Interactive version

11. The ISI Framework places the existing responsibilities of the school's leadership and management and governance to actively promote the wellbeing of pupils at the centre of ISI's evaluation of the school's provision.
12. This is because Part 8 of the Standards (Quality of leadership and management of schools) places a duty on the proprietor to ensure that persons with leadership and management responsibilities at the school:
    4. demonstrate good skills and knowledge appropriate to their role so that the Standards are met consistently
    5. fulfil their responsibilities effectively so that the Standards are met consistently; and
    6. actively promote the wellbeing of pupils.
13. The meaning of 'wellbeing' for the purposes of the Standards, and ISI's values, is defined by section 10(2) of the Children Act 2004 as relating to:
    • Pupils' physical and mental health and emotional wellbeing
    • Protection of pupils from harm and neglect
    • Pupils' education, training and recreation
    • Pupils' contribution to society
    • Pupils' social and economic wellbeing.
    Therefore, in order to meet the required leadership standard in the Standards, the proprietor, leaders and managers must actively promote these five aspects of pupils' wellbeing.
14. This approach does not place any additional responsibility on schools or introduce additional requirements that are not already contained in the Standards. School leaders are already required to 'actively promote the wellbeing of pupils. The definition of 'wellbeing' is clearly articulated by statute and incorporated in the Standards. Evidence of effective provision can be clearly demonstrated as stated in the ISI Framework across the many aspects of school life that are covered by the Standards.
15. There are many sources of further helpful advice and guidance on wellbeing. In exploring this complex area, ISI will pay particular regard to guidance published by the UK government, for example HM Treasury's Wellbeing Guidance for Appraisal: Supplementary Green Book Guidance1, which identifies ten dimensions of wellbeing (with the relevant sections of the ISI Framework in brackets):
    • Personal wellbeing (Section 3)
    • Health (Section 3)
    • Relationships (Section 3)
    • Environment (Section 4)
    • What we do (Section 4)

    • Where we live (Section 4)
    • Personal finances (Section 4)
    • Governance (Section 1)
    • Economy (Section 4)
    • Education and Skills (Section 2)

16. ISI's careful consideration of pupil survey responses gathered on a range of inspections suggests that there are different 'levels' of school culture, which may be experienced at the same time within a school:

    Level 1: The positive outward face of the school community. Governors, leadership, staff, pupils and parents highlight the many positive aspects of the school. This wholly positive aspect of the school is evident for example on the school website, documentation, displays and performances, prize giving, open day/evening presentations and tours.

    Level 2: The day-to-day experience of the school community – issues arise but these are mostly dealt with appropriately. Questionnaire responses are generally positive and most pupils agree with positive statements about the school.

    Level 3: Some members of the school community (and this may be a small number) are impacted by negative and damaging behaviours and attitudes such as racism, misogyny and bullying. Experiences may be 'secret and separate', and evidence may be harder to see. This aspect of school life may be hidden from view and requires very effective mechanisms in place for hearing from pupils and staff. Evidence may be located in the detail in the safeguarding, behaviour, bullying and complaints logs. It may be found in the small negative percentages in questionnaires and negative comments included among a larger number of positive comments. Deep listening and noticing are required to access this level.

17. This approach to the consideration of various levels of school culture may support adapting existing risk strategies as necessary to identify and manage the risk to pupils' wellbeing of pupils experiencing harmful behaviours and attitudes. In some cases, these risks may be harder to spot, and less obvious to existing risk mitigation strategies. Inspectors will be interested to hear from school leaders how they enable pupils' voices which may be harder to hear, so that they can ensure that appropriate strategies are in place to support these pupils.
18. Where inspectors evaluate that school staff are failing to prevent bullying related to protected characteristics² or that leaders and/or staff are allowing a hostile culture, this is likely to result in unmet Standards, including ISSR paragraph 3(j) (which requires that the proprietor ensures that the teaching at the school does not discriminate against pupils contrary to Part 6 of the Equality Act 2010) and ISSR paragraph 5(b)(vi), (which provides that the standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor ensures that principles are actively promoted which encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act).

20. Inspectors must be mindful of the impact of inspections on the workload of leaders and staff in schools. Inspectors must be sensitive to this at all stages of the inspection. The work of inspectors should not unduly disrupt the usual day-to-day running of the school.
    
    Inspectors will act with professionalism and sensitivity at all times in line with the inspector code of conduct.  If the reporting inspector becomes aware of staff undergoing exceptional stress during an inspection they should call a member of the duty team for advice.
    
    If a member of school staff is undergoing exceptional stress during an inspection they should let the reporting inspector know as quickly as possible. The reporting inspector will take advice from a senior member of ISI staff about the situation. If staff do not feel able to speak to the reporting inspector, they should telephone ISI on 0207 600 0100, explain that their school is currently being inspected and they are concerned for the headteacher's/their own wellbeing and ask to speak to a senior member of staff directly. The senior member of staff at ISI will listen carefully. Having discussed with the DfE, if possible, ISI will advise on the most appropriate way forward. If possible, school staff should let someone at the school know about their concern, and the proprietor/chair of governors. Inspectors will act with professionalism and sensitivity at all times, in line with the inspector code of conduct.
21. Inspectors will not expect or request leaders or staff to produce documentation specifically for inspection, prior to, or during onsite inspection. Inspectors will review the information that leaders and staff use in the school's chosen format. Paragraph 79 of this document lists the information that schools are requested to make available to inspectors at the start of the onsite inspection.
22. Inspectors will not expect school staff to collate samples of books or pupils' work in advance of inspection. Inspectors will view pupils' work with them in whatever form it is held (including digitally). Inspectors will view pupils' work with pupils and with members of staff where appropriate. Inspectors will not ask schools to make copies of work that is held digitally. Inspectors may request that a member of staff is available to help navigate a school's electronic systems, for example to review samples of pupils' work.
23. Inspectors may request to see and/or discuss specific examples of files or records in order to evaluate typical day-to-day practice at the school. Inspectors will evaluate how the examples demonstrate the positive impact for pupils of decisions leaders have made in relevant areas. Inspectors will make clear to leaders that they should not prepare or have prepared written case studies specifically for the inspection. Any such preparation does not align with the principle of manageability of inspection and is therefore unlikely to be seen by inspectors as typical of the school's provision.
24. School leaders may suggest suitable times for inspection discussions, for example, with staff, the proprietor(s) / those responsible for governance or pupils. Inspectors will endeavour to accommodate these suggestions to minimise disruption to the school day.

