Developing pupils'/ students' understanding of what it is to "Live Our Best Life"
Developing pupils'/ students' understanding of what it is to "Live Our Best Life" Not at all
Developing pupils'/ students' understanding of what it is to "Live Our Best Life" To some extent
Developing pupils'/ students' understanding of what it is to "Live Our Best Life" Significantly
Developing pupils'/ students' understanding of what it is to "Live Our Best Life" Not applicable
Raising pupils'/ students' aspirations
Raising pupils'/ students' aspirations Not at all
Raising pupils'/ students' aspirations To some extent
Raising pupils'/ students' aspirations Significantly
Raising pupils'/ students' aspirations Not applicable
Developing pupils'/ students' understanding of how to stand up to racism and discrimination in all forms
Developing pupils'/ students' understanding of how to stand up to racism and discrimination in all forms Not at all
Developing pupils'/ students' understanding of how to stand up to racism and discrimination in all forms To some extent
Developing pupils'/ students' understanding of how to stand up to racism and discrimination in all forms Significantly
Developing pupils'/ students' understanding of how to stand up to racism and discrimination in all forms Not applicable
Engaging pupils in discussions relating to issues such as knife crime, gangs and / or County Lines
Engaging pupils in discussions relating to issues such as knife crime, gangs and / or County Lines Not at all
Engaging pupils in discussions relating to issues such as knife crime, gangs and / or County Lines To some extent
Engaging pupils in discussions relating to issues such as knife crime, gangs and / or County Lines Significantly
Engaging pupils in discussions relating to issues such as knife crime, gangs and / or County Lines Not applicable
Working with parents/ community so they work with you to promote and support the development of respect and care for all and challenge racism
Working with parents/ community so they work with you to promote and support the development of respect and care for all and challenge racism Not at all
Working with parents/ community so they work with you to promote and support the development of respect and care for all and challenge racism To some extent
Working with parents/ community so they work with you to promote and support the development of respect and care for all and challenge racism Significantly
Working with parents/ community so they work with you to promote and support the development of respect and care for all and challenge racism Not applicable
Promote student voice and engagement, particularly in tackling racism and discrimination of all forms
Promote student voice and engagement, particularly in tackling racism and discrimination of all forms Not at all
Promote student voice and engagement, particularly in tackling racism and discrimination of all forms To some extent
Promote student voice and engagement, particularly in tackling racism and discrimination of all forms Significantly
Promote student voice and engagement, particularly in tackling racism and discrimination of all forms Not applicable
Reviewing school policies and practices to ensure staff are fully aware of their role in promoting inclusion and tackling direct and indirect racist and discriminatory behaviours
Reviewing school policies and practices to ensure staff are fully aware of their role in promoting inclusion and tackling direct and indirect racist and discriminatory behaviours Not at all
Reviewing school policies and practices to ensure staff are fully aware of their role in promoting inclusion and tackling direct and indirect racist and discriminatory behaviours To some extent
Reviewing school policies and practices to ensure staff are fully aware of their role in promoting inclusion and tackling direct and indirect racist and discriminatory behaviours Significantly
Reviewing school policies and practices to ensure staff are fully aware of their role in promoting inclusion and tackling direct and indirect racist and discriminatory behaviours Not applicable
Building Stephen Lawrence Annual Day into the school's calendar so that it is a regular activity each year
Building Stephen Lawrence Annual Day into the school's calendar so that it is a regular activity each year Not at all
Building Stephen Lawrence Annual Day into the school's calendar so that it is a regular activity each year To some extent
Building Stephen Lawrence Annual Day into the school's calendar so that it is a regular activity each year Significantly
Building Stephen Lawrence Annual Day into the school's calendar so that it is a regular activity each year Not applicable