How will ISI inspect safeguarding in schools?

Introduction

The framework outlines ISI's principles and method for inspecting independent schools. It describes ISI's approach to evaluations and how inspections assess and report on the quality of education provided. ISI inspection reports include a clear statement on the extent to which the Independent School Standards and other relevant standards are met.

ISI Principles of Inspection

ISI's inspection practice is built on four principles:

1.         Manageability: ISI aims to align inspection practices with the school's daily operations to minimise unnecessary workload for both the school and the inspection team.

2.         Collaboration: Inspectors work alongside school leaders and staff, discussing evidence and sharing emerging findings where appropriate.

3.         Triangulation and Typicality: Inspectors evaluate a range of evidence to determine what is typical for pupils over time, considering school records and the context of their observations.

4.         Proportionality: Inspectors use professional judgment to determine if weaknesses indicate a failure to meet standards. Minor, easily rectifiable errors are judged proportionately, whereas systemic failings lead to a conclusion that standards are unmet.

 

This inspection framework emphasises that the school's leadership, management, and governance are primarily responsible for actively promoting the wellbeing of pupils, which is central to ISI's evaluation of the school.

 

Involvement of Pupils

This inspection framework encourages actively seeking pupils' views during inspections and in daily school life. Schools should consider pupils' views, wishes, and feelings about their school experience.

 

Structure of Reporting

The inspection framework and reports begin with a summary of findings and include the following sections:

1.         Leadership and Management: Evaluates leadership throughout the school, not just senior leadership, and distinguishes between governance and executive management roles.

2.         Pupils' Education: Assesses the quality of education, including clear reporting on pupils’ progress and outcomes.

3.         Pupils' Wellbeing: Reviews pupils' physical, mental, and emotional health according to relevant standards and statutory guidance.

4.         Pupils' Social and Economic Wellbeing: Examines pupils' social and economic wellbeing, including careers provision.

5.         Safeguarding: The final section addresses the protection of pupils from harm and neglect, referencing applicable statutory guidance.

Reporting will include assessments of the Early Years Foundation Stage and National Minimum Standards for boarding where relevant.

 

Section 1: Leadership and management, and governance

Inspectors will assess and report on the effectiveness of leadership at all levels in a school, focusing on how well leaders demonstrate the skills and knowledge required for their roles and fulfil their responsibilities. They will review various evidence sources, including how those with governance responsibilities ensure that leaders and managers are meeting the Standards.

 

The proprietor, including those with governance responsibilities, must ensure that school leaders have the necessary skills and knowledge and fulfil their responsibilities effectively to meet relevant standards and statutory guidance. Leadership must also ensure that the school’s aims, and ethos are documented, communicated to parents and staff, and known to pupils, and that these principles are effectively implemented.

 

Section 2: Pupils’ education, training and recreation

The quality of education, training, and recreation, including pupil progress, is crucial to evaluating a school's provision and is a key focus in inspections. Leadership must ensure the curriculum meets pupils' ages, aptitudes, and needs, including those with special educational needs and disabilities. For younger pupils, leadership must provide an activities program that supports their communication and language development, following the Early Years Foundation Stage framework.

 

The Standards apply to all pupils, including those with special educational needs and/or disabilities (SEND) and those with education, health, and care (EHC) plans. School leadership must ensure that policies, plans, teaching, and assessment address these pupils' needs. Information about educational and welfare provisions for pupils with EHC plans and those for whom English is an additional language must be made available as required by the relevant standards.

 

Section 3: Pupils’ physical and mental health and emotional wellbeing

Leadership must ensure that the school's curriculum policy is effectively implemented through plans and schemes of work that:

·       Reflect the school's aims and ethos.

·       Foster mutual trust and respect, especially for individuals with protected characteristics (e.g., age, disability, race, etc.).

·       Develop pupils' spiritual and moral knowledge.

·       Promote pupils' self-knowledge, self-esteem, and self-confidence.

 

Leadership must ensure that the school’s curriculum effectively addresses pupils’ needs in physical education and personal and health education through well-implemented plans and programs, allowing all pupils the opportunity to learn and make progress.

 

Leadership must ensure that pupils receive relationships education or relationships and sex education (RSE) in accordance with the latest statutory guidance and relevant legislation. Additionally, leaders must promote good behaviour by having a written behaviour policy that includes sanctions for misbehaviour and follows available guidance.

 

Leadership must ensure that boarders receive good quality sleeping and living accommodation that meets relevant standards, and that their possessions are properly accommodated. Additionally, if the school provides food and drink, it must meet required standards, and pupils with disabilities must receive appropriate assistance to eat in a dignified and choice-promoting manner.