25. Reporting inspectors will, wherever possible and appropriate, work collaboratively with the proprietors, school leaders and staff to ensure the smooth running of the inspection and effective evidence gathering.
26. The reporting inspector will liaise regularly throughout the inspection with the headteacher, or their designated senior leader, keeping them informed of emerging evidence and to amend the inspection plan, as required. Reporting inspectors will provide school leaders with the opportunity to signpost any additional evidence that may be relevant to the emerging judgements. These regular keeping-in-touch meetings will also provide opportunities for the headteacher to raise any concerns including about the conduct of inspection. The reporting inspector will raise any serious emerging issues, which indicate one or more of the Standards may be unmet, with the headteacher at the earliest opportunity. However, the reporting inspector will make clear to the headteacher that final judgements can only be reached when all the inspection evidence has been reviewed. This judgement is provisional until report publication.
27. Reporting inspectors will offer school leaders the opportunity to be involved in some inspection activities. These may include reviewing pupils' work, joint lesson walks, discussion of examples of existing records and evidence, and tours of the school premises to consider related Standards.
28. Joint inspection activities are helpful to inspectors when school leaders can provide context for the evidence that inspectors are recording and evaluating. These activities may also be helpful to school leaders in enabling them to understand how inspectors evaluate evidence and reach judgements.
29. The reporting inspector will determine which inspection activities are appropriate for school leaders to be involved in. The role of the school leader is to provide context for the evidence and not to influence inspectors' evaluation of the evidence.

30. Triangulation is the process inspectors use to contextualise and test inspection evidence. Inspectors will look for connected sources of evidence, wherever this is available, to reach valid and reliable judgements.
31. Inspectors gather evidence from a wide range of sources. These include: discussions with school leaders, staff and pupils; information from the inspection surveys for pupils, parents and staff; first-hand observations; scrutiny of documentation and school records. Where pupils have special educational needs and/or disabilities (SEND), schools should ensure that prior to discussions with the pupils concerned, inspectors are aware of the nature of their needs and appropriate steps are taken to ensure that the pupils are prepared for the discussion. This includes asking pupils how they would prefer to communicate, where they feel comfortable talking to inspectors and whether they would like someone present during the discussion.
32. Inspectors will consider what they are seeing, reading and hearing; why it is important and how it relates to the Standards; how it relates to other evidence; and what further evidence inspectors need to gather.

33. Inspectors will want to see the school operating as it usually does, to evaluate what is typically experienced by pupils. Inspectors may include in the report examples of provision they observe during the onsite inspection, but only where such examples are confirmed by inspectors as typical. This is particularly important when reporting the quality of teaching and learning and the behaviour of pupils.
34. Inspectors will confirm the typicality of what they are seeing, hearing and reading by considering connected evidence (triangulation) including through:
    • discussions with leaders, staff and pupils
    • review of school records
    • review of pupils' work over time
    • observations around the school site.
35. Inspectors may not expect, request or encourage school leaders to reorganise the curriculum timetable for pupils during inspections. Lessons and activities for pupils should go ahead as planned, including any off-site visits or pre-arranged visitors. Inspectors will adapt their inspection plans to ensure they gather the necessary evidence. Where inspectors are not able to see teaching in any particular curriculum area, they will seek evidence of teaching and learning from other sources, for instance by speaking with pupils and staff and by reviewing pupils' work.

36. When judging the extent to which a school meets the Standards, inspectors will exercise their professional judgement. They will consider the reasonableness of leaders' decision-making and the impact of those decisions on pupils' learning, experience and safety.
37. Where there are some relative weaknesses or minor errors that can be easily rectified in a school's processes and/or provision, inspectors will take a proportionate approach. Inspectors will consider if those weaknesses amount to a failure to meet one or more of the Standards.
38. The scale and impact of any weaknesses or errors will be taken into consideration by inspectors.
39. If inspectors consider that relative weaknesses or errors do not amount to a failure to meet the Standards, this will be reflected in the text of the inspection report and is likely to lead to recommended next steps in the inspection report.
40. Where school leaders make amendments to the school's policies, processes or provision during inspections, inspectors will consider the scale and impact of such amendments and consider their impact on inspection judgements. Inspectors may conclude that changes in a policy document made by school leaders during the course of an inspection are unlikely to be able to be demonstrated as effectively implemented by leaders.
41. Weaknesses or errors which are indicative of systemic failings in the school's processes and/or provision will lead to a judgement that the relevant Standards are unmet. Systemic failings include decision making by leaders based on a lack of understanding of what is required to meet the Standards, or an inability or reluctance to do what is required.

