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[]
["Audit and Action Planning Tool "]
[]
["Name: "]
["Job title: "]
["Email:"]
["School or Setting name: "]
[]
["Introduction"]
["This audit and action planning tool is for schools and settings doing whole school work including targeted work with individual children and young people and supports schools and settings to develop effective strategies to prevent and respond to key issues.   \n\nOnce you have completed your baseline audit you will be able to clearly see where your school or setting is effective and what you might need to work on. You can then develop an action plan to support you to take the work forward. We recommend repeating this termly.  \n\nIf you have any questions about this tool, please contact inclusionandsend@norfolk.gov.uk.   "]

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["Instructions:"]
["STEP 1 - First audit"]
["Select the ‘School or Setting audit' sheet. You will see a number of indicators. In column B, select if you have ‘Fully met, ‘Partially met' or ‘Not yet met' the indicator. Once you have completed this, use column C to select whether to add each indicator to your action plan as a goal for your school or setting to work towards. If you select 'Yes' from the drop-down list in this column, the entry will automatically be added to the 'Action Plan' sheet."]
["STEP 2 - Action plan"]
["Select the ‘Action Plan’ sheet. You will see that the indicators you have chosen to work on have appeared automatically in the pink boxes. You will also notice that some suggested actions have been added underneath the indicator which will help you reach your goal. You can also add other actions and outline who is going to implement the action, and what the timeframe is for making the change. Share this with colleagues across the school and implement your action plan, indicating whether you have completed the actions in column D. "]
["STEP 3 – Second audit"]
["Once your action plan is complete (i.e. you have selected an answer in column D for each action), go back to the ‘School or Setting audit’ sheet and assess the indicators again using column D, ‘Second audit’ and select if you have ‘Fully met, ‘Partially met' or ‘Not yet met' each indicator. \nHow often you repeat the action plan is dependent on your current needs, we would recommend completing it on a termly basis to support school improvement."]
["STEP 4 – Progress tracker"]
["Select the ‘Progress Tracker’ sheet to see a visual representation of your audit and a summary of the progress made on your action plan. You will see how your final audit compares against your first audit. You can also access this at any time during the process to check on progress. "]
["STEP 5 – Futher support"]
["If you would like further support then you can share your audit tool with us. Please contact us on inclusionandsend@norfolk.gov.uk."]

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["School audit"]
[" - First, identify a group of key staff who will lead on this work\n   TIP: Completing this audit together will make your assessment more accurate\n - There are 16 indicators in 4 areas to assess your approach to addressing homophobic, biphobic & transphobic bullying\n - Hover over each indicator to display guidance\n - Add indicators to the Action plan by choosing 'Yes' in column B"]
["School or Setting name:","First Audit","Add to Action plan","Second Audit"]
["1) Ethos and Environment\n"]
["1.1. Does the school  recognise and celebrate the importance of bilingualism? Is there evidence of first languages being celebrated throughout the school and being used to support learning?","Choose…","No","Choose…",{"$f":"C5&COUNTIF($C$5:C5,C5)","v":"No1"}]
["1.2  Does the school demonstrate how assemblies and other events are used as an opportunity to celebrate diversity and educate CYP about the world we live in?","Choose…","No","Choose…",{"$f":"C6&COUNTIF($C$5:C6,C6)","v":"No2"}]
["2) Leadership and Governance\n"]
["2.1 Is there a member of SLT who has specific responsibility for EAL? This may be a monitoring role with day-to-day functions delegated to others.","Choose…","No","Choose…",{"$f":"C8&COUNTIF($C$5:C8,C8)","v":"No3"}]
["2.2 Do you deploy EAL funding strategically to support the learning of CYP with EAL and to fund services such as Language Line/INTRAN?","Choose…","No","Choose…",{"$f":"C9&COUNTIF($C$5:C9,C9)","v":"No4"}]
["2.3 Does the school's development plan have clear objectives and strategies for ensuring the attainment of minority ethnic, newly arrived and more advanced CYP with EAL?","Choose…","No","Choose…",{"$f":"C10&COUNTIF($C$5:C10,C10)","v":"No5"}]
