a) There is a clear statement in the safeguarding policy defining antisemitism and that it is not tolerated within the school community.
b) The behaviour management policy is clear on how leaders will respond to antisemitism and what sanctions may be applied.
c) These polices are made available to parents on the school website and staff are reminded of them at least annually.
d) Parents are signposted to the location and content of these policies on a termly basis.
e) The safeguarding page on the school website includes a clear statement in the safeguarding policy defining antisemitism and that it is not tolerated within the school community, that it will deal with antisemitism using the school’s behaviour management policy and that signposts how pupils and parents can report a concern.

a) Ensure safeguarding, behaviour management and anti-bullying policies reflect a whole-school approach. This include clearly identify the roles of responsibilities of governors, named leaders, staff and pupils and linking related policies, and procedures and a clear statement that safeguarding is everyone’s responsibility.
b) Ensure governors are trained to know and understand their responsibilities and that they receive termly reports relating to incidents of antisemitism, faith-based abuse, racism, and other forms of discrimination.
c) Ensure leaders and staff are trained to know and understand their responsibilities.
d) Ensure parents are aware of relevant policies, the importance of these policies and what their role is in supporting the school’s approach.
e) 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.
f) Ensure that clear reporting mechanisms are in place for pupils to report concerns about themselves or others, that these are written down and known by pupils and staff.
g) Ensure pupils know who receives their reports or concerns and how these might be dealt with.
h) 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.
i) Assess pupils understanding of reporting lines through both reports received and Personal, Social, Health and Economic lessons, adapting reporting as required.
j) 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.
k) Map how pupils are taught across all areas of the curriculum to help ensure that all opportunities are taken to develop pupils understanding so they recognise the importance of respect for all.

a) Ensure safeguarding, behaviour management and anti-bullying policies clearly identify the roles and responsibilities of named leaders and staff.
b) Ensure staff are trained on induction and at least annually to recognise and respond to antisemitism, faith-based abuse, racism, and other forms of discrimination. Ensure any staff missing training have catch-up training.
c) Ensure staff understanding of their responsibilities is checked with quizzes and test and re-enforced with email updates and reminders during the course of the year.
d) Ensure a staff code of conduct is in place which reflects statutory guidance (KCSiE and Working Together to Safeguard Children).
e) Ensure staff are trained on induction and receive annual reminders about the features of the staff code of conduct.
f) Monitor informal and informal complaints to identify staff training needs.

a) Identify the existing training each governor or member of staff have received in a training matrix.
b) Ensure governors have training which equips them to challenge experienced leaders.
c) Identify any governors or members of staff not having up-to-date training in:
 i) Recognising and responding to child-on-child abuse, bullying, antisemitism, faith-based abuse, racism, and other forms of discrimination.
 ii) PREVENT and recognising and responding to radicalisation and extremism.
 iii) PACE training and conflict resolution
 iv) Any other safeguarding training needs relevant to the context of the school.
d) If no staff have received training in trauma informed practice, identify and prioritise those staff who are most likely to be in a position to use this training to support children frequently.

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 receive 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 act on NSPCC weekly updates.
e) Ensure that the DSL and their deputies engage with local authority training and DSL networks.
f) Ensure the DSL training and that of their deputies is reviewed by the headteacher annually and reported to governors in the annual review of safeguarding.