THE AGENDA

• Comparing the Status of DSLs to that of the SENCO: What does this mean for DSLs and Leaders alike?
• Beyond Training for Governors, Staff and what specific national DSL training resources are available?
• Recognising the strain that essential responsibilities such as engagement with local safeguarding partners and the delivery of training has on DSLs timetable
• Creating a shared best practice for safeguarding tech and tools so that burdens are not made heavier through clunky processes and paper trails

• Feedback from the recent The Children’s Mental Health Recovery Commission review of the mental health needs of students
• Identifying needs in State and Independent schools provision
• The requirements on school staff to support mental health issues
• Can PHSE support mental health

• What is the global research telling us about both the practicalities and impact of building positive psychology, physicality and relationships?
• Mapping the emerging national wellbeing partnerships, programmes resources to increase staff and student wellbeing
• Putting policy into practice and vice-versa: Are policy makers recognising wellbeing as a statutory and funding priority and what support can schools expect?

• Why schools being accused of “consistently underestimating” the scale of the issue and how leaders and DSL’s can actively turn these accusations around.
• Where is the pressure on parents and why are schools being left to tackle underlying issues and take responsibility for unacceptable student behaviour?
• Are schools unlocking statutory RSHE and what best practice is emerging around embedding this as a whole-school practice?
• Spotting extreme attitudes i.e. an ‘In-cel’ mind-set in young people.
• What options are available to schools in tackling the question of technology enabled abuse beyond an outright phone-ban?

• With over 60,000 racist incidents being recorded by some schools over the past 5 years what is or isn’t being done to examine the true extent of racism in schools?
• How the Welsh government is leading the way in making BAME history mandatory in the Welsh Curriculum
• Helping to embed a culture of anti-racism through the training for teachers and scholarships for BAME students looking to enter teaching

This session is available for sponsorship

• Until government and tech companies can fix encryption and authentication what powers do schools have to monitor and restrict access to harmful content and channels?
• How can teachers be expected to understanding and combat the ever proliferating avenues, risks and tell-tale behaviours of dangers as varied as radicalisation to gaming and gambling?
• How schools can work with parents to empower students to make the right decision whatever the circumstance?

This session is available for sponsorship

• Mapping the ever increasing role of safeguarding against the greater demands on schools, where does the buck stop with school responsibilities?
• As the surface area of child protection increases for schools with extended days, term times and online learning, is this increased responsibility being met with funding?
• From widespread bans on mobile phones in school to a national behaviour surveys are government initiatives enough to stem the tide or simply paying lip service?

• How far right extremism has proliferated over the lockdown and what early exposure can mean for the long-chain of radicalisation
• What does the revised pre-vent duty say about far right and white supremacist radicalisation?
• Educating schools about the specific exposure risks to extremism via online mechanisms from social media to gaming
• Recognising the language, sub-cultures, and iconography of modern far right extremism to build a culture of preventing radicalisation

• Examining the role of creative arts in both repairing and fending off mental health issues during and after the pandemic
• How employing creative enrichment should be understood both as an avenue for expression and healing as well as a co-factor in academic progress
• With extended schools and more inter-school community support available is now the time for a revolution in extra-curricular creative offering for children?

• What role can RSHE play in shifting sexual harassment and abuse from being normalised in schools and
• From training time, resources and confidence, what barriers are schools and teachers experiencing in implementing RSHE
• The importance of addressing psycho-social factors and of giving students the space and guided opportunity to engage in explorative discussion
• Ensuring that RSHE is inclusive in teaching and delivery with consideration for SEND, BAME and LGBT specific inclusion

• The big picture – why should we focus on staff wellbeing?
• Is there a silver bullet to improve wellbeing – what works?
• What is the charter? Who created it and why?
• How can your organisation use the charter?

• Promoting positive relationships with students as the golden thread to a school’s muti-pronged wellbeing strategies
• Embedding improvement practices around social and emotional learning (SEL) by demonstrating these behaviours as staff
• Supporting students to confidently grapple with Metacognitive and self-regulated learning styles by promoting language and enforcing positive behaviours