Framework | ISI inspection handbook 2026-2027 renewed

 Is your safeguarding practice inspection-ready?

A practical guide for independent school leaders under the ISI inspection framework

 

Safeguarding is considered on every ISI inspection. ISI makes two overarching safeguarding judgements: whether the school’s arrangements safeguard and promote pupils’ welfare, and whether those arrangements have regard to relevant Secretary of State guidance, including Keeping Children Safe in Education (KCSIE) and Working Together to Safeguard Children. Inspectors consider safeguarding throughout the inspection, not only during a meeting with the DSL or a review of policies.

What does ISI look for?

ISI evaluates whether safeguarding arrangements work in practice and meet the relevant Independent School Standards (ISS). Evidence can arise across all four sections of the framework. Inspectors triangulate what they see, read and hear: leaders’ decisions, staff and pupil understanding, records, surveys, observations, and the school’s work with other agencies. The aim is to understand pupils’ typical experience.

1. Check that safeguarding is embedded in everyday practice

A policy is only effective when staff understand it and follow it. Inspectors may speak to any adult in the school, not only the safeguarding team.

·        Brief all staff on the reporting route for concerns about pupils, including what to do if the DSL or deputy is unavailable.

·        Make sure staff know how to report concerns about adults, including allegations, low-level concerns and whistleblowing; ensure escalation routes are clear.

·        Use short scenarios in staff meetings to test responses to disclosures, suspected neglect, bullying, online harm, child-on-child abuse and concerns about staff conduct.

·        Check induction and refresher training are current, recorded and tailored to staff, volunteers, supply staff and other adults working with pupils.

·        Ask staff what they would actually do in a safeguarding situation rather than relying only on training attendance records.

2. Test whether pupils know how to get help

ISI considers pupils’ understanding of how to keep themselves safe, including online, and how to seek help. Listening to children and taking their wishes and feelings seriously are central to safeguarding culture.

·        Ask pupils how they would raise a concern, who they would approach and what they would do if the first adult did not help.

·        Check reporting routes are accessible to pupils of different ages, pupils with SEND and communication needs, boarders and pupils who may be vulnerable or isolated.

·        Review pupil, parent and staff survey feedback for safeguarding themes, then document how concerns are considered and acted on.

·        Look at whether pupils’ concerns result in appropriate follow-up and whether the school feeds back safely and sensitively.

·        Check pupils can explain key safety messages relevant to them, including online safety, bullying, harmful behaviour and trusted adults.

3. Quality-assure safeguarding records and referrals

Inspectors may select safeguarding records themselves. Records should be accurate, clear and sufficiently detailed to show how the school assessed risk, acted, shared information and followed up.

·        Sample a range of records, including open and closed cases, concerns about staff, child-on-child incidents and online safety issues.

·        Check each record shows what was reported, when and by whom; the child’s voice where appropriate; decisions and rationale; actions taken; and outcomes or current status.

·        Review referrals and contacts with children’s social care, police, health professionals and other agencies. Record advice received, agreed actions, response times and escalation where necessary.

·        Track open cases and multi-agency plans with clear ownership, deadlines and review points. Check actions are completed rather than simply listed.

·        Look for repeat concerns, patterns across pupils or groups, and contextual risks that may indicate a wider issue requiring a school-level response.

·        Ensure information is shared appropriately and securely, and that safeguarding records transfer promptly when pupils move school.

4. Demonstrate effective safeguarding leadership and multi-agency work

ISI considers whether DSLs and deputies are effectively trained, have the capacity and authority to fulfil their roles, and can secure help for pupils at risk of harm or who have been harmed.

·        Check the DSL and deputies have up-to-date role-specific training, sufficient time, access to leaders and clear cover arrangements.

·        Review how the school identifies and shares contextual risks, including risks outside school, online, peer-group risks and risks affecting vulnerable pupils.

·        Make sure referrals are timely and staff persist in seeking help when a response is delayed or does not adequately reduce risk.

·        Prepare to explain how the school works with local safeguarding partners and other agencies, including Family Help and child protection processes.

·        Use audits, supervision, case discussions and incident reviews to identify learning; record the improvement, the person responsible and when impact will be checked.

5. Make proprietor and governance oversight meaningful

Inspectors consider how those with governance responsibility assure themselves that leaders are meeting safeguarding standards. Proprietors and governors should understand their responsibilities and explain how they challenge and monitor practice.

