During a boarding or residential special school inspection

Here is what happens during a typical inspection of boarding or residential provision.

Day 1 - afternoon

The lead inspector will meet the headteacher and the member of staff in charge of boarding/care at the start of the inspection, generally in the early afternoon.
The lead inspector will confirm the inspection plan and timetable.
The school will be asked to provide any relevant information that inspectors need to be aware of while they are on site as discussed in the notification of inspection telephone call.
Inspectors begin inspecting the boarding or residential provision, looking at policies and records and talking to staff and boarders.
In integrated inspections, inspectors will observe lessons and inspect the education provision.
Inspectors will eat a meal with boarders during the evening and tour the boarding accommodation.
They will also observe extra-curricular or leisure activities.

There may be a short meeting with the headteacher and/or head of care at the start of the day.
Inspectors confirm the arrangements for the day and continue with the inspection programme, conducting interviews, talking to boarders, observing records, policies and procedures.

Final inspection activities as required.
Inspectors hold a meeting to discuss the key findings, evidence, judgements and prepare feedback.
Feedback is given to the headteacher and proprietor or governing body. The lead inspector will make sure that the school understands the inspection findings and judgements.

These include:

listening and talking to boarders/residential pupils
talking with staff who have responsibility for leading, managing and organising the boarding/residential provision
following up on the school’s progress in response to national minimum standards which were not met at the time of the last inspection
sampling meals and observing mealtime routines
looking at boarders’/residential pupils’ records, case files and other relevant documents
liaising by telephone with social workers from relevant local authorities that may have placed boarders’/residential pupils’ in the school
looking at the welfare records from a range of different information sources relating to a small number of boarders/residential pupils, in order to build up a more rounded picture of the quality of support and provision for individuals’ needs
inspecting the premises, accommodation, facilities and procedures for ensuring health and safety arrangements.