42. The DfE determines how frequently independent schools are inspected. The DfE directs ISI to conduct routine inspections of schools typically once every three years. However, the DfE may request that ISI bring forward the timing of a routine inspection. The DfE may also request that ISI carry out non-routine inspections at any time and at short notice or with no notice.
43. Routine inspections are usually scheduled for two and a half days and will begin at 12:00 on the first day of the onsite inspection. Inspectors may not arrive at the school earlier than 11:15. Inspectors will usually leave the school by 18:00 on each day of inspection, although in some instances inspectors may be onsite for longer than this, for instance to observe elements of boarding provision. On the final afternoon of the inspection, the inspection plan will allow sufficient time for the final team meeting when inspectors will reach the inspection judgements and draw together the feedback to school leaders proprietors and/or governors.
44. The size of the inspection team is determined by the size of the school (the number of pupils on roll) and the context of the school. The inspection is led by a reporting inspector and in most cases, a minimum of two team inspectors. All members of the inspection team will usually attend for the duration of the inspection. The shadow role is to observe the inspection. The shadow will not contribute to the evaluation of the evidence or the judgements made by the inspection team. The shadow may attend meetings and take notes. Inspections may be monitored for quality assurance purposes. The role of the monitor is to ensure that the inspection team adheres to ISI’s inspection methodology and inspection principles. The monitor may ask questions for clarification during meetings with leaders and staff to assure themselves that appropriate evidence is considered by the inspection team. The monitor will support and challenge the inspection team to ensure that the evidence base is robust and supports the judgements reached by the team.
45. ISI may schedule aligned inspections of linked schools, particularly when schools share the same senior leadership team and proprietors. Where linked schools are inspected at the same time, reporting inspectors will liaise with each other and senior leaders to manage the inspection to minimise disruption and to align inspection activities where appropriate.

46. All inspectors must regularly update on ISI's inspector portal any declarations of close personal or business relationships with or financial interest in any schools, including groups of schools in common ownership, inspected by ISI which might give rise to a conflict, or perceived conflict, of interest.
47. By accepting an invitation to inspect a school for ISI, inspectors warrant that, in the period of six years before the date of the inspection, they have not governed, worked at (including as a consultant), sought employment or engagement at, or given advice to the school or college which they are invited to inspect.
48. Inspectors will not routinely inspect a school that they previously inspected. However, there may be valid reasons for this at the discretion of ISI.
49. If a conflict of interest becomes apparent at any stage prior to, or during an inspection, inspectors must contact the ISI office immediately.

50. Inspectors must adhere to the code of conduct. Inspectors are required to uphold the highest professional standards in relation to all who are involved in the process of inspection, before during and after the inspection.
51. Inspectors will:
    • uphold ISI's values at all times and evaluate objectively in line with ISI's frameworks and regulatory requirements
    • refrain at all times from any behaviour which might bring ISI into disrepute
    • maintain up-to-date knowledge of ISI's inspection frameworks, handbook, policies and practice and associated regulatory requirements and guidance
    • maintain strict confidentiality about the timing and scheduling of inspections
    • declare all actual and perceived conflicts of interest and have no real or perceived connection with the school prior to or following inspection, which could undermine the integrity of the inspection
    • act in the best interests of the pupils at the school and prioritise the safeguarding and welfare of children at all times
    • act promptly and in line with ISI guidance on any safeguarding or health and safety issues that may arise on inspection
    • work with professionalism, sensitivity and integrity treating all with respect and courtesy
    • liaise immediately with senior staff at ISI if inspectors become aware thatschool staff are experiencing exceptional stress
    • follow requirements and good practice in relation to the secure management of information
    • be mindful of the additional workload that inspection can create, be sensitive to the needs of school staff and take reasonable steps to prevent undue anxiety and stress
    • avoid any requests or suggestions that may cause undue disruption to business as usual for the school
    • communicate regularly and productively with school leaders, keep them informed of emerging findings and judgements clearly and honestly
    • evaluate the work of the school objectively and impartially supported by clear and secure evidence
    • report fairly and without favour ensuring that judgements are reliable
    • respect the confidentiality of inspection evidence and judgements
    • wear their ISI inspector identification badge at all times when on school premises
    • use their ISI inspector title only in relation to their inspection work for ISI.
52. ISI sets out guidance for schools in order to facilitate a professional working relationship. Inspectors must be familiar with the guidance. Inspectors should refer school leaders to the guidance during the first telephone call following notification.
53. ISI expects that school leaders and staff will:
    • treat inspectors with professionalism, respect, courtesy and candour
    • ensure any inspection surveys, or other communications with parents, staff and pupils requested by the reporting inspector, are sent out promptly
    • engage with and facilitate the inspection process and enable inspectors to carry out their work in an honest and open way against ISI's framework and the Standards
    • provide access to evidence that will enable inspectors to evaluate the work of the school fairly and reliably
    • facilitate necessary meetings with the proprietors, leaders, staff and pupils
    • work with inspectors to minimise disruption to the normal working school day
    • work with inspectors to minimise anxiety, stress or additional workload for staff
    • ensure the health and safety of inspectors while on school premises
    • maintain regular and productive communication with inspectors
    • raise any concerns promptly with the reporting inspector
    • respect the confidentiality of information about the inspection and inspectors.

54. If inspectors observe, hear or receive information which causes them concern about the safety or wellbeing of a pupil, they should act immediately to ensure the safety of the pupil, in line with ISI's policy. Inspectors will follow the school's safeguarding and/or child protection policy. Concerns will normally be reported to the appropriate person within the school for child protection procedures to be implemented according to the disclosure, concern or allegation made, and external agencies will be informed directly if required.
55. If a pupil raises safeguarding concerns, inspectors should listen to what they are being told, take notes, and avoid promising confidentiality or asking leading questions. They must not communicate with the person who is the subject of the allegation or suspicion or investigate the matter themselves.

