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 safeguarding staff code of conduct so that they understand their safeguarding responsibilities and how to fulfil them. Ensure staff are suitably trained in PREVENT and that effective steps are taken to assess and reduce the risks to pupils of radicalisation and extremism including effective filtering and monitoring of the school’s internet.
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.
e) Ensure that clear, written and well-communicated reporting mechanisms are in place for pupils to report concerns about themselves or others.
f) Ensure pupils know who receives their reports or concerns and how these might be dealt with.
g) 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.
h) Assess pupils' understanding of reporting lines through both reports received and Personal, Social, Health and Economic (PSHE) lessons, adapting reporting as required.
i) 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 and an explanation of the school rules and behaviour expectations.
j) Ensure that 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.
k) Ensure that it is clear to pupils how they can share their views and that they are reminded of this at least termly.
l) Ensure that the Relationships and Sex Education (RSE) curriculum reflects statutory guidance.
m) Ensure staff are trained to teach PSHE and RSE and to respond to difficult questions and to adapt lessons for pupils who have SEND.
n) Ensure that the PSHE and RSE curriculums support pupils understanding of the need for respect for all and includes assessing pupils developing understanding of this.
o) Ensure PSHE and RSE lessons are observed and monitored by leaders to help ensure that teaching is effective.
p) Assess the risk to pupils of antisemitism, racism and other forms of discrimination and exclusion and record and review control measures.

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 that the staff code of conduct explicitly defines antisemitism, racism and other forms of discrimination and exclusion.
c) Ensure that the staff code of conduct categorises conduct involving antisemitism, racism and other forms of discrimination are not tolerated and may be viewed as gross misconduct in any disciplinary process.
d) Ensure that the staff code of conduct is clear that concerns relating to antisemitism, racism and other forms of discrimination and exclusion must be promptly reported to a named member of Senior Leadership Team to monitor and log.
e) Ensure staff are trained on induction and receive annual reminders about the features of the staff code of conduct.
f) Ensure staff understand how to report concerns about the conduct of adults that work in the school and how these will be dealt with.

a) Ensure that the Designated Safeguarding Lead (DSL) and any deputies have received Level 3 safeguarding training within the last two years.
b) Ensure a safeguarding policy is in place which reflect statutory guidance (KCSiE).
c) Ensure the safeguarding policy is clear that incidents involving antisemitism, racism and other forms of discrimination are recorded and clearly categorised.
d) Ensure the safeguarding policy is clear about which senior leader(s) monitors safeguarding records for trends and patterns and how any trends or patterns are reported to the headteacher and governors and acted on.

a) Ensure that there is at least an annual review of the safeguarding policy in line with KCSiE.
b) Ensure that the governors are trained sufficiently in safeguarding to provide support and challenge the Designated Safeguarding Lead/Deputy Designated Safeguarding Leads.
c) Ensure the governing body are involved in a regular review of the implementation of safeguarding policy and procedures, in line with KCSiE and that this review and its recommendations are recorded and acted on.
d) Consider a biennial external review of safeguarding by either the local authority or suitably qualified consultant and ensure that the recommendations of any such review are discussed by the governing body and suitable action taken.

a) Ensure that the Section 175 submission is provided to the local authority in line with the local authority requirements on an annual basis.
b) Ensure the Section 175 submission has been shared with governors promptly and been approved by them where required, including the results of any self-evaluation.
c) Ensure that leaders engage with local authority Designated Safeguarding Lead networking meetings where available.
d) Consider using Designated Safeguarding Lead training/refresher training from the local authority to ensure local procedures are clearly understood.
e) Ensure leaders seek advice and guidance from the children’s services and the Local Authority Designated Officer where required and that this advice and subsequent actions are clearly recorded.

a) Ensure that the governors are trained sufficiently in safeguarding to provide support and challenge to the Designated Safeguarding Lead/Deputy Designated Safeguarding Leads.
b) Ensure the governing body are involved in a regular review of the implementation of safeguarding policy and procedures, in line with KCSiE and that this review and its recommendations are recorded and acted on.
c) Ensure governors approve the safeguarding policy on an annual basis or whenever changes are made.
d) Ensure that full board/governor meetings include safeguarding as a regular agenda item. This should feature key information and data regarding incidents or concerns related to antisemitism, racism and other forms of discrimination and exclusion.
e) Consider how governors can verify what they are told by leaders including visiting the school frequently to talk to pupils and staff .
f) Ensure governors understand the contextual risks to pupils, including those recently identified and what control measures have been implemented.

