15 Staffing and supervision NO CHANGES 16 Equal opportunities 16.1 Boarders are not discriminated against, paying particular regard to the protected characteristics set out in the Equality Act 2010 or because of their cultural background, linguistic background, special educational need, or academic or sporting ability. These factors are taken into account in the care of boarders, so that care is sensitive to different needs. Addition of the protected characteristics, which are: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex (gender), sexual orientation. 17 Securing boarders’ views 17.1 Boarders are actively encouraged to contribute views to the operation of boarding provision….. Need for staff to actively seek boarders’ views 18 Complaints 18.2 The school’s written record of complaints identifies those complaints relating to boarding provision, and action taken by the school as a result of those complaints (regardless of whether they are upheld). Schools must be able identify those complaints which relate to boarding 19 Prefects NO CHANGE 20 Lodgings 20.3 Schools the local authority to any arrangements made by the school that may constitute private fostering. Reminds schools of their duty relating to private fostering 20.4 20.3 renumbered 20.5 The school visits all potential lodgings it may arrange, and interviews any adult who will be responsible for the accommodation of the pupils in each lodging, takes up references, and has recorded a satisfactory assessment, before any pupil is placed there. The school can demonstrate that members of the host family aged over 16 are subject to a DBS check completed at the standard level, with a satisfactory outcome known before any pupil is placed. 20.4 renumbered, with additional phrase “it may arrange” and change from CRB to DBS 20.6 The school ensures that all adults providing lodgings for pupils on its behalf have undergone safeguarding training that is updated regularly as advised by the Local Safeguarding Children Board, and that they understand the school’s policy in relation to pupils going missing and their role in implementing that policy. Additional requirement for training of those providing lodging
Parental permission for medical and dental treatment, first aid and medication 3 Risk Assessments (for risky activities and in relation to premises/ grounds) 5, 6, 10 recruitment records and checks* 14 Staff duty rotas 15 Staff supervision, appraisal and training 15 Fire precautions test and drills 7 Risk assessments under the Regulatory Reform (Fire Safety) Order 2005 5, 7 Menus 8 Pocket money and personal property looked after by staff 9 Care plans for boarders with special needs (where applicable) 3,16 Parental permission for high risk activities 6, 10 Checks on Adventure Activity Centre licences 6, 10 Assessment of lodgings arranged by the school 20 Assessment of accommodation used by the school 5,6 ITEMS NOT MENTIONED IN THE NMS APPENDIX 2 – but worth monitoring Pupil signing out and in 6,15 Recruitment of guardians 14.5,14.6 Agreements with adults than staff 14.2 14.3 15.2
Induction of boarders Boarders reflect positively on induction, regardless of their starting point. Evidence also from parents and staff. 2 Support to boarders Boarders feel adequately supported, know who to contact outside school, and identify adults and older boarders at school they would talk to. 2.2 2.3 Quality of health and medical provision Boarders feel well looked when they are ill. Evidence from about effectiveness of systems in place. 3 Contact with parents/carers Boarders are able to contact parents/carers easily. 4 Quality of accommodation Boarders like their room or dorm, and are positive about the facilities. There are sufficient toilet and washing facilities. Positive feedback from parents and staff. 5 Do the boarders feel safe? 6 Fire tests and drills 7
The effectiveness of arrangements for welfare and safeguarding 11 12 14 (viii) Arrangements are effective in ensuring compliance with the National Minimum Standards for Boarding Schools, particularly in matters of safeguarding boarders’ welfare, staffing, management of behaviour and prevention of bullying. The effectiveness of the leadership and management of the boarding provision The Effectiveness of Leadership and Management of the Boarding Provision 1, 13, 15 18 (ix) Boarding priorities are clear and houses are well run, in line with the aims of the school, and with a commitment to self-evaluation and improvement. INTERMEDIATE INSPECTION The handbook makes plain that “Intermediate inspections of boarding welfare focus primarily on whether the National Minimum Standards for Boarding Schools (NMS) are met. The report therefore concerns whether the school meets these Standards and does not contain judgments on wider provision or outcomes for boarders.” The report will therefore state whether or not a school is compliant, with standards categorised as follows: Boarding provision and care Standards 2 3 4 5 6 7 8 9 10 Arrangements for welfare and safeguarding Standards 11 12 14 Leadership and Management of the Boarding Provision Standards 1 13, 15 16 17 18 19 20