 

Section 4: Pupils’ social and economic wellbeing, and contribution to society

Leadership must ensure the curriculum policy is effectively implemented through suitable plans and schemes, providing human, social, and economic education that:

·       Reflects the school’s aims and ethos.

·       Encourages respect for individuals with protected characteristics.

·       Promotes fundamental British values.

·       Develops social and cultural knowledge.

·       Provides secondary-aged pupils with accurate and impartial careers guidance for informed decision-making.

For younger pupils, leadership must ensure they experience activities that support their social development according to their educational needs.

 

Leadership must ensure that pupils are well-prepared for the opportunities, responsibilities, and experiences of life in British society.

 

Safeguarding

Leadership must ensure that safeguarding arrangements meet the requirements of relevant standards and statutory frameworks, including those for early years, boarding schools, residential special schools, and further education colleges. Inspection findings on safeguarding are based on available evidence and statutory guidance, but inspections cannot guarantee absolute safety.

 

The proprietor must ensure that leaders and managers:

·       Implement effective safeguarding arrangements that meet the latest statutory guidance and relevant regulations.

·       Promote effective collaboration with other partnerships and agencies for pupil protection.

·       Take appropriate measures to manage risks, protect pupils from harm, and handle incidents effectively.

 

Early Years

The inspection team will assess how effectively leadership promotes the wellbeing of all children, including those in early years, when evaluating the whole school. The provision for children from birth to five will be reported according to the Early Years Foundation Stage framework. Additionally, any provision in Ofsted-registered settings will be evaluated and reported following Ofsted’s Education Inspection Framework and guidance.

 

Boarding

Leadership must ensure that safeguarding and welfare arrangements for boarders meet the National Minimum Standards for boarding schools. The inspection team will evaluate how effectively leadership promotes boarders' wellbeing as part of the overall school assessment. Specific aspects of boarding provision will be reported separately in a dedicated section of the inspection report.

 

Evaluation

The inspection team will use professional judgment to assess and report on the quality of provision at the school by evaluating pupil outcomes. The report will be evidence-based, reflecting the inspectors' observations and findings, and will be written clearly and unambiguously.

 

Significant strengths in provision

If the inspection team identifies significant strengths in any aspect of the school's provision related to the framework's four sections, these may be included in the report. Such strengths must show a clear, beneficial impact on pupils. School leaders must also address any potential unintended negative consequences or missed opportunities for pupils who do not benefit from these aspects.

 

Specific and serious and/or multiple failings in the school’s provision

If the inspection team finds serious failings in the school's provision or identifies that multiple standards are not met, this will be indicated in the report. Such findings will be included in both the summary section and the relevant sections of the report.

 

How schools will be inspected

Schools are typically inspected routinely every three years, with reports following the framework structure. There are three types of non-routine inspections:

1.         Material Change: For schools applying to change their registration terms, such as extending their age range.

2.         Progress Monitoring: For schools that have previously failed to meet standards, to check for improvement.

3.         Additional: For urgent inspections requested by the Department for Education.

 

Before Inspection 

Routine inspections are typically announced with up to two days' notice. Schools usually receive notification via a phone call from the ISI delivery team the day before the inspection starts. The reporting inspector will then have a pre-inspection call with the headteacher on the same day as the notification to discuss the inspection process and address any questions.

 

Onsite Inspection

During an onsite inspection, the focus is on observing the school's daily operations and gathering pupil views. Inspectors will spend most of their time conducting planned activities and interacting throughout the school, speaking with pupils, staff, parents, leaders, the proprietor, governors, and the Chair of Governors. The reporting inspector will maintain regular contact with the headteacher. At the end of the inspection, provisional feedback on emerging findings will be provided, but these findings are not final until the inspection report is published.

 

Code of Conduct for Inspections

Inspectors must follow the code of conduct and maintain the highest professional standards throughout the inspection process, including before, during, and after the inspection.

 

Resources:

ISI Inspection Framework: https://www.isi.net/site/uploads/isi_inspection_framework.pdf

The Education (Independent School Standards) Regulations 2014 - https://www.legislation.gov.uk/uksi/2014/3283/schedule/made

Independent School Council - https://www.isc.co.uk/

National Minimum Standard for Boarding Schools - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1160273/National_Minimum_Standards_for_boarding_schools.pdf

Children with special educational needs and disabilities (SEND) - https://www.gov.uk/children-with-special-educational-needs

Early years foundation stage (EYFS) statutory framework - https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2