["2.4 Are appropriate access arrangements for examinations are made  for CYP with EAL?","Choose…","No","Choose…",{"$f":"C11&COUNTIF($C$5:C11,C11)","v":"No6"}]
["3) Policy Development"]
["3.1 Does the school have an EAL policy which is accessible to all staff and parents?","Choose…","No","Choose…",{"$f":"C13&COUNTIF($C$5:C13,C13)","v":"No7"}]
["3.2 Does the school  have rigorous anti-bullying and anti-racism policies in place and are staff aware of how to deal with racist incidents?","Choose…","No","Choose…",{"$f":"C14&COUNTIF($C$5:C14,C14)","v":"No8"}]
["4) Children and Young People's Voice"]
["4.1 Is the School Council fully representative of all CYP?","Choose…","No","Choose…",{"$f":"C16&COUNTIF($C$5:C16,C16)","v":"No9"}]
["4.2 Is CYP voice present throughout support plans, EHAPs, PEPs for UASC etc?","Choose…","No","Choose…",{"$f":"C17&COUNTIF($C$5:C17,C17)","v":"No10"}]
["4.3 Does the school organise an effective buddy scheme (e.g. Young Interpreters Scheme)?","Choose…","No","Choose…",{"$f":"C18&COUNTIF($C$5:C18,C18)","v":"No11"}]
["5) Support and Signposting for Children and Young People"]
["5.1 Does the school provide support to CYP during admission, induction and transition to our school?","Choose…","No","Choose…",{"$f":"C20&COUNTIF($C$5:C20,C20)","v":"No12"}]
["5.2 Do all staff know how to respond to and support CYP who have EAL?","Choose…","No","Choose…",{"$f":"C21&COUNTIF($C$5:C21,C21)","v":"No13"}]
["5.3 Do the school provide regular opportunities for staff to discuss concerns linked to individual CYP with EAL?","Choose…","No","Choose…",{"$f":"C22&COUNTIF($C$5:C22,C22)","v":"No14"}]
["6) Partnerships with Families"]
["6.1 Do the school support EAL families to fully partake in the life of the school  (e.g., parents’ evenings, events, trips etc.)?","Choose…","No","Choose…",{"$f":"C24&COUNTIF($C$5:C24,C24)","v":"No15"}]
["6.2 Are EAL families supported to understand school processes and all aspects of school life, including online platforms, school trips, exams etc?","Choose…","No","Choose…",{"$f":"C25&COUNTIF($C$5:C25,C25)","v":"No16"}]
["7) Curriculum, Teaching and Learning"]
["7.1 Are opportunities provided within the curriculum to discuss issues of identity and ethnicity, and is the curriculum designed to reflect a diverse world view?","Choose…","No","Choose…",{"$f":"C27&COUNTIF($C$5:C27,C27)","v":"No17"}]
["7.2 Do staff use a range of EAL friendly strategies in their classrooms to support vocabulary development, reading and writing?","Choose…","No","Choose…",{"$f":"C28&COUNTIF($C$5:C28,C28)","v":"No18"}]
["7.3 Where appropriate and available, do the school offer alternative qualifications ?","Choose…","No","Choose…",{"$f":"C29&COUNTIF($C$5:C29,C29)","v":"No19"}]
["8) Staff CPD"]
["8.1 Are all staff offered CPD opportunities to support EAL CYP including training around trauma?","Choose…","No","Choose…",{"$f":"C31&COUNTIF($C$5:C31,C31)","v":"No20"}]
["9) Assessment, recording and reporting"]
["9.1 Do the school's admissions process collect information about EAL CYP effectively (including all languages spoken at home)?","Choose…","No","Choose…",{"$f":"C33&COUNTIF($C$5:C33,C33)","v":"No21"}]
["9.2 Do the school effectively track  language development for all EAL CYP?","Choose…","No","Choose…",{"$f":"C34&COUNTIF($C$5:C34,C34)","v":"No22"}]
["9.3 Through effective assessment and communication with families, do the school effectively distinguish the extent to which a CYP has EAL and/or SEN needs and make provision for these?","Choose…","No","Choose…",{"$f":"C35&COUNTIF($C$5:C35,C35)","v":"No23"}]

{"sheet":"Progress tracker","index":3,"n_rows":2,"n_cols":1,"rows_kept":2,"cut":false,"hidden":false,"merged":[[1,0,1,17],[0,0,0,17]]}
["Progress tracker"]
[" - This page is a visual representation of your School or Setting audit\n - The charts show what proportion of your answers were 'Fully', 'Partially' or 'Not yet' met, overall and across the nine areas of the audit\n - Complete the audit routinely to show progress over time\n   TIP: Share your tracker with staff and governors to encourage buy-in across the school or setting community "]

{"sheet":"Action plan","index":4,"n_rows":125,"n_cols":5,"rows_kept":125,"cut":false,"hidden":false,"merged":[[0,0,0,3],[1,0,1,3]]}
["Action plan"]
[" - Indicators you selected in the School or Setting audit will appear here\n - Decide what actions need to take place to make progress in this area\n   TIP: Break things down into manageable tasks; there are two extra rows if you need them\n - Include a due date, who the task is delegated to and update when it is completed"]
["Indicator:","Due by:","Delegated to:","Completed?"]