56. All information relating to inspection is highly confidential and may not be shared beyond those directly involved in the inspection or the quality assurance and complaints processes. Inspectors must ensure that the information relating to the timing of an inspection, prior to the notification to the school, is held in strict confidence. Inspectors must also ensure that the provisional outcome of an inspection, prior to report publication, is held in strict confidence.
57. Inspectors view and record sensitive information provided by schools. Schools are not required to anonymise information for inspectors. Inspectors may review personal information during the onsite inspection such as the names of pupils in registers or in records or files, and the names of staff in their files. Inspectors may make notes of such information. Inspectors typically may not record the names of pupils or adults and may not take copies of documents that include names without redaction. There may be, by exception only, occasions when names must be recorded as directed by Senior Directors at ISI.
58. Inspectors will record the information they need to gather and evaluate evidence to make judgements. Inspectors must not record the names of individual. Inspectors will record the title or role of individuals involved in inspection activities.
59. During the inspection, inspectors must take care to preserve confidentiality and to protect the privacy of the pupils and staff including by:
    • ensuring that confidential discussions cannot be overheard
    • keeping confidential information safe and refraining from removing confidential information from the school
    • locking laptops with password protection and avoiding using data storage devices (any devices used must be password protected)
    • being aware that some pupils may not want to be involved in the inspection and making clear that pupils' participation in discussions is voluntary
    • ensuring that inspectors are aware of any additional needs a pupil may have, their preferred means of communication and any support that they may require
    • explaining to pupils that inspectors will not share any comments that may identify them, unless individuals are at risk of harm.
60. All information must be managed securely and uploaded to ISI secure systems immediately following the inspection. Once the evidence has been uploaded to ISI systems, inspectors are not permitted to hold inspection information on their personal devices under any circumstances. Inspection information must be removed from inspectors' personal devices no later than four days following the end of the onsite inspection.
61. Inspectors use the inspection virtual team room on ISI's portal to communicate with other members of the inspection team and to transfer any documentation. The reporting inspector will provide and receive information to and from the school via the virtual team room. Inspectors must not use email to transfer sensitive information regarding inspections. Inspectors must do all they can to reduce the use of email for inspection matters.
62. Inspectors must be familiar with ISI's data protection policy and ISI's personal data breach policy and refer to these policies if they suspect a security or data breach has occurred.

63. All inspectors must have deep knowledge and understanding of:
    • The ISI Framework
    • The ISI inspection handbook and related guidance
    • The ISSR and DfE guidance
    • Safeguarding guidance including Keeping Children Safe in Education and Working Together to Safeguard Children
    • The NMS for Boarding Schools
    • The Statutory Framework for the Early Years Foundation Stage
64. The reporting inspector will review pre-inspection information, prior to the inspection notification to the school, including information held by ISI and information available on the school's public website and in the public domain. Inspectors must not access the school's own protected portal in advance of the notification call to the school.
65. The reporting inspector must consider the following information when planning the onsite inspection:
    • previous inspection reports
    • information about the context of the school held on ISI's portal
    • any concerns held by the DfE and recorded on the ISI inspector portal. Those concerns received since the previous inspection must be considered when planning the inspection
    • information held on Get Information About Schools including the name of the proprietor(s) and other contextual information. This information must be checked during the pre-inspection call with the headteacher
    • information about the context of the school, its aims and achievements available on the school's website or held by ISI
    • school policies and other information for parents available on the school's website including for attainment, safeguarding, behaviour, and relationships and sex education (where applicable)
    • other information in the public domain, including from the results of an internet search
    • any relevant safeguarding information shared with the reporting inspector following the routine pre-inspection phone call to the Local Authority Designated Officer (LADO).
66. Where the DfE holds concerns about the school which must be considered on inspection, inspectors must avoid revealing the source of any concerns provided in confidence. However, inspectors should clarify to the headteacher which area of provision that the concern relates to. Inspectors will not investigate the specific concern. They will normally consider the potential wider issues that the concern raises. Inspectors will want to assure themselves that the issues the concern raises do not indicate that any Standards are unmet. Inspectors will triangulate evidence to reach their judgements.
67. The reporting inspector will use the analysis of the pre-inspection information to shape the inspection. Importantly, inspectors will want to evaluate the evidence of leaders' decision making and the impact of that decision making for pupils in all areas of the ISI Framework.
68. In the days preceding notification of the inspection, the reporting inspector will convene a virtual team meeting at a time that is suitable for all members of the team to attend. The reporting inspector will:
    • brief the inspection team sharing pre-inspection information
    • provide guidance about how to use the virtual team room on ISI’s portal and explain that all communication should be made through the virtual team room and not by email
    • provide guidance about to use and complete the inspection activity forms and evaluative summaries, which must be completed following each inspection activity
    • explain that the prompts provided in the inspection activity forms are provided for guidance and that all inspectors must be familiar with the contents of the inspection framework and the inspection handbook, The Early years foundation stage statutory framework as well as Keeping Children Safe in Education and Working together to safeguard children. The reporting inspector may wish to provide the team with additional prompts based on the specific context of the school and the inspection. These can be provided on a document uploaded to the inspectors’ section of the virtual team room.
    • share practical information including for travel
    • make clear their expectations of the team and guidance on team deployment, reminding the inspection team of the code of conduct and other essential information.
69. Prior to the onsite inspection the reporting inspector will share with the inspection team a summary of any pre-inspection information that cannot be shared in full with the team, for example in relation to sensitive personal data

70. Most inspections are announced to the headteacher on the morning of the day before the onsite inspection is due to start. Notification calls are made by a member of the ISI delivery team. In the absence of the headteacher, the most senior member of staff at the school will be notified. The notification call will confirm the dates of the inspection and the name of the inspectors on the team. The school will be informed if the inspection will be quality assured onsite and/or if a shadow is to be attached to the inspection.
71. The reporting inspector will be informed once the notification call has been completed.
72. Following the notification call, the delivery team will email the headteacher with confirmation of the inspection including the names of the inspection team members and the links to the online parent, pupil and staff surveys. The school will be asked to distribute the links to the surveys as soon as possible following the notification call.
73. The headteacher will be informed that the reporting inspector will contact them by telephone, usually within two hours of the notification call.
74. Any decision to defer an inspection is taken by the DfE. If the school wishes to request deferral of the inspection the headteacher, or their delegated senior leader, must email ISI explaining the circumstances and the reasons for the request. ISI will forward the deferral request to the DfE. The DfE will decide if the inspection should go ahead. The absence of the headteacher or other senior members of staff is not usually considered grounds for a deferral to be granted. While awaiting the DfE's decision, inspection planning will continue.
    
