The Inspection Process

Contents

The Pre-Inspection Call

This will focus first on practical arrangements and include a discussion to understand the aims and context of the school. The reporting inspector will also clarify the information that inspectors will find helpful to see before the start of the inspection and the information that may be made available at the start of the inspection.

The content of the pre-inspection call should include:

  • explanation that the virtual inspection team room will be the means of communication with the school and will enable the exchange of any documents as required
  • confirmation that there are no conflicts of interest with any members of the inspection team from the school’s perspective, confirmation of the identity of the proprietor/s of the school
  • confirmation that the pupil, staff and parent surveys are distributed
  • the details of any additional provision in the school, including any registered early years provision
  • confirmation that parents and the proprietor/s are informed of the inspection. The reporting inspector will arrange a suitable time to talk to the proprietor/s (as many as possible). This discussion may take place remotely if it is not possible for the proprietor/s to visit the school at short notice
  • with details of the times of the school day and any extraordinary events that may be taking place during the course of the onsite inspection
  • agreement for a suitable time for the inspection team to be introduced to the staff of the school
  • an indicative time for the final feedback meeting. The reporting inspector will make clear that the proprietor/s are invited to the final feedback meeting
  • information about how inspectors will work with the leaders in the school, including through regular keeping-in-touch meetings with the headteacher as well as any potential activities to be undertaken jointly
  • clarification that it will typically not be possible for inspectors to observe every teacher at the school. The reporting inspector will explain that inspectors do not require staff to prepare lesson plans for inspectors but should make available any existing curricular or lesson-planning documents that teachers routinely use
  • the opportunity for the headteacher to point out any staff sensitivities which may need to be taken into account by the inspection team
  • explanation of arrangements for pupil discussions with inspectors and that pupils are chosen randomly by inspectors. Meetings may also occur with any relevant special interest groups at the school. In co-educational schools that include secondary-aged pupils, inspectors will have discussions with some pupils in single-sex groups
  • explanation of how pupils’ work will be reviewed, including where it is held online. The reporting inspector should explain that inspectors will, wherever possible, talk to pupils in lessons about their work as well as review pupils’ work with members of staff and with pupils’
  • identification of suitable times to speak to school leaders, members of staff and pupils
  • explanation that any draft timetable shared with the school is flexible and that amendments may be made in the light of emerging findings and the need to triangulate evidence
  • arrangements for the health and safety tour of the school premises
  • confirmation for display of the inspection notices around the school for pupils to see
  • practical arrangements, including access to secure Wi-Fi, travel, parking, and any refreshments
  • the reporting inspector will ask the school to provide a space for inspectors to use as a team room to hold confidential discussions and work on their laptops. The reporting inspector will keep the requirements for the team room to the minimum required. For example, the school is not required to provide a printer or stationery products.

Documents in advance of the Inspection

And what information does the inspector require at the start of the inspection (once the pre-inspection call has occurred)?

No documents need to be uploaded to the ISI portal before inspection. All relevant documents should already be on a school’s website. Part 6 of The Independent School Standards (‘Provision of Information’) tells schools what policies they need to make public, along with paragraph 2A. Paragraphs 63-69 of the Inspection Handbook are called ‘Preparing for inspection’ and cover what the inspector will look at. Paragraphs 79-80 in the Inspection Handbook list what documents they may ask for.

During the pre-inspection call, the reporting inspector will request that the school upload the following information to the inspection virtual team room (a virtual space on ISI’s inspection portal used to store and share inspection documentation. Schools may be asked to upload information to the team room for the inspectors to see. Login details will be provided during the notification call):

  • details of the aims, characteristics and context of the school
  • confirmation of the name of all proprietors of the school
  • teaching timetables that teachers use and have available
  • a list of staff of the school
  • details of any relevant staff absence
  • the number of pupils with special educational needs and or disabilities (SEND) and the nature of their needs, and the number of pupils with an EHC plan
  • the number of pupils who may speak English as an additional language and their level of English acquisition
  • the regulatory audit tracker (if available)
  • Other information that is likely to be required during the onsite inspection includes:
  • plans of the school premises
  • curriculum plans and schemes of work
  • the school’s analysis of the progress and attainment of pupils
  • current self-evaluation and school development planning information (if available). There is no requirement for school leaders to present this information in a prescribed format
  • any reports from the external evaluation of the school
  • the school’s records of behaviour incidents and records of suspensions or exclusions
  • records and analysis of bullying and discriminatory behaviour
  • the school’s record of complaints
  • safeguarding information, including the single central register, a list of referrals to the designated person for safeguarding and to the local authority or other services and records of child-on-child sexual harassment and sexual violence

Inspection Timetable

Inspection activity will commence at noon (please refer to paragraph 43 on page 12 in the inspection handbook). However, some reporting inspectors may inform the headteacher that they or their team will arrive on site between 11:00 and 11:30 due to travel constraints or poor weather conditions. Inspectors will ask to be directed to the inspection base but only undertake inspection activities at noon on the first inspection day.

The reporting inspector will draft a bespoke inspection timetable for the school. The provisional timetable is usually shared with the headteacher one day in advance so the school can make the necessary meeting arrangements. Any inspection timetable must be flexible and open to amendment by inspectors.

Pupil Survey

Year 5 and over are required to complete the pupil surveys.

SEF

There is no preferred method for schools to communicate with inspectors about their self-evaluation. The ISI SEF guidance is optional. Inspectors will discuss the school’s self-evaluation, in whatever form it is held, during the inspection.

Wellbeing Focus

The meaning of ‘wellbeing’ for the Standards and ISI’s values is defined by section 10(2) of the Children Act 2004 as relating to:

  • Pupils’ physical and mental health and emotional wellbeing
  • Protection of pupils from harm and neglect
  • Pupils’ education, training and recreation
  • Pupils’ contribution to society
  • Pupils’ social and economic well-being.

These points are encapsulated in the inspection framework. Refer to sections 2 (Pupils’ education, training and recreation) and 1 (Leadership and management and governance) in the framework to read more about how assessment, progress and achievement are evaluated on inspection.

Meetings with HoD/subject leaders/pupils

Heads of department and subject leaders will be asked to bring indicative work samples across the ability range and representing key groups such as pupils with EAL (if applicable). Inspectors will be interested to hear about how heads of department or subject leaders plan, assess, track and intervene to ensure that all pupils make good progress. Please refer to section two of the inspection framework for more information.

Inspectors will meet with pupils across the age range in school, including pupils from key groups such as pupils with SEND. Inspectors will choose pupils randomly; they may also ask to talk with particular groups of pupils. The reporting inspector will give further guidance during the inspection. Usually, pupils must bring two to three pieces of work (one from English, science or maths and one from a curriculum area of their choice that is not English, science or maths). Work may be presented electronically. Pupils will be asked to discuss how their school helps them to learn.