["1.1. Does the school  recognise and celebrate the importance of bilingualism? Is there evidence of first languages being celebrated throughout the school and being used to support learning?",null,null,null,{"$f":"IF('School or Setting audit'!$C$5=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Displays and resources in your school reflect the diversity of CYP and range of languages in the school.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$5=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Books, reading schemes and class texts contain a diverse range of authors and characters.  (See WSA guide - Booklists)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$5=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["CYP's first languages are used in class to teach vocabulary and support written work.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$5=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$5=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$5=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["1.2  Does the school demonstrate how assemblies and other events are used as an opportunity to celebrate diversity and educate CYP about the world we live in?",null,null,null,{"$f":"IF('School or Setting audit'!$C$6=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Assemblies offer CYP the opportunity to learn about migration and about inclusion and other cultures and recognise relevant cultural events. (e.g., Eid, Diwali, Hannukah)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$6=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["CYP  are given opportunities to take part in special events such as the Day of Welcome (June), Refugee Week (June), Mother Language Day (Feb) GRT month (June), Roma day (April), European Languages Day (Sept), Black History Month (October).",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$6=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["The school identifies events which are relevant to the school community and encourages families with EAL and from EDC (Ethnically Diverse Communities) to join in.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$6=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$6=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$6=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["2.1 Is there a member of SLT who has specific responsibility for EAL? This may be a monitoring role with day-to-day functions delegated to others.",null,null,null,{"$f":"IF('School or Setting audit'!$C$8=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["A member of SLT is appointed as your EAL Lead. (A sample EAL Lead role description is available in the EAL thematic toolkit)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$8=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Governors are aware of EAL policies, data and development within the school through regular reporting.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$8=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$8=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$8=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["2.2 Do you deploy EAL funding strategically to support the learning of CYP with EAL and to fund services such as Language Line/INTRAN?",null,null,null,{"$f":"IF('School or Setting audit'!$C$9=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Check how much EAL funding your school is entitled to receive and how it can be spent most effectively (see Funding Guidance in  EAL padlet).",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$9=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[" Ensure that funding specifically for refugee CYP specifically is claimed and used effectively. (More information on the Refugee and Asylum Seeker padlet)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$9=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure all staff have access to interpretation services. Check how to access INTRAN to support effective communication with CYP and families (see INTRAN on WSA guide)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$9=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$9=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$9=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["2.3 Does the school's development plan have clear objectives and strategies for ensuring the attainment of minority ethnic, newly arrived and more advanced CYP with EAL?",null,null,null,{"$f":"IF('School or Setting audit'!$C$10=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Communicate EAL development plans to all staff and governors.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$10=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Carry out learning walks with a focus on EAL provision/effective teaching and behaviour management strategies in lessons.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$10=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$10=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$10=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["2.4 Are appropriate access arrangements for examinations are made  for CYP with EAL?",null,null,null,{"$f":"IF('School or Setting audit'!$C$11=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Eligible CYP are given extra time / use of a bi-lingual dictionary / translated copies of SATS papers which they are entitled to.  (see SATs guidance and GCSE guidance on EAL padlet)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$11=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$11=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$11=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["3.1 Does the school have an EAL policy which is accessible to all staff and parents?",null,null,null,{"$f":"IF('School or Setting audit'!$C$13=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure you have an EAL policy which includes include information about admissions, induction, assessment and support available to CYP, as well as how you communicate effectively with families. (See Policy template in WSA guide)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$13=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["      Make the policy accessible to all staff and parents.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$13=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$13=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$13=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["3.2 Does the school  have rigorous anti-bullying and anti-racism policies in place and are staff aware of how to deal with racist incidents?",null,null,null,{"$f":"IF('School or Setting audit'!$C$14=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Policies include clear processes for recording and responding to prejudice-based incidents and these are accessible to staff and parents. (see WSA guide)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$14=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["CYP are taught to respect diversity and are aware of what constitutes bullying and racism and how to report it.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$14=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$14=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["4.1 Is the School Council fully representative of all CYP?",null,null,null,{"$f":"IF('School or Setting audit'!$C$16=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["CYP with EAL and from EDC are represented on School Council.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$16=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["The School Council is encouraged to discuss ideas to maintain/improve the inclusive ethos of the school, develop cultural events, celebrate diversity, and promote bilingualism.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$16=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$16=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$16=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["4.2 Is CYP voice present throughout support plans, EHAPs, PEPs for UASC etc?",null,null,null,{"$f":"IF('School or Setting audit'!$C$17=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Interpretation Services (INTRAN/Language Line/other translation tools) are used when collecting CYP voice.