    Once the onsite inspection has started, a deferral is no longer possible. In exceptional circumstances, ISI can take the decision to pause an inspection. Either the reporting inspector or headteacher may request a pause by contacting ISI’s head office. A senior member of ISI staff will consider any requests. ISI will seek the views of the headteacher when making a decision and will inform the DfE of the outcome.

75. The reporting inspector's pre-inspection call to the headteacher takes place following the notification call on the day preceding the onsite inspection. It is important in establishing a positive professional relationship and sets the tone for the inspection process. When making initial contact, the reporting inspector should offer to arrange a time that is most convenient for a longer discussion. The reporting inspector will usually offer the headteacher the opportunity to have another senior leader present for the pre-inspection call.
76. The pre-inspection call will focus first on practical arrangements and will then include a discussion to understand the aims and context of the school. The reporting inspector will also clarify the information that inspectors will find helpful to see before the start of the inspection and the information that may be made available at the start of the inspection.
77. Reporting inspectors will provide opportunities in the pre-inspection call for the headteacher to ask any questions.
78. The content of the pre-inspection call should include:
    • explanation that the virtual inspection team room will be the means of communication with the school and will enable the exchange of any documents as required
    • sharing the phone number of ISI’s head office, to be called should any serious issues or concerns arise on inspection which the headteacher feels they cannot raise with the reporting inspector
    • confirmation that there are no conflicts of interest with any members of the inspection team from the school’s perspective
    • confirmation of the identity of the proprietor/s of the school
    • confirmation that the pupil, staff and parent surveys are distributed
    • explanation of the pupil inspection notices and how these should be displayed in several prominent areas of the school where pupils are likely to see them
    • the details of any additional provision in the school, including any registered early years provision
    • confirmation that parents and the proprietor/s are informed of the inspection. The reporting inspector will make arrangements for a suitable time to talk to the proprietor/s (as many as can be available). This discussion may take place remotely if it is not possible for the proprietor/s to visit the school at short notice
    • details of the times of the school day and any extraordinary events that may be taking place during the course of the onsite inspection
    • agreement for a suitable time for the inspection team to be introduced to the staff of the school
    • an indicative time for the final feedback meeting. The reporting inspector will make clear that the proprietor/s are invited to the final feedback meeting
    • information about how inspectors will work with the leaders in the school, including through regular keeping-in-touch meetings with the headteacher as well as any potential activities to be undertaken jointly. Reporting inspectors will remind headteachers that they can choose to have someone accompanying them when they meet with inspectors.
    • clarification that it will typically not be possible for inspectors to observe every teacher at the school. The reporting inspector will explain that inspectors do not require staff to prepare lesson plans for inspectors but should make available any existing curricular or lesson planning documents that are routinely used by teachers
    • the opportunity for the headteacher to point out any staff sensitivities which may need to be taken into account by the inspection team
    • explanation of arrangements for pupil discussions with inspectors, and that pupils are chosen randomly by inspectors. Discussions may also take place with any relevant special interest groups at the school. In co-educational schools that include secondary-aged pupils, inspectors will have discussions with some pupils in single-sex groups
    • explanation of how pupils’ work will be reviewed including where it is held online. The reporting inspector should explain that inspectors will, wherever possible, talk to pupils in lessons about their work as well as review pupils’ work with members of staff and with pupils
    • identification of suitable times to talk to school leaders, members of staff and pupils
    • explanation that any draft timetable shared with the school is flexible and that amendments may be made in the light of emerging findings and the need to triangulate evidence
    • arrangements for the health and safety tour of the school premises
    • practical arrangements including for access to secure Wi-Fi, travel, parking, and any refreshments
    • the reporting inspector will ask the school to provide a space for inspectors to use as an inspection base, where they can hold confidential discussions and work on their laptops. The reporting inspector will keep requirements for the inspection base to the minimum required. For example, there is no requirement for the school to provide a printer or any stationery products.

79. During the pre-inspection call with the school, the reporting inspector will request that the school upload the following information to the inspection team room:
    
    • details of the aims, characteristics and context of the school
    • confirmation of the name of all proprietors of the school
    • teaching timetables that teachers use and have available
    • a list of staff of the school
    • details of any relevant staff absence
    • the number of pupils with special educational needs and or disabilities (SEND) and the nature of their needs and the number of pupils with an education, health and care plan (EHC plan)
    • the number of pupils who may speak English as an additional language and their level of English acquisition
    • ISI’s optional regulatory audit (if available), which leaders can use to record details of training, health and safety checks, and provision of information.
80. Other information that is likely to be required during the onsite inspection includes:
    
    • plans of the school premises
    • curriculum plans and schemes of work
    • the school's analysis of the progress and attainment of pupils
    • current self-evaluation and school development planning information (if available). There is no requirement for school leaders to present this information in a prescribed format
    • any reports from external evaluation of the school
    • the school's records of behaviour incidents and records of suspensions or exclusions
    • records and analysis of bullying and discriminatory behaviour
    • the school's record of complaints
    • safeguarding information including the single central register, a list of referrals to the designated person for safeguarding and to the local authority or other services and records of child-on-child sexual harassment and sexual violence