·        Ensure governors or proprietors receive regular, appropriately anonymised safeguarding reports identifying themes, risks, referrals, training and actions - not just headline numbers.

·        Keep a record of challenge, decisions and follow-up, including how leaders demonstrate that agreed actions have been completed.

·        Check the safeguarding and child protection policy, behaviour and anti-bullying arrangements, staff code of conduct and relevant online safety policies are current and implemented.

·        Review previous inspection findings and recommendations, and be able to show what has changed and how leaders know the changes are effective.

·        Ensure leaders and governors can explain how the school promotes pupils’ wellbeing and how safeguarding informs wider leadership decisions.

6. Check safer recruitment and the single central record

ISI reviews the single central record (SCR) onsite and samples safer-recruitment checks, with particular attention to adults recruited since the previous inspection.

·        Audit the SCR against current KCSIE and Independent School Standards requirements; correct gaps and verify evidence rather than assuming an entry is accurate.

·        Check arrangements for staff, supply staff, volunteers, proprietors and other relevant adults, including written confirmation from supply agencies for the specific individual and checks they have carried out.

·        Confirm recruitment and induction procedures are followed consistently and staff know the school’s expectations for professional boundaries.

·        Ensure there is a clear process for recording and managing concerns about adults, including referral to the LADO where required.

·        For boarding settings, check recruitment and safeguarding arrangements cover relevant boarding staff, educational guardians, lodgings and host-family arrangements as applicable.

7. Consider the whole independent-school context

Safeguarding is connected to other standards, including welfare, health and safety, behaviour, risk assessment, premises, staff suitability and leadership. Boarding schools and registered early years provision have additional requirements.

·        Review risk assessments for trips, off-site activities, residential visits, site security, changing areas and other contexts specific to your school.

·        Check boarding arrangements against the relevant National Minimum Standards, including independent listening, educational guardians, lodgings and host families where applicable.

·        For registered early years provision, check relevant EYFS statutory requirements and how arrangements align with the wider school’s safeguarding systems.

·        Review how bullying, discriminatory behaviour, sexual harassment, sexual violence, harmful sexual behaviour and online incidents are prevented, reported and addressed.

·        Check online safety, filtering and monitoring, Prevent-related concerns and information-sharing arrangements are understood and acted on.

What should leaders prepare before inspection?

ISI’s inspection principles emphasise manageability and typicality. Inspectors do not expect staff to create documents specifically for inspection or reorganise normal school activity. They review information in the format the school ordinarily uses. Focus on keeping routine systems accurate and usable.

·        Current safeguarding and child protection policies, including relevant policies available to parents on the school website.

·        An accurate single central record and accessible evidence of required safer-recruitment checks.

·        Safeguarding records that clearly show concerns, decisions, referrals, information-sharing, actions and outcomes.

·        An overview of open cases, multi-agency plans and outstanding actions, with named leads and review dates.

·        Evidence of staff and DSL training, governance oversight, policy implementation and learning from audits or incidents.

·        Where relevant, evidence of compliance with boarding and early years requirements.

A quick leadership readiness check

Before inspection, ask:

·        Can staff explain confidently how to report concerns about a pupil and concerns about an adult?

·        Can pupils describe how to seek help, and are we listening and responding to what they tell us?

·        Do our records show the rationale for decisions, timely referrals, follow-up and outcomes?

·        Can the DSL demonstrate effective multi-agency working and persistence when concerns remain unresolved?

·        Can the proprietor or governing body explain how it checks that safeguarding standards are met in practice?

·        Is the SCR accurate, with evidence available for the required checks?

·        Have we acted on previous findings and can we show whether the changes have improved pupils’ safety?

Official ISI resources

·        How ISI inspects safeguarding: overview

·        ISI inspection framework (downloadable version; updated September 2026)

·        ISI inspection handbook

·        ISI handbook: safeguarding sources of evidence

·        ISI handbook: preparing for inspection

·        Keeping Children Safe in Education

·        Working Together to Safeguard Children

·        National Minimum Standards for Boarding Schools

Remember: ISI looks at the evidence as a whole. Strong preparation means being able to show that the school’s arrangements meet the relevant standards, that adults act on concerns, that pupils know how to seek help, and that leaders learn and improve when risks or weaknesses are identified.