There is a single type of routine inspection for all association independent schools in England.
There are three types of non-routine inspections, which are reported on specific report templates depending on which type of inspection is commissioned by the Department for Education:
Material Change: This occurs when a school applies to change the terms of its registration with the DfE, for example by extending its age range.
Progress Monitoring: This occurs when a school has failed to meet the standards on a scheduled inspection and is visited to inspect for improvement.
Additional: This occurs when the DfE have reason for a school to be inspected urgently.
Inspection reports will reflect inspection findings regarding the complex and wide-ranging nature of school provision and the breadth of impact for pupils. Each section of the report (which corresponds to the sections of the framework) will report clearly and with supporting evidence the extent to which the Standards are being met.
The summary section of the inspection report will give a balanced evaluative overview of provision at the school. It will describe the main areas of strength and any relative weaknesses relating to all sections of the framework.
In the summary section, inspectors will:
- recommend next steps where standards are met, and/or
- give an overview of areas for action where standards are not met.
In addition, inspectors may:
- highlight any areas of provision that have been identified on inspection as significant strengths;
- where standards are unmet, state whether there are serious and/or multiple failings in the school's provision.
Each section of the report relating to the four sections of the framework will describe more fully, the strengths, relative weaknesses, any significant strengths and where standards are not met whether there are serious and/or multiple failings in the school’s provision.
There are three types of ISI inspector:
- Reporting inspector (RI) who leads the inspection, directs the inspection team and writes the report
- Team inspector (TI) who is a member of the inspection team, evaluates provision at the school and contributes to the team judgement
- Associate inspector (AI) who supports the inspection through shadowing the inspection team and may record evidence but does not contribute to the team judgements. An associate inspector will be aspiring to senior leadership in an association school. Each association school can nominate one associate inspector.
All inspectors will receive initial and regular update training appropriate to their role. Inspectors draw on the experience of the independent school sector and have appropriate specialist knowledge. Following a DBS check, all inspectors must hold a clear enhanced DBS certificate and be a member of the DBS update service.
Leadership must ensure that arrangements are made to safeguard and promote the welfare of pupils for whom the school provides accommodation (boarders), which meet the requirements of (as applicable) the National Minimum Standards for boarding schools.
The inspection team will consider how effectively leadership actively promotes the wellbeing of boarders at the school when making judgements for the whole school.
Any specific aspects of provision relevant only to boarding pupils, and not covered elsewhere in the report, will be reported under a section in the report on boarding.
The inspection team will consider how effectively leadership actively promotes the wellbeing of all children in early years provision at the school when making judgements for the whole school.
An evaluation of the school's provision for children from birth to five is also reported in accordance with the requirements of the Early Years Foundation Stage framework.
Any provision for children in a setting that is registered with Ofsted is evaluated and reported in accordance with the requirements of Ofsted’s Education Inspection Framework and associated guidance.