81. Inspectors will consider the views of pupils, parents and staff. They will seek to triangulate the information they receive by considering connected inspection evidence.
82. ISI invites pupils, parents and staff to complete confidential pre-inspection surveys online. At the time of notification, schools are asked to circulate the unique code by email wherever possible. This allows pupils, parents and staff to access the surveys for the specific inspection. The window for survey responses to be completed closes at 8:00 p.m. on the first day of the inspection.
83. Hearing the views of pupils is an important aspect of inspection methodology and is triangulated with other inspection evidence. Inspectors will consider the views of pupils as expressed in the pupil survey responses, as well as through discussions with pupils. Inspectors will speak with pupils in lessons, around the school building and in arranged pupil discussion groups. In co-educational schools with secondary aged pupils, some of the discussions must be held in single sex groups. School leaders and staff will not be invited to join inspectors’ discussions with pupils. Where pupils have special educational needs and/or disabilities needs schools should ensure that prior to discussions with the pupils concerned, inspectors are aware of the nature of their needs and that appropriate steps have been taken to ensure that the pupil is prepared for the discussion. This includes asking the pupil how they would prefer to communicate, where they feel comfortable talking to inspectors and whether they would like their usual teaching assistant/teacher to be present during the discussion. Inspectors will be interested to hear from school leaders how pupil voice is heard and acted upon by the school. Inspectors will share the headline data from the pupil survey responses with the headteacher as well as any relevant themes emerging from the free text responses. However, inspectors will ensure that any information shared with the headteacher does not compromise the confidentiality of responses.

84. The inspection team will meet at the end of each day of the inspection to discuss the emerging evidence and to consider connected evidence that needs to be gathered and evaluated. All members of the inspection team must take a full part in team meetings. Inspectors must discuss the evidence fully and provide professional challenge, where appropriate.
85. The final judgements are the corporate responsibility of the inspection team. Inspectors will carefully consider the evidence and evaluate it against the Standards and guidance. Inspectors will weigh the evidence, using their professional judgement. Judgements made at the end of the inspection are subject to ISI's quality assurance processes and are provisional until the publication of the final inspection report. Inspectors will reach a judgement about whether Standards are met in each section of the framework. Inspectors will consider the judgement for section one (leadership and management, and governance) after reaching judgements for sections two, three, four and safeguarding. Judgements made at the end of the inspection are subject to ISI’s quality assurance processes and are provisional until the publication of the final inspection report. 
86. Inspectors' judgements must be based on their professional evaluation of the evidence and must not be influenced by the potential impact on the school, for instance when the Standards are found to be unmet.

87. The reporting inspector and team inspectors will attend the feedback meeting at the conclusion of the onsite inspection. The reporting inspector will invite the headteacher, the proprietors and/or those responsible for governance and members of the senior leadership team to the feedback meeting.
88. At the start of the meeting, the reporting inspector will explain:
    • that all judgements are provisional until the publication of the report. It should be made clear that provisional judgements can be shared with close family, the school staff, the school’s governors and proprietor, the school’s association and mental health professionals. Provisional judgements should not be shared more widely at this point because they are still subject to the quality assurance process
    • that the exact wording of the report may differ from the oral feedback
    • the quality assurance process, including the factual accuracy stage
    • the process and indicative timelines for quality assurance and publication
    • the processes following inspections where one or more of the Standards are judged to be unmet
    • that all further communication must be to the ISI office and not to inspectors.
89. The reporting inspector will:
    • provide clear feedback to the school, summarising the strengths and relative weaknesses of the school
    • follow the structure of the ISI Framework and explain in enough detail for leaders and the proprietors reasonably to understand how judgements have been reached
    • make clear to the school leaders the extent to which the school meets the Standards
    • make clear to the school whether there are significant strengths
    • where the Standards are met, indicate the recommended next steps (to be discussed with the Headteacher)
    • where any Standards are not met, state areas for action and may also indicate recommended next steps
    • where Standards are not met, indicate whether there are serious and/or multiple failings in the school's provision
    • invite questions or comments from school leaders and the proprietors.

107. Inspectors will consider a range of sources of evidence, including evidence of how proprietors assure themselves that leaders and managers are fulfilling their responsibilities to ensure that all of the Standards are met.
108. Inspectors will consider the effectiveness of leadership and management at all levels.
109. Other sources of evidence include, but are not limited to:
     • evidence from all sections of the framework that demonstrates to what extent the school is meeting the Standards
     • discussions with the proprietors to consider:
       • how well they know the school including their involvement in the school's evaluation of its strengths and areas for development
       • how they ensure that leaders have the necessary knowledge and skills to ensure that the Standards are consistently met
       • how they assure themselves that leaders fulfil their responsibilities to meet the Standards
       • how they know that the Standards are met consistently so that the school actively promotes the wellbeing of pupils
     • assurance that the school is fulfilling its duties under schedule 10 of the Equality Act 2010 including by meeting the requirement for disability access plans
     • minutes of any meetings related to governance to evaluate how well the proprietors support leaders and hold them to account
     • meetings with leaders to discuss their views of the school's strengths and weaknesses (self-evaluation) and the progress and impact of their plans for improvement
     • documentary evidence, including of any self-evaluation and improvement planning
     • discussions and documentary evidence relating to leaders' assessment and mitigation of the risks at the school in any area of provision, including but not limited to safeguarding and health and safety matters, and any contextual risks that may be relevant to the context of the school
     • discussions with pupils and staff to evaluate how well leaders have created a positive culture and how leaders address any concerns that pupils and parents may have about any negative aspects of culture that may exist
     • evidence of the complaints process in action, including by looking at examples chosen by inspectors onsite. It is not for inspectors to judge whether the outcome of the school's complaints process is appropriate. Inspectors will look at evidence that the school has followed proper process, as outlined in Part 7 of the ISSR. Inspectors will also consider any trends in complaints made by parents that might indicate areas of concern in the school's processes or policies
     • review of the school's website and other sources of information for parents, including necessary school policies to ensure that the necessary information is provided or made available to parents as outlined in Part 6 of the ISSR
     • inspectors will seek assurance that the school rejects the use of corporal punishment
     • responses to ISI inspection surveys for pupils, staff and parents that relate to leadership and management and to any related Standards
     • discussions with leaders and staff in boarding and with boarders to consider boarding principles and practice, the management of boarding, risk assessment and management of complaints from parents and boarders.