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$17=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["CYP are involved in developing their own support plans based on their concerns and areas of need (see Primary and Secondary examples and Support Plan template on EAL Padlet - Model Support Plans) ",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$17=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$17=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$17=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["4.3 Does the school organise an effective buddy scheme (e.g. Young Interpreters Scheme)?",null,null,null,{"$f":"IF('School or Setting audit'!$C$18=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Explore information on how to set up to the Young Interpreter Scheme. (See one-minute guide on Young Intperpreters Scheme)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$18=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure all CYP are enabled to become helpful and empathetic buddies for CYP with EAL. (See Buddy guidance on EAL padlet)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$18=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$18=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$18=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["5.1 Does the school provide support to CYP during admission, induction and transition to our school?",null,null,null,{"$f":"IF('School or Setting audit'!$C$20=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure the school has an EAL Welcome Pack (see Welcome Pack, within NCC guidance on Transitions) to support to CYP to navigate a new school system within a new culture.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$20=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Watch our Bite Sized Briefing on Welcoming CYP with EAL into School",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$20=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Arrange Interpretation/Translation Services that are available to all staff to ensure effective communication with CYP",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$20=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$20=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$20=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["5.2 Do all staff know how to respond to and support CYP who have EAL?",null,null,null,{"$f":"IF('School or Setting audit'!$C$21=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Arrange CPD to ensure staff have the skills to support new arrivals with EAL. (see WSA guide)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$21=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure staff are trained to support the continued development of language skills in more advanced EAL CYP.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$21=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$21=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["5.3 Do the school provide regular opportunities for staff to discuss concerns linked to individual CYP with EAL?",null,null,null,{"$f":"IF('School or Setting audit'!$C$22=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure staff have opportunities to meet your EAL Lead to discuss CYP with EAL who are facing particular barriers and / or to discuss effective EAL strategies.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$22=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$22=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$22=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["6.1 Do the school support EAL families to fully partake in the life of the school  (e.g. parents’ evenings, events, trips etc.)?",null,null,null,{"$f":"IF('School or Setting audit'!$C$24=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure clear systems are in place for effective communication with parents with EAL (including use of INTRAN interpretation service), which all staff (office/pastoral/teaching) are familiar with. This is crucial in relation to Safeguarding concerns",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$24=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Check that parents of CYP with EAL are attending school events and understand any correspondence about these events.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$24=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Provide parents with information about adult English lessons, EAL support groups etc. (Signposting to Family Support on WSA guide)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$24=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure parents and families actively encouraged to attend and contribute to events celebrating cultural diversity and bilingualism.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$24=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$24=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$24=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["6.2 Are EAL families supported to understand school processes and all aspects of school life, including online platforms, school trips, exams etc?",null,null,null,{"$f":"IF('School or Setting audit'!$C$25=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure that parents with EAL are aware of and able to access online platforms for communication/homework etc.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$25=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Provide parents with information about the English school system? (Translated school system information is available to download from link in WSA guide) and the exams that their CYP will be taking.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$25=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure that parents know the full range of exams on offer (secondary), particularly first-language GCSEs (see First Language GCSE guidance on EAL padlet)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$25=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$25=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$25=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["7.1 Are opportunities provided within the curriculum to discuss issues of identity and ethnicity, and is the curriculum designed to reflect a diverse world view?",null,null,null,{"$f":"IF('School or Setting audit'!$C$27=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure all CYP learn about immigration, different cultures and explore difference, diversity, and equality (e.g. through RSHE and other subjects)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$27=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Check that the library and reading schemes include books with a diverse range of characters and books that inform about tolerance, difference, diversity and migration. (See Booklists in WSA guide)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$27=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$27=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$27=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$27=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["7.2 Do staff use a range of EAL friendly strategies in their classrooms to support vocabulary development, reading and writing?",null,null,null,{"$f":"IF('School or Setting audit'!$C$28=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure that teachers understand and employ teaching strategies and resources to support CYP with EAL  (See EAL padlet and in EAL CPD in Universal Support)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$28=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Make staff aware of the range of webinars and resources available from the Bell Foundation. ",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$28=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$28=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$28=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["7.3 Where appropriate and available, do the school offer alternative qualifications ?",null,null,null,{"$f":"IF('School or Setting audit'!$C$29=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Make a range of qualifications available for CYP with EAL to take,including                             First Language GCSEs and Alternative Qualifications (e.g ESOL, Functional Skills, Step Up to English etc. Share these options with CYP and parents",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$29=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$29=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$29=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["8.1 Are all staff offered CPD opportunities to support EAL CYP including training around trauma?",null,null,null,{"$f":"IF('School or Setting audit'!