National Minimum

Standards for boarding

schools

In force from 5 September

2022
Contents
Summary 4
About this document 4
Expiry or review date 4
Who is this document for? 4
Main points 5
National minimum standards for boarding schools 7
Part A: Governance, leadership and management 7
Standard 1 – Statement of boarding principles and practice 7
Standard 2 – Management and development of boarding 7
Standard 3 – Inclusion, equality and diversity 8
Part B: Boarding Provision 9
Standard 4 – Boarding accommodation 9
Standard 5 – Boarders’ possessions 10
Standard 6 – Provision and preparation of food and drinks 11
Part C: Health and Wellbeing 11
Standard 7 – Boarders’ health and wellbeing 11
Part D: Safeguarding 13
Standard 8 – Safeguarding 13
Part E: Health and safety 14
Standard 9 – Safety of boarders 14
Standard 10 – Fire precautions and drills 15
Part F: Boarders’ rights, advocacy and complaints 15
Standard 11 – Boarders’ induction and individual support 15
Standard 12 – Contact with parents/carers 16
Standard 13 – Securing boarders’ views 16
Standard 14 – Complaints 17
Part G: Promoting positive behaviour and relationships 17
Standard 15 – Promoting positive behaviour 17
Standard 16 - Preventing bullying 19
Standard 17 – Promoting good relationships 19

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 Part H: Boarders’ development 19
Standard 18 – Activities and free time 20
Part I: Staffing, guardians and prefects 20
Standard 19 – Staff recruitment and checks on other adults 20
Standard 20 – Staffing and supervision 21
Standard 21 – Prefects 22
Standard 22 – Educational Guardians 23
Part J: Children accommodated off-site 23
Standard 23 – Lodgings and host families 24
Appendix A: List of policies and documents 26
Policies: 26
Documents: 26
Where applicable: 26
Appendix B: List of records 28
Appendix C: Further information 29
Useful resources and external organisations 29
Other relevant departmental advice and statutory guidance 29
Other resources 29
Appendix D- Table of substantive changes 30

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Summary

About this document

This document contains a statement 1 of national minimum standards (standards) to
safeguard and promote the welfare of all children, for whom accommodation is provided
by boarding schools.

These standards do not override the need for schools to comply with other relevant
legislation, such as that which sets the standards for independent schools, and
legislation covering the likes of health and safety, fire or planning regulations.

These standards are additional to the requirements in statutory safeguarding guidance,

Keeping children safe in education - GOV.UK (www.gov.uk) which all boarding schools
must have regard to.

In these standards, ‘have regard to’ means that the school should be able to
demonstrate that it either complies with the guidance, or has considered the guidance
and has good reason for departing from it.

Expiry or review date

The Secretary of State will keep the standards under review and may publish amended
statements as appropriate. A table of substantive changes, compared to the 2015
version of the standards, is provided at Appendix D.

Who is this document for?

The standards apply in England to all mainstream boarding schools:

• for all age groups of pupils under 18 2, including any lodging arrangements
organised by the school for residential pupils (referenced in this guidance as
‘boarders’);
• any boarders aged 18 or over on the roll of the school who live in the same
accommodation as those who are under 18; and

1 This statement is a revision of the statement which came into force on 1 April 2015.
2 Including schools where all boarders are 16 or over

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 • children accommodated at the school, other than boarders 3.

These standards do not apply to:

• Children’s homes. Boarding schools which accommodate or arrange

accommodation for any child for more than 295 days a year4, or intend to do so.
Such schools are required to register as children’s homes with Ofsted and are
required to comply with legislation and standards set for children’s homes5 rather
than the standards in this document.
• Further Education Colleges funded by the Education and Skills Funding Agency.
There is a separate set of national minimum standards for Further Education
Colleges which accommodate under 18s.
• Residential Special Schools. There is a separate set of standards for residential
special schools.
• Boarders aged 18 and over who live in separate accommodation to pupils under
the age of 18.
• Those aged 18 and over who are not pupils but are being educated by the
school. These students should not be in the same accommodation as pupils.
• Instances where another organisation is responsible for the children, such as
when the premises are let during the school holidays. In such cases the
organisation is responsible for their welfare rather than the school.
• The children of staff working at the school and living in their household.