111. Inspectors will consider a range of sources of evidence, including evidence of how those with governance responsibility assure themselves that leaders and managers are fulfilling their responsibilities to ensure that the Standards relating to pupils' education, training and recreation are met.
112. Other sources of evidence include, but are not limited to:
     • discussions with leaders and documentary evidence of the school's evaluation of pupils' progress and attainment. Inspectors will evaluate the school's attainment information in public examinations for all groups of pupils. Inspectors will ask school leaders to provide their evaluation of pupils' progress in the school and consider the ambition of any benchmarks that the school uses. Inspectors will want to understand the action leaders are taking to address any underperformance of any pupils
     • discussions with leaders and documentary evidence to understand and evaluate the school's curriculum provision, including any reasonable adjustments made for pupils with a disability. Inspectors will assess whether the school is providing a programme of activities that are appropriate to pupils' needs in the areas of linguistic; mathematical; scientific; technological; aesthetic and creative; and speaking, listening, literacy and numeracy
     • discussion with leaders and staff and documentary evidence of the effectiveness of the school's approach to assessment
     • direct observations of teaching and learning across a range of subjects and year groups, including some joint lesson walks with senior leaders and focused lesson observations by inspectors.
     • Inspectors will consider:
       • how effectively lessons are planned
       • how teaching:
         • demonstrates good knowledge and understanding of the subject matter being taught with understanding of the aptitudes, needs and prior attainment of pupils, gained from regular and thorough assessment of pupils' work
         • uses effective teaching methods and activities
         • manages class time and pupils' behaviour well
         • uses a range of good quality classroom resources well
       so that all pupils:
       • acquire new knowledge,increase their understanding, and develop their skills (make good progress) in the subjects taught, and
         • are interested in their work
         • apply intellectual, physical and creative effort
         • act responsibly
         • are self-motivated, thinking and learning for themselves.
     • Inspectors will not make a judgment about individual lessons but consider the typicality of their evaluations across a range of lesson visits. Inspectors will evaluate and draw conclusions about what is typical in particular subject areas, across year groups or throughout the school
     • direct observations of recreational activities and evidence of the offer and take up of recreational activities
     • discussions with teachers including any subject leaders to explore curriculum provision and assessment processes
     • discussions with pupils in their lessons, where appropriate to consider the context of the lesson observation and to review pupils' progress in their work
     • scrutiny of pupils' work including with staff and pupils to include work that is held digitally
     • discussions with pupils about their work and their opportunities for recreation
     • discussions with staff and pupils along with documentary evidence of the opportunities for recreation, and the take-up of pupils
     • discussions with staff who oversee and teach pupils with special educational needs and/or disabilities (SEND), including examples chosen by inspectors onsite. Inspectors will be interested to understand how the school supports pupils with SEND and how it measures the impact of any support on the progress of pupils. Inspectors will remember that pupils with SEND can have a range of diverse needs, they cannot be viewed as a homogenous group. For this reason, inspectors will consider specific examples they choose during the inspection
     • discussions with staff who oversee and teach pupils who speak English as an additional language or any other significant groups of pupils in the school. Inspectors will be interested to understand how the school measures the impact of any additional support and leaders' views of the progress of these groups
     • information from the school's website and other sources of information for parents including that which relates to the curriculum and pupils' achievement
     • responses to ISI inspection surveys for pupils, staff and parents
     • inspectors will be alert to any evidence that teaching undermines fundamental British values or discriminates against pupils contrary to Part 6 of the Equality Act 2010
     • inspectors will consider the arrangements to provide for boarders' activities and free time, taking into account the requirements of NMS 18.
113. Triangulation of evidence for section two of the framework

115. Inspectors will consider a range of sources of evidence, including evidence of how those with governance responsibility assure themselves that leaders and managers are fulfilling their responsibilities to ensure that the Standards relating to pupils' physical and mental and emotional wellbeing are met.
116. Other sources of evidence include, but are not limited to:
     • discussions with leaders and documentary evidence to understand and evaluate the school's curriculum provision in physical education and personal and health education
     • discussions with pupils, including with their work where appropriate, to evaluate their experience and understanding of the curriculum in these areas
     • documentary evidence, scrutiny of pupils' work and discussions with leaders and pupils to evaluate whether the school has appropriate provision for Relationships Education and Relationships and Sex Education (RSE), including that the school has consulted parents about its policy and has trained staff so that they are confident to deliver a well-planned and assessed RSE curriculum, including to pupils with SEND
     • in lessons, in discussions with pupils and in pupils' work inspectors will look for evidence that pupils are developing confidence and self-esteem, are creative and can reflect on their experiences
     • scrutiny of the school's logs of incidents of poor behaviour and sanctions, bullying including racist, homophobic and misogynistic bullying and records of sexual harassment and sexual violence and the school's evaluation of these. Inspectors will be interested to hear how leaders have identified any trends and taken action to deal with issues
     • observations of pupils in lessons and around the school, and in boarding, to consider if appropriate supervision is in place
     • examination of any prefect systems or equivalent, including for boarders, to consider roles and responsibilities, training and impact to counter any potential abuse of positions of responsibility
     • the school's completed regulatory audit tracker (if available)
     • a tour of the premises, including for boarders and children in the early years, scrutiny of relevant policies and discussions with leaders and documentary evidence to ensure effective implementation of policy to ensure an appropriate standard of premises and accommodation³, with reference to Part 5 of the ISSR and related NMS for boarding schools and early years requirements and to ensure compliance with relevant health and safety legislation and the Regulatory Reform (Fire Safety) Order 2005 and that safe evacuation systems are in place
     • scrutiny of the school's admission and attendance registers
     • evidence of appropriate first aid training and administration, including for boarders
     • observation of mealtimes, including for boarders
     • discussions with boarding staff, leaders and borders to consider compliance with other NMS for boarding schools requirements that relate to this section including for:
       • induction travel arrangements at the beginning and end of terms
       • contact with parents and use of electronic communication methods
       • avoidance of favouritism and supervision
       • procedures for storing possessions
       • regular laundry provision
       • systems for boarders to share views and raise concerns
     • responses to ISI inspection surveys for pupils, staff and parents
     • Inspectors will want to be assured that the school is fulfilling its duties under schedule 10 of the Equality Act 2010 by meeting the requirement for disability access plans