$C$31=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Provide EAL training for staff  as part of school CPD.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$31=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Make staff aware of  webinars and CPD available from the Bell Foundation.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$31=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure that additional support is made available for refugee and asylum seeker CYP.  (see Refugee and Asylum Seeker padlet)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$31=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Signpost and encourage staff to use resources which support refugee and asylum seeker CYP with trauma. (see Healing Classrooms and Anna Freud)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$31=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$31=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$31=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["9.1 Do the school's admissions process collect information about EAL CYP effectively (including all languages spoken at home)?",null,null,null,{"$f":"IF('School or Setting audit'!$C$33=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure a robust admissions process for CYP with EAL is in place? (use the NCC model EAL pupils profile Primary or Secondary  and provide interpretation for CYP and families ",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$33=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Include key data / information on your EAL register? (see Template EAL Register in WSA Guide)","R",null,"Choose…",{"$f":"IF('School or Setting audit'!$C$33=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure the EAL register is kept up to date and regularly monitored by the EAL Lead.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$33=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$33=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$33=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["9.2 Do the school effectively track  language development for all EAL CYP?",null,null,null,{"$f":"IF('School or Setting audit'!$C$34=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Use an EAL assessment tracking tool such as that from Bell Foundation or NASSEA to track and review CYP progress and adapt support accordingly? (see WSA guide)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$34=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Check EAL CYP progress regularly as part of pupil progress meetings.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$34=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Track cohort assessment data to ensure any gaps or barriers are identified and addressed.",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$34=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$34=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["9.3 Through effective assessment and communication with families, do the school effectively distinguish the extent to which a CYP has EAL and/or SEN needs and make provision for these?",null,null,null,{"$f":"IF('School or Setting audit'!$C$35=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Ensure that assessment and tracking systems help to distinguish whether a CYP has EAL and SEN. ",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$35=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Arrange access to appropriate assessment tools and be able to use appropriate support strategies  for CYPs with EAL and SEN? (See EAL/SEN guidance on EAL padlet.)",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$35=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
["Where concerns are raised about EAL/SEN, ensure support plans are used for a cycle of Assess, Plan, Do, Review and contact the EAL team for further support (contact through the SEND and Inclusion Support Line 0333 313 7165 ",null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$35=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$35=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]
[null,null,null,"Choose…",{"$f":"IF('School or Setting audit'!$C$35=\"Yes\",\"Show\",\"Hide\")","v":"Hide"}]

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["Audit tracker"]
[" - This page is a visual representation of your School auditresponses, separated by first and second audits\n - The charts show what proportion of your answers were 'Fully', 'Partially' or 'Not yet' met, overall and across the four areas of the audit\n   TIP: If you want to focus on one term only. Use the +/- button to the bottom left of each chart to open and close them"]
["Progress tracker - First Audit"]
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["Progress tracker - Second Audit"]

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["Local Authority",null,"Rating",null,"Yes/No",null,"Other Rating",null,null,"Term 1",null,"Term 2",null,null,null,null,null,null,null,null,"Action Time Frames",null,"Indicators"]
[null,null,"Choose…",null,"Choose…",null,null,null,null,"Total","Total %","Total","Total %",null,null,null,null,null,null,null,"Choose timeframe…"]
["Birmingham City Council",null,"Fully met",null,"Yes",null,"Yes, and have had an impact",null,null,{"$f":"$J$1","v":"Term 1"},{"$f":"$J$1","v":"Term 1"},{"$f":"$L$1","v":"Term 2"},{"$f":"$L$1","v":"Term 2"},null,null,"Rating Value",null,null,null,null,"Long Term",null,"1. The school anti-bullying policy specifically references homophobic, biphobic and transphobic bullying."]
["Bristol",null,"Partially met",null,"No",null,"Yes, but have had little impact",null,"Fully met",{"$f":"COUNTIFS('School or Setting audit'!$B$5:$B$25,$I4)","v":0},{"$f":"IFERROR($J4/$J$7,\"\")","v":""},{"$f":"COUNTIFS('School or Setting audit'!$D$5:$D$25,$I4)","v":0},{"$f":"IFERROR($L4/$L$7,\"\")","v":""},null,null,2,null,null,null,null,"Medium Term",null,"2. The policy references the Equality Act 2010 and shows our commitment to preventing and responding effectively to the bullying of protected* and vulnerable groups."]
["Derby",null,"Not yet met",null,null,null,"None",null,"Partially met",{"$f":"COUNTIFS('School or Setting audit'!$B$5:$B$25,$I5)","v":0},{"$f":"IFERROR($J5/$J$7,\"\")","v":""},{"$f":"COUNTIFS('School or Setting audit'!$D$5:$D$25,$I5)","v":0},{"$f":"IFERROR($L5/$L$7,\"\")","v":""},null,null,1,null,null,null,null,"Short Term",null,"3. The Head and Senior Management Team demonstrate a clear commitment to preventing and tackling homophobia, biphobia and transphobia."]
["Herefordshire",null,null,null,"Yes/No without Choose",null,null,null,"Not yet met",{"$f":"COUNTIFS('School or Setting audit'!$B$5:$B$25,$I6)","v":0},{"$f":"IFERROR($J6/$J$7,\"\")","v":""},{"$f":"COUNTIFS('School or Setting audit'!$D$5:$D$25,$I6)","v":0},{"$f":"IFERROR($L6/$L$7,\"\")","v":""},null,null,0,null,null,null,null,null,null,"4. Bullying is recorded by type, including homophobic, biphobic, transphobic and sexist bullying, and this data is regularly analysed, reported to governors and used to inform whole school developments."]
["Leicestershire",null,null,null,null,null,null,null,"Total",{"$f":"SUM(J4:J6)","v":0},0,0,0,null,null,null,null,null,null,null,null,null,"5. External organisations are or have been used to support and complement work to prevent and respond to HBT bullying. "]
["Lincolnshire",null,null,null,"Yes",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"6. The SRE curriculum and teaching is LGBT-inclusive and staff are confident to address same-sex relationships, gender stereotyping and gender identity."]
["Luton",null,null,null,"No",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"7. Lesbian, Gay, Bisexual and Trans (LGBT) people are visible in the curriculum, including in core subjects."]
["Norfolk",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"8. Diverse families and LGBT role models are visible throughout the school including on displays, electronic screens and in the library."]
["Gloucestershire",null,null,null,"Yes without Choose",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"9. LGBT equality is celebrated and events are used to raise awareness of the impact of homophobia, biphobia and transphobia."]
