At the start of this new academic year independent schools across the country face a new Independent Schools Inspectorate (ISI) inspection framework.
The standards by which schools are inspected remain fundamentally unchanged but there will be differences in the style and focus of inspections.
The good thing for schools is that there is lots of advice available for how to prepare for this new framework, most particularly on the ISI website. But with the start of term just around the corner, here are a few practical considerations for school leaders if an inspector calls.
Private school inspections: key changes
1. Pupil wellbeing
The big difference is that the structure of the inspection, in terms of the topics inspectors will be looking at and gathering their evidence on, has been changed completely.
Specifically, it is now stated clearly that the “responsibilities of the school’s leadership and management and governance to actively promote the wellbeing of pupils” are now “at the centre of ISI’s evaluation”.
This means that the entire inspection is based around this fundamental principle, with the five sections of the inspection on:
- Leadership and management
- Pupils’ education, training and recreation
- Pupils’ physical and mental health and emotional wellbeing
- Pupil’s social and economic wellbeing, and contribution to society
- Safeguarding
As only part of one of these areas is focused squarely on education, it is vital that schools are well prepared to talk to inspectors about what they do in each of these other areas.
The upshot of this is that personal, social, health and economic (PSHE) education is now probably the single most important subject that schools teach when it comes to inspection outcomes, given that sections three and four will be influenced by quality PSHE and RSE provision.
2. The importance of school governors/proprietors
Another central part of the new framework is that inspectors want to see evidence that governors are “actively and demonstrably” ensuring that the head and senior team are meeting the independent school standards and promoting student wellbeing.
The “active” part of this may be challenging for some governors - because their role is part-time and voluntary - and it would be sensible for heads and governors to look at what governors can do that is active but also manageable in terms of workload and timing for them.
Beyond attending the usual termly governors’ meetings, time spent talking directly to the students is one of the most valuable things that governors can do to really get to know what is happening in their school.
It is also important for schools to “demonstrate” the work of their governors. In particular, make sure that the minutes of governors’ meetings reflect all that is being done to promote student wellbeing.
Also ensure that other governors’ activities, like conversations with students or lesson observations, are noted in writing so inspectors have evidence of all the work that your governors have carried out.
3. The importance of pupil voice
Talking to the pupils has long been a cornerstone of inspections, and now, even more than previously, inspections will focus on students’ “wishes and feelings about their school experience”.
If schools have not done so already, it is extremely important schools that they take every opportunity to understand their own pupil voice through surveys, focus groups and individual discussions.
This is good practice in any case to ensure that you understand which areas of school life are going well and where there are concerns, from the point of view of pupils - and it means that when inspectors talk to your pupils, you are less likely to be surprised by what they say.
4. Authenticity
The new framework repeatedly stresses that inspectors do not want to see pre-prepared material and specially created activities.
It is usually obvious if lessons are suddenly much more engaging than usual or there are 15 extra clubs put on each day for inspectors to observe. Conversely, if inspectors arrive at a school where everything is ticking over as normal - including meeting the criteria for inspection - it is usually obvious.
Of course, inspectors know that no institution is perfect, and it is far better to be a school that not only discusses positives but also acknowledges challenges and how they are being addressed.
5. The right documents
This not technically a new requirement but it will be no less important for schools to ensure that they have the right documentation for inspectors.
In many ways inspections are like exams in which you already know the questions. All schools will be asked to show inspectors a log of bullying and behaviour incidents as well as a log of behaviour involving sexual harassment or violence, and also a log of complaints.
Making sure that these are updated routinely and used to inform your ongoing school strategy is not only good practice but will also avoid that last-minute panic of a senior leader having to write up a file of evidence in the 24 hours after the inspection is announced and before the inspectors arrive.
Even more important than these logs is the single central register. Reviews of school inspections over the past few years show this is one of the most significant causes of schools failing inspection.
Not only is this document a central part of a school’s safeguarding plan - a first deterrent against potential safeguarding concerns - but it also central to a school’s success at inspection.
Luke Ramsden is the deputy head of an independent senior school and chair of trustees of the Schools Consent Project
