provision ... can be variable

Boarders’ rights

Boarders’ rights, advocacy and complaints are the focus of part F, which comprises four standards. Standard 11 has enhanced expectations on pupil induction. As before, it enshrines a requirement that pupils should be able to approach any member of staff if they have personal issues or concerns, and schools must provide information about external helplines and an ‘independent person’ they may contact. It also makes clear that formal advocacy services must be made available to any children who need them or are entitled to them, for example looked-after children. The standard on contact with parents and carers [12] is clear; schools must, when facilitating this, take account of the needs of those who come from different time zones. Securing boarders’ views has always been an essential part of school internal audit procedures and of inspection practice, upgraded now so boarders should be encouraged to give them and expect to receive appropriate feedback. Finally, standard 14 has a new requirement for schools to take account of complaints by boarders as well as their parents and carers.

Positive behaviour and relationships

The three standards in part G relate to promoting positive behaviour and relationships, and include a lot of new content, as well as the previous information relating to behaviour management. Standard 15 has several bullet points relating to promoting positive behaviour and creating a safe environment. The following standard

[16] on preventing bullying has similar statements relating to the school’s anti-bullying and cyberbullying procedures, and states that any instances must be dealt with effectively. Standard 17 codifies some of the guidance included in previous versions of the standards on the nature of positive relationships between pupils and other pupils, and between pupils and staff.

Part H comprises a single standard [18] on activities and free time and the relationship to boarders’ development. Here, the main change from previous versions is the enhanced requirement for schools to provide a ‘stimulating environment’. Part I, on the other hand, has four standards relating to staffing and supervision, including a new standard on educational guardians. Standard 19 covers the recruitment checks and procedures which need to be undertaken, including some new content relating to adults living elsewhere on the school site. Staffing and supervision are covered in Standard 20, with both the number and continuity of staffing under greater scrutiny. However, specific ratios are still not recommended or required, as each school needs to assess its requirements relating to the age, location and aptitudes of boarders, plus staff training and expertise.

Access to staff accomodation

A particular enhancement in 2022 has been the expectation that boarders should only access staff accommodation in exceptional circumstances. Most schools have been able to accommodate this without difficulty, but it has required changed procedures for others. Standard 21 remains unchanged, with prefects or equivalent being given appropriate training and having adequate staff supervision.

Standard 22 on educational guardians includes some existing content but also some new material, with the latter clarifying that schools have a responsibility to ensure guardian arrangements are promoting the child’s welfare, regardless of whether the school has made the arrangement or, as is more usual, it is made by or on behalf of the family. School staff must not fulfil the role of guardian themselves, to prevent any potential conflict of interest. Finally, Part J contains standard 23, which relates to any pupils accommodated offsite in lodgings or equivalent.

Fundamentally, any set of standards will only be a baseline, and all schools will strive to be considerably above any minimum threshold! ●