["South Gloucestershire",null,null,null,"No",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"10. School staff and pupils have a shared understanding of what bullying is."]
["Stoke-on-Trent",null,null,null,"Yes",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"11. All school staff, including governors, receive appropriate training and support to address HBT bullying."]
["Worcestershire",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"12. Skilled staff support students who want to discuss their sexual orientation and/or gender identity."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"13. Students are aware of how to report all incidents of homophobic, biphobic and transphobic bullying."]
[null,null,null,null,"Yes/No/Partially",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"14. Students are consulted about how the school's anti-bullying policy is implemented, including HBT bullying."]
[null,null,null,null,"Choose…",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"15. Students are supported to coordinate activities which promote a more LGBT-inclusive school."]
[null,null,null,null,"Yes",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"16. Parents and carers receive information about the requirements of the Equality Act 2010 and how the school tackles HBT bullying."]
[null,null,null,null,"No"]
[null,null,null,null,"Partially",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Second Audit",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"First Audit"]
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[null,null,null,null,null,null,null,null,"Fully met",null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"COUNTIFS('School or Setting audit'!$D$5:$D$6,$I23)","v":0},{"$f":"IFERROR($V23/$V$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$V23","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$8:$D$11,$I23)","v":0},{"$f":"IFERROR($Y23/$Y$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$Y23","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$13:$D$14,$I23)","v":0},{"$f":"IFERROR($AB23/$AB$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$AB23","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$16:$D$18,$I23)","v":0},{"$f":"IFERROR(AE23/$AE$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$AE23","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$20:$D$22,$I23)","v":0},{"$f":"IFERROR(AH23/$AH$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$AE23","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$24:$D$25,$I23)","v":0},{"$f":"IFERROR(AK23/$AK$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$AE23","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$27:$D$29,$I23)","v":0},{"$f":"IFERROR(AN23/$AN$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$AN23","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$31:$D$31,$I23)","v":0},{"$f":"IFERROR(AQ23/$AQ$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$AQ23","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$33:$D$35,$I23)","v":0},{"$f":"IFERROR(AT23/$AQ$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$AT23","v":0},{"$f":"COUNTIFS('School or Setting audit'!$B$5:$B$6,$I23)","v":0},{"$f":"IFERROR($AW23/$AW$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$AW23","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$8:$B$11,$I23)","v":0},{"$f":"IFERROR($AZ23/$AZ$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$AZ23","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$13:$B$14,$I23)","v":0},{"$f":"IFERROR($BC23/$BC$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$BC23","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$16:$B$18,$I23)","v":0},{"$f":"IFERROR(BF23/$BF$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$BF23","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$20:$B$22,$I23)","v":0},{"$f":"IFERROR(BI23/$BF$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$BF23","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$24:$B$25,$I23)","v":0},{"$f":"IFERROR(BL23/$BF$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$BF23","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$27:$B$29,$I23)","v":0},{"$f":"IFERROR(BO23/$BO$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$BO23","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$31:$B$31,$I23)","v":0},{"$f":"IFERROR(BR23/$BR$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$BR23","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$33:$B$35,$I23)","v":0},{"$f":"IFERROR(BU23/$BU$26,0)","v":0},{"$f":"VLOOKUP($I23,$I$1:$N$6,4)*$BU23","v":0}]
[null,null,null,null,null,null,null,null,"Partially met",null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"COUNTIFS('School or Setting audit'!$D$5:$D$6,$I24)","v":0},{"$f":"IFERROR($V24/$V$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$V24","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$8:$D$11,$I24)","v":0},{"$f":"IFERROR($Y24/$Y$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$Y24","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$13:$D$14,$I24)","v":0},{"$f":"IFERROR($AB24/$AB$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$AB24","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$16:$D$18,$I24)","v":0},{"$f":"IFERROR(AE24/$AE$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$AE24","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$20:$D$22,$I24)","v":0},{"$f":"IFERROR(AH24/$AH$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$AE24","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$24:$D$25,$I24)","v":0},{"$f":"IFERROR(AK24/$AK$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$AE24","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$27:$D$29,$I24)","v":0},{"$f":"IFERROR(AN24/$AN$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$AN24","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$31:$D$31,$I24)","v":0},{"$f":"IFERROR(AQ24/$AQ$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$AQ24","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$33:$D$35,$I24)","v":0},{"$f":"IFERROR(AT24/$AQ$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$AT24","v":0},{"$f":"COUNTIFS('School or Setting audit'!$B$5:$B$6,$I24)","v":0},{"$f":"IFERROR($AW24/$AW$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$AW24","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$8:$B$11,$I24)","v":0},{"$f":"IFERROR($AZ24/$AZ$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$AZ24","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$13:$B$14,$I24)","v":0},{"$f":"IFERROR($BC24/$BC$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$BC24","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$16:$B$18,$I24)","v":0},{"$f":"IFERROR(BF24/$BF$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$BF24","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$20:$B$22,$I24)","v":0},{"$f":"IFERROR(BI24/$BF$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$BF24","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$24:$B$25,$I24)","v":0},{"$f":"IFERROR(BL24/$BF$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$BF24","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$27:$B$29,$I24)","v":0},{"$f":"IFERROR(BO24/$BO$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$BO24","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$31:$B$31,$I24)","v":0},{"$f":"IFERROR(BR24/$BR$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$BR24","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$33:$B$35,$I24)","v":0},{"$f":"IFERROR(BU24/$BU$26,0)","v":0},{"$f":"VLOOKUP($I24,$I$1:$N$6,4)*$BU24","v":0}]
