1. 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.
  2. 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 principles7.
    • responses to ISI inspection surveys for pupils, staff and parents