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' physical and mental and emotional wellbeing are met.
  2. 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 who have 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 accommodation6, 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