[null,null,null,null,null,null,null,null,"Not yet met",null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"COUNTIFS('School or Setting audit'!$D$5:$D$6,$I25)","v":0},0,{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$V25","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$8:$D$11,$I25)","v":0},0,{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$Y25","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$13:$D$14,$I25)","v":0},0,{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$AB25","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$16:$D$18,$I25)","v":0},0,{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$AE25","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$20:$D$22,$I25)","v":0},{"$f":"IFERROR(AH25/$AH$26,0)","v":0},{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$AE25","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$24:$D$25,$I25)","v":0},{"$f":"IFERROR(AK25/$AK$26,0)","v":0},{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$AE25","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$27:$D$29,$I25)","v":0},{"$f":"IFERROR(AN25/$AN$26,0)","v":0},{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$AN25","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$31:$D$31,$I25)","v":0},{"$f":"IFERROR(AQ25/$AQ$26,0)","v":0},{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$AQ25","v":0},{"$f":"COUNTIF('School or Setting audit'!$D$33:$D$35,$I25)","v":0},{"$f":"IFERROR(AT25/$AQ$26,0)","v":0},{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$AT25","v":0},{"$f":"COUNTIFS('School or Setting audit'!$B$5:$B$6,$I25)","v":0},0,{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$AW25","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$8:$B$11,$I25)","v":0},0,{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$AZ25","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$13:$B$14,$I25)","v":0},0,{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$BC25","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$16:$B$18,$I25)","v":0},0,{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$BF25","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$20:$B$22,$I25)","v":0},0,{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$BF25","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$24:$B$25,$I25)","v":0},0,{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$BF25","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$27:$B$29,$I25)","v":0},{"$f":"IFERROR(BO25/$BO$26,0)","v":0},{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$BO25","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$31:$B$31,$I25)","v":0},{"$f":"IFERROR(BR25/$BR$26,0)","v":0},{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$BR25","v":0},{"$f":"COUNTIF('School or Setting audit'!$B$33:$B$35,$I25)","v":0},{"$f":"IFERROR(BU25/$BU$26,0)","v":0},{"$f":"VLOOKUP($I25,$I$1:$N$6,4)*$BU25","v":0}]
[null,null,null,null,null,null,null,null,"Total",null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(V23:V25)","v":0},{"$f":"SUM(W23:W25)","v":0},0,0,0,0,0,0,0,0,0,0,{"$f":"SUM(AH23:AH25)","v":0},0,0,0,0,{"$f":"SUM(AM23:AM25)","v":0},0,0,{"$f":"SUM(AP23:AP25)","v":0},0,0,0,0,0,0,{"$f":"SUM(AW23:AW25)","v":0},{"$f":"SUM(AX23:AX25)","v":0},{"$f":"SUM(AY23:AY25)","v":0},0,0,0,0,0,0,0,0,0,{"$f":"SUM(BI23:BI25)","v":0},0,0,0,0,0,{"$f":"SUM(BO23:BO25)","v":0},0,0,0,0,0,0,0,0]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Indicators","Comments"]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"1. The school anti-bullying policy specifically references homophobic, biphobic and transphobic bullying.","Fully met: Policy specifically references homophobic, biphobic and transphobic bullying and how the school monitors and plans to address it.\nPartially met: Policy references homophobic, biphobic or transphobic bullying (but not all three).\nNot yet met: Policy doesn't reference homophobic, biphobic or transphobic bullying."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"2. The policy references the Equality Act 2010 and shows our commitment to preventing and responding effectively to the bullying of protected* and vulnerable groups.","Fully met: Policy references the Equality Act and protected characteristics, and includes a statement of commitment to preventing and responding effectively.\nPartially met: Policy references the Equality Act but does not include an explicit statement of commitment and/or protected characteristics.\nNot yet met: Policy does not reference the Equality Act.\n*Protected characteristics: age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex, sexual orientation"]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"3. The Head and Senior Management Team demonstrate a clear commitment to preventing and tackling homophobia, biphobia and transphobia.","Fully met: The Head/SMT has provided a clear commitment to prevent and tackle HBT bullying via whole-school approach to reach students, parents and school staff by, for example, sending a letter home to parents/carers, within staff induction/inset days, statement on website and/or within anti-bullying policy.\nPartially met: Members of SMT have gone to some lengths to provide a clear commitment to prevent and tackle HBT bullying but not via a whole school approach that reaches the whole-school community. \nNot yet met: The Head and/or SMT has not provided any formal commitment to prevent and tackle HBT bullying."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"4. Bullying is recorded by type, including homophobic, biphobic, transphobic and sexist bullying, and this data is regularly analysed, reported to governors and used to inform whole school developments.","Fully met: Bullying is recorded by type, that includes HBT and sexist bullying, and data is regularly analysed, reported and used.