R1 Review their curriculum and individual course content to consider how well the teaching of diversity and inclusion, including LGBT issues, is integrated into learning experiences
R2 Ensure that instances of homophobic, biphobic and transphobic bullying are recorded and that trends are identified and acted upon
R3 Ensure that all staff engage in regular training in addressing discrimination and promoting diversity, including issues around LGBT people
Local authorities and consortia should:
R4 Work with external partners to deliver relevant professional learning opportunities for staff in schools across primary and secondary sectors
R5 Work with primary and secondary schools to ensure progression in relationships and sexuality education between sectors
R1 Strengthen the opportunities for learners to find out more about new subject options such as A level business and social studies subjects before they finalise their subject choices
R2 Work collaboratively with other schools and colleges to share learning resources, particularly Welsh-medium resources, and to increase professional learning opportunities for teachers of A level business and social studies subjects
R3 Strengthen monitoring and evaluation processes for A level business and social studies subjects to ensure that teachers and leaders are able to identify strengths and areas for improvement in relation to teaching, learning and assessment
Local authorities and regional consortia should:
R4 Facilitate increased professional learning opportunities for teachers of A level business and social studies subjects
R5 Support schools to evaluate the effectiveness of their A level provision and develop targeted improvement plans
The Welsh Government should:
R6 Address the limited availability of A level Welsh-medium learning resources, including textbooks, in these subjects
publish further guidance to help institutions develop their learner complaints procedures, including definitions of particular types of complaints
ensure that the annual Learner Voice Wales survey adequately captures learners’ experiences of making complaints and their satisfaction with the process
work with the sector to consider the feasibility of an external appeals body for post-16 FE learners in Wales, with powers to review student complaints and their outcomes
Institutions should:
take forward the issues identified by the NUS in their 2011 report on student complaints
make sure that all materials about how to make a complaint are easily available through the public-facing sections of their websites, and are also available through the medium of Welsh
require senior managers to check on how consistently and rigorously investigations of complaints are carried out by all their staff, and across all campus sites
train all staff and learner representatives in the management of the institution’s complaints procedures
make sure that mechanisms are in place to differentiate between low-level and more serious complaints, and record all complaints, whether made orally or in writing
use all the evidence available, including learner feedback, to inform the in-depth analysis of the quality of the complaints policy and procedures, as well as the patterns, trends and underlying reasons for complaints to inform quality systems and strategic planning
To realise the vision for effective community schools in Wales in a strategic and sustainable way:
Schools should:
R1 Build strong partnerships with families as an integral part of improving the wellbeing and achievement of all pupils
R2 Refer clearly in strategic plans to how they will work with families, the community and partners to improve the wellbeing and achievement of all pupils
R3 Employ family and community engagement staff to work with families, the community and wider partners
R4 Work with the local authority and with statutory and third-sector partners to provide services that address the needs of families and the community, including co-locating services and utilising school assets
R5 Evaluate the impact of community school strategies
Local authorities should:
R6 Include in strategic planning actions on how they will develop authority-wide initiatives to support schools to be effective community schools
R7 Strengthen cross-directorate working to plan ways of locating a range of services in schools
R8 Ensure that 21st Century Schools planning considers the need for spaces / base rooms for family and community access
R9 Support schools to appoint family and community engagement staff, including developing a role description for these staff
R10 Provide professional learning opportunities for support school staff, governing bodies and strategic partners to develop community schools
The Welsh Government should:
R11 Develop a set of agreed, defining characteristics for community schools, and consider how schools are classified as ‘community schools’ and how this term is used to identify specific schools
R12 Promote the benefits of community schools, particularly in areas of disadvantage, with schools, local authorities and regional consortia
R13 Strengthen the expectation for including actions on family and community engagement in school strategic plans
R14 Refresh national guidance on community schools, using the Family and Community Engagement Toolkit (FaCE), and provide guidance on how schools can evaluate and improve their community school strategies
R15 Ensure that 21st Century Schools and Colleges Programme planning, guidance and building standards take into consideration the need for spaces for family and community access
