Within the new Independent Schools Inspectorate (ISI) framework, a key element is a focus on pupil wellbeing and the school culture that underpins it.

This means inspectors are being asked to look at the inner life of a school and “see what problems and negative behaviours are ongoing in the school, such as racism, misogyny or bullying”.

The ISI handbook adds: “Schools that do better at inspection will be those that are themselves looking for, and thinking carefully about, these elements of school life.”

It is positive that independent schools are being pushed to acknowledge there will always be problems, and the best schools will be those who know there will always be issues that need attention. How, then, can schools unearth these issues - and demonstrate this work is taking place?

1. Deep listening

ISI guidance uses the phrase “deep listening” to help schools ensure they listen to all voices in the setting - pupils, teachers, administrative staff and parents.

Doing this should avoid relying on the “my door is always open” approach, which can simply mean the same voices of those willing to speak up are heard. Schools must seek out the thoughts of the silent majority, and indeed of the silent minorities.

For example, the view of your school from a parent who regularly fails to attend any school events and is only seen once a year at parents’ evening could offer a different perspective or raise a new issue than those on the Parent and Teacher Association.

School governors must also be part of this “deep listening” focus given their requirement to “ensur[e] the work of their head and senior team to meet standards and actively promote wellbeing”.

2. Eliciting useful information

Of course, if you want useful information, you have to ask the right questions.

So, rather than asking pupils: “What do you think about PSHE teaching?” Then getting answers such as “I enjoy it” or “I would rather have a free period”, you should ask specific questions, such as: “Do you think PSHE lessons have helped you understand your own physical and mental health?” And then perhaps: “Are there any other elements the course should be covering?”

Or for parents, you could ask: ”What do you think we could be doing better to support pupil mental health?”

This will give you the sort of specific and useful feedback to guide your school strategy and show inspectors how you are engaging with your community on this, should they ask.

3. Deep noticing

Often overlooked in the ISI guidance is the idea schools should have “deep noticing”, as well as listening. This “noticing” is crucial. This is where schools can demonstrate the strength of their whole school culture whereby staff really do “notice” what is going on.

The phrase my own colleagues hear a lot from me is finding “the little pieces of the jigsaw”. The more that staff members of all sorts notice these little pieces, and pass them on, the more you will understand the bigger picture of your school.

For instance, if a teacher on duty notices a child sitting on their own all break, do they think nothing of it or do they make sure the tutor finds out so the pupil can be supported?

4. Using data

Schools should be using data to understand trends and patterns of behaviour.

For instance, online platforms used to organise co-curricular programmes make it easy to see which pupils are not participating in activities as you would hope. Using this data, schools can target listening and interventions on non-participating pupils and parents to find out why this is happening and what can be done to change things.

With data that logs the times and places of incidents of misbehaviour, it should be possible to understand where on the school site needs more of a teacher presence during duty periods or if lunch breaks need to be moved, perhaps due to poor behaviour spikes before lunch.

5. Keep a log

The most obvious elements of data that all schools can use are the logs that have to be kept on bullying and serious misbehaviour.

The key is that these are not passive repositories of information, but active documents that allow a school to listen and then act on any concerning patterns emerging.

For example, if a particular year group has seen a surge in bullying behaviour and a modified PSHE programme was put in to support them in challenging this behaviour, what was the impact?

Doing this means you can demonstrate you have a culture that continually reacts to events and understands there are always ways to improve when it comes to behaviour, wellbeing and the culture that underpins your school.

Luke Ramsden is senior deputy head of an independent school and chair of trustees for the Schools Consent Project