\nPartially met: Bullying is recorded by type that does not include HBT and sexist bullying OR data is rarely analysed, reported and used.\nNot yet met: Bullying is not recorded by type and data is rarely analysed, reported and used."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"5. External organisations are or have been used to support and complement work to prevent and respond to HBT bullying. ","Fully met: the school has had input from external organisations in the last three years and this has had a significant, positive impact on how the school approaches HBT bullying.\nPartially met: input from external organisations has been superficial (e.g. using resources) or took place more than 3 years ago and has had a minimal impact on how the school approaches HBT bullying.\nNot yet met: No input from external organisations."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"6. The SRE curriculum and teaching is LGBT-inclusive and staff are confident to address same-sex relationships, gender stereotyping and gender identity.","Fully met: The SRE curriculum explicitly addresses LGBT people and staff who deliver SRE have received training/support in LGBT inclusive delivery. \nPartially met:  The SRE curriculum covers some LGBT issues but teaching does not always use inclusive language and staff who deliver SRE have not received training/support.\nNot yet met: The SRE curriculum does not address LGBT people and teaching does not use inclusive language, such as partner instead of boyfriend/girlfriend."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"7. Lesbian, Gay, Bisexual and Trans (LGBT) people are visible in the curriculum, including in core subjects.","Fully met: LGBT people are visible in multiple subjects across the curriculum.\nPartially met: LGBT people are visible in a few subjects across the curriculum.\nNot yet met: LGBT people are visible in no subjects across the curriculum."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"8. Diverse families and LGBT role models are visible throughout the school including on displays, electronic screens and in the library.","Fully met: Diverse families and a variety of LGBT role models are visible in multiple places in the school.\nPartially met: Diverse families and LGBT role models are visible in only one place within school.\nNot yet met: Diverse families and LGBT role models are not visible in the school."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"9. LGBT equality is celebrated and events are used to raise awareness of the impact of homophobia, biphobia and transphobia.","Fully met: LGBT equality has been celebrated regularly and has included events such as LGBT History Month to raise awareness.\nPartially met: LGBT equality has been celebrated on a one-off or infrequent basis.\nNot yet met: LGBT equality has not been celebrated either in events or other ways."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"10. School staff and pupils have a shared understanding of what bullying is.","Fully met: The school has a shared definition of what bullying is, that is understood, stated in policies and discussed  amongst all staff and pupils.\nPartially met: The school has a shared definition of bullying that is infrequently referred to or not in policies, or only discussed  amongst some staff and pupils.\nNot yet met: The school has no shared definition of bullying. \nABA defines bullying as the repetitive, intentional hurting of one person or group by another person or group where the relationship involves an imbalance of power. Bullying can be physical, verbal or psychological and can happen face to face or online."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"11. All school staff, including governors, receive appropriate training and support to address HBT bullying.","Fully met: Training is provided regularly for all staff/governors, and additional support is clearly signposted.\nPartially met: Training has been provided for some staff/governors.\nNot yet met: No staff/governors have received training in the last three years."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"12. Skilled staff support students who want to discuss their sexual orientation and/or gender identity.","Fully met: Pupils are made aware that they can discuss their sexual orientation and/or gender identity with any member of staff.\nPartially met: Pupils are made aware that they can discuss their sexual orientation and/or gender identity with some members of staff. \nNot yet met: Pupils are not made aware that they can discuss their sexual orientation and/or gender identity with staff."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"13. Students are aware of how to report all incidents of homophobic, biphobic and transphobic bullying.","Fully met: Processes for reporting incidents of HBT bullying are communicated to students through a variety of channels.\nPartially met: Processes for reporting incidents of HBT bullying are not clearly communicated to students or use only a single channel.\nNot yet met: Processes for reporting incidents of HBT bullying are not in place."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"14. Students are consulted about how the school's anti-bullying policy is implemented, including HBT bullying.","Fully met: Systems are in place to consult all students about the school's anti-bullying policy on a regular basis.\nPartially met: Students or some students have been consulted about the school's anti-bullying policy, but on a one-off or irregular basis.\nNot yet met: Students have not been consulted about the school's anti-bullying policy. "]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"15. Students are supported to coordinate activities which promote a more LGBT-inclusive school.","Fully met: Students are encouraged to coordinate activities that promote LGBT inclusion with the support of staff.\nPartially met: Students have independently coordinated activities that promote LGBT inclusion.\nNot yet met: There have been no student-coordinated activities that promote LGBT inclusion."]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"16. Parents and carers receive information about the requirements of the Equality Act 2010 and how the school tackles HBT bullying.","Fully met: Parents and carers receive regular information through a variety of channels.\nPartially met: Information is available for parents and carers but not actively promoted to them.\nNot yet met: Information is not available for parents and carers."]