a) Ensure a formal, consistent 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 the school rules and the importance of respect for all. Ensure this induction takes into account SEND and EAL needs, providing material in pupils’ home language where required.
b) Include a checklist for all staff involved in induction which is dated when complete and ensure that this includes direction on how to report concerns.
c) 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.
d) Ensure the Personal, Social, Health and Economic curriculum is sequenced so that pupils at the main transition points are taught the importance of respect for all and how to recognise antisemitism, racism and other forms of discrimination soon after induction.

a) Ensure a formal, consistent 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 the school rules and the importance of respect for all. Ensure this induction takes into account SEND and EAL needs, providing material in pupils’ home language where required.
b) Ensure boarders sign to acknowledge the completion of their induction and that this programme includes flexi-boarders.
c) Ensure the Personal, Social, Health and Economic curriculum is sequenced so that boarders are taught the importance of respect for all and how to recognise antisemitism, racism and other forms of discrimination soon after induction.

a) Ensure teaching schemes define antisemitism and how pupils might recognise this. Map this provision over time to ensure that pupils understanding is developed over time in an age-appropriate way.
b) Ensure teaching includes what explicit and implicit antisemitism are and that both are unacceptable.
c) Ensure that the relevant curriculum policies are clear that teachers must consistently use this definition.
d) Ensure that the school rules are clear on the need for respectful behaviour and that pupils know and understand this and that all staff consistently apply the behaviour management policy. Ensure anti-bullying and/or behaviour management policies are clear that explicit and implicit antisemitism is not tolerated.
e) 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 the school rules.
f) Staff are trained to identify child-on-child abuse including antisemitism, racism and other forms of discrimination and understand how to report these without delay.
g) Ensure that clear reporting mechanisms are in place for pupils to report concerns about themselves or others, written down and known by pupils and staff.
h) Devise a pupil survey that will help senior leaders understand the experiences and views of pupils including questions on the extent and nature antisemitism, racism and other forms of discrimination. Give pupils time in school to independently complete the survey. Benchmark this survey and repeat at least annually.
i) Follow up each survey with small group discussions of pupils chosen at random to better understand the nuances of the survey results.
j) Ensure any pupil who wants to give additional feedback to the survey is able to either online or face to face and that pupils know how to access this.
k) Give feedback to pupils on what was found and the action taken by leaders in assemblies and pastoral time. Involve any school council members, anti-bullying ambassadors and prefects in determining what might change and how as a result of the survey.
l) Assess the viability of anonymous reporting mechanisms to better understand individual pupil experiences.
m) Use this information to formally assess the nature of the risks to pupils in the school with relevant control measures and review this at the point of each survey or in the light of incidents and emerging trends.

a) Ensure teaching schemes define antisemitism and how pupils might recognise this. Map this provision over time to ensure that pupils understanding is developed over time in an age-appropriate way.
b) Ensure teaching includes what explicit and implicit antisemitism are and that both are unacceptable.
c) Ensure that the relevant curriculum policies are clear that teacher must consistently use this definition.
d) Ensure that the school rules are clear on the need for respectful behaviour and that pupils know and understand this and that all staff consistently apply the behaviour management policy. Ensure anti-bullying and/or behaviour management policies are clear that explicit and implicit antisemitism is not tolerated.
e) 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 the school rules.

a) Identify and map across all curriculum areas where pupils are taught how to recognise and responsibly challenge antisemitism, racism and other forms of discrimination for each year group to ensure that there is progression.
b) Compare the mapped provision against the statutory guidance on Relationship and Sex Education. Identify and resolve any gaps in provision.
c) Ensure that the curriculum policy is clear that teaching promotes fundamental British values and that the political views pupils are exposed to are balanced.
d) Ensure the curriculum is tailored to the context of the pupils in the school and their experiences and that the lessons are sequenced to support pupils developing understanding in an age-appropriate way.
e) Ensure staff teaching these areas are trained to teach themes and answer pupils’ questions that maybe outside of their subject speciality in a consistent way.

a) Identify and record the staff responsible for identifying and actioning changes to the Personal, Social, Health and Economic (PSHE) curriculum and their reporting line. Ensure the role of the Designated Safeguarding Lead in this process is clear and written down.
b) Record changes and revisions to the PSHE curriculum and the reasons why.
c) If the PSHE curriculum has been adapted due to specific community incidents or trends, link to logs of concerns or incident to assess and record if the intervention is successful.
d) Ensure termly reports of changes, reasons and indicators of success are made to Senior Leadership Team and governors.

a) The Personal, Social, Health and Economic (PSHE) curriculum policy makes it clear that changes will be made to the curriculum to support pupils when community, local and national events occur and that these changes are recorded, monitored for success where relevant. These changes are reported on with a defined interval to senior leaders and governors.
b) The development of pupils’ understanding of themes introduced in PSHE is assessed, recorded and teaching adapted accordingly.
c) The views and experiences of pupils on the PSHE curriculum are sought, recorded and acted on where required at least termly, including asking if additional materials would be helpful.

a) Staff are trained to identify child-on-child abuse including antisemitism, racism and other forms of discrimination and understand how to report these without delay.
b) Ensure that clear reporting mechanisms are in place for pupils to report concerns about themselves or others, written down and known by pupils and staff.
c) Ensure received reports and concerns are monitored and acted on by senior leaders, that actions and leaders’ decision are accurately recorded. Ensure staff are trained to investigate incidents relating to antisemitism, racism and other forms of discrimination.
d) Ensure all reports, including those judged to be unfounded or unsubstantiated, are recorded to allow patterns including the involvement 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. Governors receive suitably anonymised reports of incidents and trends.
e) Ensure the headteacher reviews logs of incidents and is satisfied that appropriate action has been taken and that the date of review is recorded.
f) 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.
g) Monitor informal and formal parental complaints to identify and act on trends, patterns or individual incidents.
h) Devise a pupil survey that will help senior leaders understand the experiences and views of pupils including questions on the extent and nature antisemitism, racism and other forms of discrimination. Give pupils time in school to independently complete the survey. Benchmark this survey and repeat at least annually.
i) Follow up each survey with small group discussions of pupils, chosen at random, to better understand the nuances of the survey results.
j) Ensure any pupil who wants to give additional feedback to the survey is able to do so either online or face to face and that pupils know how to access this.
k) Give feedback to pupils on what was found and the action taken by leaders in assemblies and pastoral time. Involve any school council members, anti-bullying ambassadors and prefects in determining what might change and how as a result of the survey.
l) Assess the viability of anonymous reporting mechanisms to better understand individual pupil experiences.
m) Use this information to formally assess the nature of the risks to pupils in the school with relevant control measures and review this at the point of each survey or in the light of incidents and emerging trends.

a) Ensure that leaders understand the reasons 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.
i) Use the feedback from pupils to identify their concerns then assess the risk and the required control measures.
j) Train pupil mentors and anti-bullying and anti-discrimination ambassadors to help identify incidents and trends to leaders.
k) Ensure any school council members are trained to understand the importance of seeking and representing their peers’ views and not just their own.

a) Ensure that leaders understand the reasons 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 and staff.
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.