118. Inspectors will consider a range of sources of evidence, including evidence of how those with governance responsibility assure themselves that leaders and managers are fulfilling their responsibilities to ensure that the Standards relating to pupils' social and economic wellbeing, and contribution to society are met.
119. Other sources of evidence include, but are not limited to:
     • discussions with pupils to evaluate whether they have an age-appropriate understanding of the protected characteristics (age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation) and demonstrate knowledge and respect of the different groups
     • discussions with boarders and boarding staff and scrutiny of records to ensure that boarders are free from discrimination
     • in lessons, in discussions with pupils, in pupils' work and in documentary evidence, inspectors will consider evidence that pupils:
       • are interested in learning about the world around them and can reflect on their own experiences, and appreciate that others might have different views and beliefs
       • are willing to contribute to the lives of those living and working in the locality in which the school is situated, and to society more widely
       • are aware of the cultural differences that exist around them and aware of the cultural traditions that shape their lives and the lives of others - understand and respect the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs
     • observations of pupils in lessons and around the school to evaluate their behaviour, their attitudes and relationships with others around them and that pupils understand the differences between right and wrong
     • discussions with leaders and scrutiny of records, and documents to evaluate how the school ensures that pupils are offered a balanced presentation of opposing views of political issues, and the promotion of partisan political views is precluded, including in available literature, extra-curricular activities or when visiting speakers or groups engage with pupils
     • discussions with pupils and leaders and scrutiny of records and documents to consider the impact of leaders' decision making regarding the school's impartial careers' guidance. While there is no preferred method for careers guidance, inspectors will be interested to hear from leaders whether they engage with the Gatsby principles⁴.
     • responses to ISI inspection surveys for pupils, staff and parents

120. Inspectors will consider a range of sources of evidence, including evidence of how those with governance responsibility assure themselves that leaders and managers are fulfilling their responsibilities to ensure that the Standards relating to safeguarding are met.
121. Evidence relating to safeguarding can arise across any of the four sections of the framework. Inspectors must be alert to any safeguarding issues throughout the inspection.
122. With regard to safeguarding, inspectors will evaluate whether or not the school is meeting the requirements of the Standards, which incorporate the requirements of Keeping children safe in education, Working together to safeguard children, The Prevent duty guidance and other related guidance by considering the school's culture of safeguarding which is underpinned by:
     • effective training for those responsible for safeguarding (DSL and any deputies)
     • effective training for all adults to recognise and report safeguarding concerns
     • identification and sharing of contextual risks and mitigations
     • systems and processes that work to protect pupils and that exercise urgency in referring to appropriate agencies where there are concerns
     • persistence in gaining help to protect pupils including for early help and for those who are at risk of harm or have been harmed
     • working productively with all agencies involved in safeguarding
     • attitudes that are alert to the possibility that 'it could happen here' and 'to think the unthinkable' as well as a determination to put the needs of children first
     • clear and effective record keeping in accordance with statutory guidance.
123. Other sources of evidence include, but are not limited to:
     • review of the safeguarding policies of the school (including for child protection and extremism) and their implementation
     • discussions with senior leaders and those responsible for safeguarding to determine the effectiveness of the implementation of appropriate safeguarding policies. Inspectors will want to understand how the school's policies ensure that all members of the school community can contribute to the effective safeguarding of pupils
     • discussions with members of staff to evaluate their understanding of how to act if they have concerns about pupils and if they have concerns about the behaviour of adults and/or other pupils
     • review of records and documentary evidence, including examples chosen by inspectors onsite, to ensure that safeguarding concerns, including for child protection, concerns about staff and any concerns linked to concerns about radicalisation are managed appropriately
     • discussions with pupils to consider their understanding of how to keep themselves safe, including online, and their understanding of how they can seek help
     • discussions with proprietors to evaluate their understanding of their responsibilities and how they ensure that schools follow the statutory guidance including Keeping Children Safe in Education
     • responses to ISI inspection surveys for pupils, staff and parents
     • discussions with boarders and boarding staff to consider compliance with NMS for boarding schools requirements related to safeguarding, independent listening, educational guardians, lodgings and host families
     • scrutiny of the single central register to check the effectiveness of the system to ensure safer recruitment checks are completed for adults, including staff, volunteers and the proprietors. Inspectors will review the single central register onsite and sample checks, focusing particularly on adults who have been recruited since the previous inspection
     • The chart explains the information required for an effective and single central register that meets the requirements
     • All checks marked 'yes' must be completed, whether or not they are recorded on the SCR. All checks marked 'yes' in bold must be recorded on the single central register (SCR).
       
       

The standards are mapped for reporting purposes. This mapping indicates the sections of the report where focus areas are most likely to be reported. During inspection there may be overlap between standards and areas of the framework. This aligns with our thematic approach to inspection.

The reporting of systemic areas contained in paragraphs 3 (teaching), 4 (framework for pupils’ performance) and 5 (SMSC development) may be reported under any of Sections 2, 3 or 4 of the report depending on the inspection evidence.

Inspectors will consider the relevant NMS and EYFS requirements in the various sections of the report. The mapping of the NMS and EYFS is provided as guidance.