Main points
• This statement of national minimum standards for boarding schools is
published by the Secretary of State for Education under section 87C(1) of the
Children Act 1989 as amended by the Care Standards Act 2000 and the
Education Act 2011.
• These standards contain arrangements to safeguard and promote the welfare
of children for whom accommodation is provided by boarding schools. They
provide the minimum standards below which no school is expected to fall.

3 The school accommodates children other than its own boarders if the school, or any member of its staff

as part of their work for the school, is responsible for looking after them during their stay at school.
Visiting pupils staying in school accommodation, even accompanied by their own staff, should be
regarded as temporary boarders.
4 S1(6) of the Care Standards Act 2000

5 See The Children’s Homes (England) Regulations 2015 and the Guide to the children’s homes

regulations, including quality standards

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 • The school will be inspected against the standards to determine if there is
satisfactory compliance with the legal obligation to safeguard and promote the
welfare of boarders. In carrying out the inspection, the role of the inspectorate is
to determine the extent to which the school promotes and safeguards the welfare
of all boarders, rather than its compliance with structures and systems.
Inspectorates will take account of the school’s admission policy and statement of
purpose, and the views of parents and carers.
• Where terms such as ‘adequate’ and ‘suitable’ are used within the standards,
inspectors will make judgements based on the adequacy or suitability for the
specific needs of the boarders residing at the school, having regard to their ages,
numbers, sex and any special requirements6 they may have. Where the term
‘good’ is used within the standards, the quality of provision should be such that a
reasonable person would consider it to be good in relation to the specific needs of
the boarders residing at the school, having regard to their ages, numbers, sex and
any special requirements they may have. It does not necessarily mirror the term
‘good’ within inspection quality judgements.
• The Secretary of State will refer to these standards in any action he may take
against an independent boarding school or academy (including free school) that fails
to comply with its duty to safeguard or promote the welfare of boarding pupils. Local
authorities and the Secretary of State will also take the standards into account in
any enforcement action taken in relation to a failure by a maintained school to
safeguard or promote the welfare of boarders.
• Minimum standards do not mean standardisation of provision. The standards are
designed to be applicable to the many different types of boarding schools and
are intended to support schools in developing their own ethos and approach that
meets the needs of individual pupils.
• Although the standards are issued for use by inspectorates in assessing the
quality of provision in boarding schools, they have other uses. They may be used
by schools and staff in self-assessing their services; they may provide a basis for
the induction and training of staff; they can be used by parents/carers, children
and young people as a guide to what they should expect a school to do; and they
can provide guidance on what is required when schools set up boarding
provision.

6 A student has “special requirements” if the student has any needs arising from physical, medical,

sensory, learning, emotional or behavioural difficulties which require provision which is additional to or
different from that generally required by children of the same age in schools other than special schools.

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National minimum standards for boarding schools

Part A: Governance, leadership and management

Aim: The leadership, management and governance of the school enables a culture to
thrive which is child-centred, safeguards children’s wellbeing and is ambitious for the
progress of every child. Monitoring and accountability is strong and adds value.

To achieve this aim, the school should meet the following standards:

Standard 1 – Statement of boarding principles and practice

1.1 A suitable statement 7 of the school’s boarding principles and practice is
available to parents, carers and staff, is known to and understood by boarders, and is
seen to work well in practice.

Standard 2 – Management and development of boarding

2.1 The school’s governing body and/or proprietor monitors the effectiveness of
the leadership, management and delivery of the boarding and welfare provision in
the school, and takes appropriate action where necessary.

2.2 The school’s leadership and management, including its governing body where
appropriate, demonstrate good skills and knowledge, appropriate to their role and
undertake appropriate training as required.

