R1 Include risks to pupils from radical and extremist ideologies in the school’s policies, in particular policies that cover ICT and online safety
R2 Record and report all incidents of racist language and racial bullying properly, and offer suitable support and challenge to victims and perpetrators
R3 Acknowledge that radicalisation and extremism are real risks to pupils in all schools, and ensure that staff training, policies and the curriculum suitably address these risks
R4 Ensure that all pupils have a voice and can share with the school any concerns they have about behaviours or expressions of radical or extremist ideas
Local authorities should:
R5 Monitor school safeguarding activity relating to duties under the Counter-Terrorism and Security Act 2015 using criteria in the Home Office and Welsh Government self-assessment toolkits
R6 Work with partners to ensure that schools are included in post-referral action plans in order to best support pupils subject to Channel support
R7 Work with regional consortia to support schools in developing their curriculum to support pupils in building resilience when confronted with radicalised and extremist influences
R8 Work with partners to ensure that requests for advice prior to referrals are captured in order to provide intelligence about the issues faced by schools
R9 Improve the tracking of the take up of training by school leaders, governors and teachers, and ensure that the cascading of training is effective
The Welsh Government should:
R10 Work with local authorities and regional consortia to support schools to build pupils’ resilience when confronted with radicalised and extremist influences
R1 Improve the quality of targets in pupils’ IEPs to promote pupils’ progress in learning and independence
R2 Ensure self-evaluation arrangements give more attention to the progress pupils with SEN make in relation to their needs, abilities and individual starting points
Local authorities should:
R3 Support schools to access the external specialist services they need to promote the wellbeing and progress of pupils with SEN
R4 Promote partnership working between special schools and other maintained schools in the local authority
The Welsh Government should:
R5 Assist schools and local authorities during the implementation of new statutory arrangements to support pupils with ALN
R1 Provide both whole-school and targeted support for vulnerable pupils, in partnership with other services, based on an understanding of the impact of ACEs on children
R2 Prioritise building trusting and positive relationships with families that encourage them to share important information with the school
R3 Ensure that there is suitable access to calm, nurturing and supportive spaces for all vulnerable pupils, including those with ACEs, and particularly for older secondary pupils
R4 Provide training and support all secondary school staff, not just those involved in pastoral work, to understand their role as a potential trusted adult for vulnerable pupils
R5 Establish mechanisms to share information about vulnerable pupils and families confidentially and sensitively with relevant staff
Local authorities and regional consortia should:
R6 Share relevant information about vulnerable pupils and families promptly with schools
R7 Assist schools to develop ACE-informed strategies to support vulnerable pupils
The Welsh Government should:
R8 Promote the WASPI and encourage the timely sharing of information about vulnerable pupils and families with schools
R1ensure that pupils repeat Year 10 only under exceptional circumstances
R2routinely review registration practices and pupil movements as part of the school’s evaluation and improvement arrangements
R3ensure that governors monitor pupil movements between Years 10 and 11
Local authorities should:
R4monitor the registration practices of schools to provide assurance that schools are always acting in the best interests of individual pupils
R5ensure that both local authorities and schools have clear criteria and protocols for allowing schools to register pupils as repeating Year 10
R6monitor and investigate any instances where pupils are repeating Year 10 or progressing from Year 10 into a school year other than Year 10 or Year 11
Welsh Government should:
R7review the registration of EOTAS pupils and consider using destination data to measure the effectiveness of EOTAS provision
R8work with local authorities to set up databases of compulsory age pupils in their area
R9review arrangements for PLASC to ensure greater transparency of pupil movement
R1 Work with stakeholders from the outset to establish a clear vision for the federation that focuses on improving outcomes for pupils
R2 Develop leadership structures for the federation, including some non-teaching time for a senior leader on each site, to support effective day-to-day operation and good communication within and between schools
R3 Use self-evaluation processes to identify how the skills and expertise of staff may be deployed to improve learning experiences for pupils across the federation
R4 Develop the use of ICT to support collaboration by staff and pupils
Schools considering federation should also:
R5 Evaluate the potential impact of federation on pupil standards and wellbeing
R6 Identify the extent and effectiveness of any pre-existing collaboration
R7 Identify and evaluate the potential impact of any barriers to effective federation, such as geographical remoteness
Local authorities and regional consortia should:
R8 Provide relevant professional learning opportunities for senior leaders of federated schools
R9 Review their funding arrangements so as to allow federated schools the flexibility to pool their resources more easily
R10 Share good practice of effective federation with schools as they consider embarking on the federation process
R11 Ensure consistency of support for all schools within a federation by, for example deploying the same challenge adviser to each school
The Welsh Government should:
R12 Explore arrangements to help federated schools pool their resources
