that this policy offers.

a) Ensure a staff code of conduct and a safeguarding policy are in place which reflect statutory guidance (KCSiE and Working Together to Safeguard Children).
b) Ensure it is clear to staff from these policies who low-level concerns, relating to the conduct of adults working in the school, are reported to and how this is done.
c) Ensure that it is also clear from these policies who staff should report to with concerns relating to the conduct of the headteacher. Ensure staff are trained how to report low-level concerns and who reports should be made to.
d) Ensure it is clear that low-level concerns must reported without delay.
e) Ensure it is clear from staff code of conduct, safeguarding policy or separate low- level concerns policy which senior leader will record, monitor and act on incidents or trends and patterns relating to antisemitism, faith-based abuse, racism, and other forms of discrimination.
f) Ensure that it is explicit in the relevant policy that leaders keep a clear record of any action taken as a result of low-level concerns and how often the log is checked by the headteacher and governors.

a) Ensure that leaders understand the reason why pupils may not report concerns and ensure these barriers are lowered where possible in school policies and procedures.
b) Ensure that clear reporting mechanisms are in place for pupils to report concerns about themselves or others, written down and known by pupils.
c) Ensure pupils know who receives their reports or concerns and how these might be dealt with.
d) Consider producing a pupil guide on how to report concerns relating to safeguarding, bullying and discrimination which includes a flow diagram of how to report concerns, where these go to and what action will be taken. Include some exemplar case studies and external support contacts such as Childline.
e) Assess pupils understanding of reporting lines through both reports received and Personal, Social, Health and Economic lessons, adapting reporting as required.
f) Ensure a formal induction programme which identifies the staff responsible, is in place for pupils joining at standard and non-standard transition points and times and that this includes how to report concerns.
g) Ensure that the there are multiple routes for pupils to communicate their experiences and views, prompted and unprompted, such as through worry boxes, online anonymous reporting and whole-school surveys. This should include what happens within and outside school, including when online.
h) Ensure that it is clear to pupils how they can share their views and that they are reminded of this at least termly.

a) Ensure that the Designated Safeguarding Lead (DSL) and any deputies have received Level 3 safeguarding training within the last two years.
b) Ensure that the DSL and any deputies receive support and challenge through frequent professional supervision.
c) Ensure that the DSL and any deputies ensure additional training relating to recognising and addressing antisemitism, faith-based abuse, racial bias and discriminatory attitudes.
d) Ensure the DSL and their deputies receive and acts on NSPCC weekly updates.
e) Ensure leaders understand the barriers that exist to disclosure, for example by assimilating the findings of the Independent Enquiry into Child Sexual Abuse.
f) Identify barriers that may exist for pupils in the context of the school and consider how these might be eliminated or resolved.
g) Ensure it is explicit to pupils in any pupil guides or lessons that concerns relating to antisemitism, faith-based abuse, racism, and other forms of discrimination and exclusion will be treated seriously, dealt with sensitively and will only be shared with staff that need to know.
h) Ensure pupils are asked in surveys or focus groups why they may not disclose concerns relating to antisemitism, faith-based abuse, racism, and other forms of discrimination and exclusion and what the leaders might change. Ensure this feedback is acted on and that pupils are made aware and reminded of any changes.
i) Ensure that leaders understand that barriers to disclosure will always be present and that staff must remain vigilant to indicators of concern.

a) Ensure that the parental complaints policy is available to parents on the school website.
b) Ensure that the complaints policy is explicit that complaints raised at an informal or formal stage relating to antisemitism, faith-based abuse, racism, and other forms of discrimination and exclusion are promptly reported to a named member of the Senior Leadership Team (SLT) to monitor and log.
c) Monitor informal and informal complaints to identify staff training needs and to identify and act on trends and patterns.
d) Ensure a staff code of conduct is in place which reflects statutory guidance (KCSiE and Working Together to Safeguard Children) and that it explicitly references that concerns relating to relating to antisemitism, faith-based abuse, racism, and other forms of discrimination and exclusion are promptly reported to a named member of SLT to monitor and log. Monitor concerns raised by staff to identify staff training needs and to identify and act on trends and patterns.
e) Ensure staff are trained on induction and receive annual reminders about the features of the staff code of conduct.

a) Ensure that the parental complaints policy is available to parents on the school website.
b) Ensure that the complaints policy is explicit that complaints raised at an informal or formal stage relating to antisemitism, faith-based abuse, racism, and other forms of discrimination and exclusion are promptly reported to a named member of the Senior Leadership Team to monitor and log.
c) Monitor informal and informal complaints to identify staff training needs and to identify and act on trends and patterns.

a) Ensure a whistleblowing policy is in place that has clear reporting lines for staff and that staff are trained to understand the protections that this policy offers.
b) Ensure that it is explicit that whistleblowing protections apply where concerns relating to antisemitism, faith-based abuse, racism, and other forms of discrimination are raised in good faith by staff.

a) The school’s code of conduct clearly indicates the senior member of staff responsible for staff welfare and any employee assistance programme and its availability. The code is also clear that antisemitism is not tolerated in the workplace and that the school will fulfil its duties under the Equalities Act 2010.
b) There are clear mechanisms for reporting concerns about the behaviour pupils, their parents or the conduct of adults working in the school.
c) A suitable grievance procedure is in place which clearly explains how staff can raise a grievance including if they are subject to any form of discriminatory behaviour by colleagues or leaders.
d) The whistleblowing procedure clearly sets out reporting mechanisms for staff who believe that their grievance or concern relating to antisemitism has not been dealt with appropriately.

a) Safeguarding, anti-bullying and behaviour management policies, approved by governors, referencing the school’s approach to addressing antisemitism, faith-based abuse, racism, and other forms of discrimination and exclusion are available to parents on the school’s website. Antisemitism is categorised as a serious offence under the school rules.
b) The behaviour management policy is clear that its scope includes conduct taking place outside of school, including when online, that brings the school community into disrepute or is an act of child-on-child abuse, regardless of which school that targeted pupils attend. It is also clear that acts of explicit or implicit antisemitism are included in this category of offence.
c) The roles of staff in the behaviour management policy are clear and understood by them.
d) Staff are trained to investigate allegations of child-on-child abuse.
e) The behaviour management policy makes it clear in its wording that the school has a zero-tolerance approach to antisemitism.
f) Leaders ensure that all pupils involved are supported and that sanctions are proportionate and consistently applied where relevant.

a) Safeguarding, anti-bullying and behaviour management policies referencing the school’s approach to addressing antisemitism, faith-based abuse, racism, and other forms of discrimination and exclusion are available on the school’s website.
b) Ensure leaders are clear on what they understand by zero tolerance – for example, that action will always be taken to support pupils, sanctions will be proportionately applied where relevant, but this may not mean exclusion.
c) Ensure the school’s definition of zero tolerance is made clear to staff in annual training.
d) Ensure on induction and through annual reminders that the meaning of zero tolerance is clearly explained to parents.
e) Ensure the safeguarding, anti-bullying and behaviour management policies are clear on what is meant by zero tolerance and that this is highlighted to new parents and that parents are reminded of this when signposted to these policies.