2.3 There is clear leadership and management of the practice and development of
boarding in the school, and effective links are made between academic and residential
staff.

2.4 The school’s leadership and management fulfil their responsibilities

consistently and effectively so that the standards are met.

2.5 The school’s leadership and management and governance actively promote
the wellbeing of pupils.

2.6 Senior boarding staff are knowledgeable and experienced and have
undertaken appropriate training in the management and practice of boarding. They
use this to ensure that boarders’ welfare is safeguarded and promoted.

7 Individual schools will be best placed, on a case-by-case basis, to ensure the statement is accessible to

those for whom English is not their first language.

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2.7 The school follows and maintains the policies and documents described in
Appendix A.

2.8 The records specified in Appendix B are maintained and monitored by the
school and action taken as appropriate.

Standard 3 – Inclusion, equality and diversity

3.1 Boarders are not discriminated against, paying particular regard to the legally
protected characteristics and requirements set out in the Equality Act 2010 8. In
addition, boarders are not discriminated against because of their cultural background,
linguistic background, special educational needs, or academic or sporting ability (the list
is not intended to be all encompassing, the key factor is protecting boarders from
discrimination). These factors are taken into account in the care of boarders, so that
care is sensitive to different needs and an inclusive environment is promoted within
the school.

8 The protected characteristics are age, disability, gender reassignment, marriage and civil partnership,

pregnancy and maternity, race, religion or belief, sex, sexual orientation. Guidance is available a: Equality
Act 2010: advice for schools - GOV.UK (www.gov.uk).

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Part B: Boarding Provision
Aim: The school provides a homely and welcoming environment in which boarders feel
safe, secure and comfortable, and where their privacy is respected. Boarders enjoy their
accommodation and meal times and feel that their belongings and personal
possessions are protected.

To achieve this aim, the school should meet the following standards:

Standard 4 – Boarding accommodation

4.1 Good quality sleeping accommodation is provided for boarders. It is well
organised and managed with ongoing assessments of risk (which should be
documented) and findings acted upon to reduce risk for all boarders. Accommodation
gives boarders appropriate privacy, taking into account sex, age and any special
requirements. Where children share a bedroom, they are able to express a preference
about whom they share with.

4.2 Good quality living accommodation and equipment, including appropriate

internet 9 access, is provided for boarders for the purposes of organised and private
study outside school hours and for social purposes.

4.3 Sufficient toilet and washing facilities with good quality fixtures and fittings and
access to hot water are provided for boarders, are readily accessible from the sleeping
accommodation and take into account sex, age and any special requirements. 10

4.4 Boarding houses and other accommodation provided for boarders are well lit,
heated and ventilated, cleaned and maintained, and reasonable adjustments are made
to provide accessible accommodation for any boarders with disabilities.

4.5 Accommodation is well furnished and of sufficient size for the number, needs
and ages of boarders accommodated, with appropriate protection and separation
between boarder accommodation and staff accommodation. Bedding is warm, clean
and comfortable.

9 Part 2 of Keeping children safe in education - GOV.UK (www.gov.uk) sets out requirements for
appropriate filtering and monitoring.
10 Separate toilet facilities for boys and girls aged 8 years or over must be provided except where the toilet

facility is provided in a room that can be secured from the inside and that is intended for use by one pupil
at a time. The School Premises (England) Regulations 2012,-
https://www.legislation.gov.uk/uksi/2012/1943/regulation/4/made and The Education (Independent School
Standards) Regulations 2014 (legislation.gov.uk)

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4.6 Boarders can personalise an area of their accommodation with suitable
posters and personal items if they wish.

4.7 Boarding accommodation is reserved for the use of those children designated
to use it, and is protected from access by unauthorised persons. Any use of school
facilities by individuals or groups does not allow members of the public (including
members of organised groups using school facilities) unsupervised 11 access to
boarders, or to boarding accommodation while occupied by boarders.