a) Ensure all reports of antisemitism, racism and discrimination, including those judged to be unfounded or unsubstantiated, are recorded to allow patterns including the involvement of pupils, locations, nature of incident and support for and monitoring of pupils to be identified and acted on. Ensure these logs are reviewed frequently, the time interval of review is recorded in relevant policies and the date of each review is recorded. Ensure governors receive suitably anonymised reports of incidents and trends.
b) Ensure incidents and strategy relating to antisemitism, racism and other forms of discrimination are standing items on Senior Leadership Team and Governor meetings and that these meetings are minuted.
c) 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 the Designated Safeguarding Lead (DSL) and any deputies have received Level 3 safeguarding training within the last two years.
b) Ensure the DSL and deputies have received PREVENT training including how to make referrals, working with Channel panels and understanding extremist and terrorist ideologies within the last two years such as DfE’s virtual training for DSLs.
c) Ensure the DSL contacts the DfE's regional PREVENT education co-ordinator (RPECs) for guidance where required.
d) Ensure leaders have read and understood the Department for Education standards for filtering and monitoring and that roles for leading and managing filtering and monitoring are clearly assigned.
e) Ensure that it is explicit in the safeguarding policy that the DSL has oversight of filtering and monitoring.
f) Ensure there is at least an annual review of filtering and monitoring (and possibly more frequently as referenced by the Department for Education standards for filtering and monitoring) and that this review involves governors and is reported to the governing body.
g) Ensure that the effectiveness of the filtering is frequently checked in line with KCSiE such as by using the South West Grid for Learning tool (swgfl.org.uk).
h) Ensure staff are trained in online safety understand how to report concerns about the behaviour of pupils, the conduct of adults.
i) Ensure pupils are taught how to keep safe online in Personal, Social, Health and Economic education/Relationships and Sex Education.
j) Ensure that clear reporting mechanisms are in place for pupils to report concerns about themselves or others, written down and known by pupils.
k) Ensure pupils know who receives their reports or concerns and how these might be dealt with.
l) 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.
m) 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 keep safe online and the school rules relating to the use of pupil’s own devices which are internet capable.
n) Safeguarding, anti-bullying and behaviour management policies, approved by governors, refencing the school’s approach to addressing antisemitism, 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.
o) 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.
p) The roles of staff in the behaviour management policy are clear and understood by them.
q) Staff are trained to investigate allegations of child-on-child abuse.
r) The behaviour management policy makes it clear in its wording that the school has a zero-tolerance approach to antisemitism.
s) Leaders ensure that all pupils involved are supported and that sanctions are proportionate and consistently applied where relevant.

a) Ensure that the Designated Safeguarding Lead (DSL) and any deputies have received Level 3 safeguarding training within the last two years.
b) Ensure the DSL and deputies have received PREVENT training including how to make referrals, working with Channel panels and understanding extremist and terrorist ideologies within the last two years such as DfE’s virtual training for DSLs.
c) Ensure that leaders liaise with local authority and the police to know and understand current and emerging threats to pupils’ welfare.
d) Consider engagement with the local authority DSL network meetings where available.
e) Formally assess the safeguarding risks to the pupils in the school taking into account all the information available. Ensure this risk assessment and the control measures it identifies is recorded and reviewed at least annually or when new information becomes available.
f) Ensure staff and governors understand the contextual risks to pupils, including those recently identified and what control measures have been implemented.

a) Ensure that the Designated Safeguarding Lead (DSL) and any deputies have received Level 3 safeguarding training within the last two years.
b) Ensure the DSL and deputies have received PREVENT training including how to make referrals, working with Channel panels and understanding extremist and terrorist ideologies within the last two years such as DfE’s virtual training for DSLs.
c) Ensure the DSL contacts the DfE's regional PREVENT education co-ordinator (RPECs) for guidance where required.
d) Ensure leaders have read and understood the Department for Education standards for filtering and monitoring and that roles for leading and managing filtering and monitoring are clearly assigned. Ensure that it is explicit in the safeguarding policy that the DSL has oversight of filtering and monitoring.
e) Ensure there is at least an annual review of filtering and monitoring (and possibly more frequently as referenced by the Department for Education standards for filtering and monitoring) and that this review involves governors and is reported to the governing body.
f) Ensure that the effectiveness of the filtering is frequently checked in line with KCSiE such as by using the South West Grid for Learning tool (swgfl.org.uk).
g) Ensure staff are trained in how to report concerns about the behaviour of pupils, the conduct of adults.
h) Ensure pupils are taught how to keep safe online in Personal, Social, Health and Economic education/Relationships and Sex Education.
i) Ensure that clear reporting mechanisms are in place for pupils to report concerns about themselves or others, written down and known by pupils.
j) Ensure pupils know who receives their reports or concerns and how these might be dealt with.
k) 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.
l) 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 keep safe online, and the school rules relating to the use of pupil’s own devices which are internet capable and respect for all.
m) Safeguarding, anti-bullying and behaviour management policies, approved by governors, refencing the school’s approach to addressing antisemitism, 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.
n) 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.
o) The roles of staff in the behaviour management policy are clear and understood by them.
p) Staff are trained to investigate allegations of child-on-child abuse.
q) The behaviour management policy makes it clear in its wording that the school has a zero-tolerance approach to antisemitism.
r) Leaders ensure that all pupils involved are supported and that sanctions are proportionate and consistently applied where relevant.