4.8 Any use of biometric data/technology12 or surveillance equipment (e.g. CCTV

cameras) or patrolling of school buildings or grounds for security purposes13 does not
intrude unreasonably on boarders’ privacy. Any schools 14 which use biometric
technology and/or CCTV should set out the rationale for its use in the school’s
security policy. In addition, schools using CCTV must be registered with the
Information Commissioner’s Office (ICO) 1516 and comply with relevant data protection
legislation including the UK General Data Protection Regulations17, the Data
Protection Act 2018 18 and the Protection of Freedoms Act 2012 19.

Standard 5 – Boarders’ possessions

5.1 Good and regular laundry provision is made for boarders’ clothing and bedding.
Boarders’ clothing is stored safely while in the process of being laundered and
returned to the right boarder following laundering.

5.2 Boarders are able to obtain personal and stationery items whilst accommodated at
school.

5.3 Good protection is provided for boarders’ personal possessions and for any
boarders’ money or valuables looked after by the school.

11 Part 3 of Keeping children safe in education - GOV.UK (www.gov.uk) sets out supervision
requirements.
12 Biometric data means personal information resulting from specific technical processing relating to the

individual’s physical, psychological or behavioural characteristics which allow or confirm the unique
identification of that person, such as facial images, voice recognition or fingerprints. DfE guidance at:
https://www.gov.uk/government/publications/protection-of-biometric-information-of-children-in-schools
13 Policies should be clear where surveillance is used for security purposes- it should not be used to

compensate for inadequate staffing levels.

14 Data protection: toolkit for schools - GOV.UK (www.gov.uk)

15CCTV checklist | ICO

16 Amended Surveillance Camera Code of Practice (accessible version) - GOV.UK (www.gov.uk)

17 The Data Protection, Privacy and Electronic Communications (Amendments etc) (EU Exit) Regulations

2019 (legislation.gov.uk)
18 Data Protection Act 2018 (legislation.gov.uk)

19 Protection of Freedoms Act 2012 (legislation.gov.uk)

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Standard 6 – Provision and preparation of food and drinks
6.1 All boarders, including those with special dietary, medical or religious needs, are
provided with good quality, nutritionally balanced meals with choice and variety and of
sufficient quantity20.

6.2 Good quality facilities are provided for the hygienic preparation, serving and
consumption of boarders’ main meals. These may be situated in the main school
building provided it is adjacent to or reasonably accessible from the boarding
accommodation.

6.3 In addition to main meals, boarders have access to drinking water and to food
or the means of hygienically preparing food at reasonable times. Schools are sensitive
to boarders’ individual needs in this respect.

6.4 Boarders with disabilities are provided with appropriate assistance to eat, in a
manner which promotes dignity and choice.

Part C: Health and Wellbeing

Aim: Boarders’ health needs are fully met, and their physical, emotional and social
wellbeing and mental health are promoted and supported. Any health care provided is
in the best interests of the child.

To achieve this aim, the school should meet the following standard:

Standard 7 – Boarders’ health and wellbeing

7.1 The school has, and implements effectively, appropriate policies for the care of
boarders who have medical conditions and/or are unwell, ensures that the physical and
mental health and emotional wellbeing 21 of boarders are promoted and prompt action is
taken when health concerns are identified. The policies include first aid 22, care of those
with chronic conditions and disabilities, dealing with medical emergencies and the use
of both prescription and non-prescription medication (including controlled drugs).
Policies for administration of medication should reflect, where appropriate, guidance
provided by the Royal Pharmaceutical Society and the Royal College of Nursing.

20 School food standards: resources for schools - GOV.UK (www.gov.uk)

21 “wellbeing” means wellbeing within the meaning of section 10(2) of the Children Act 2004
22 First aid in schools, early years and colleges - GOV.UK (www.gov.uk)

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7.2 Boarders are supported and educated to understand their health needs, how
to develop and maintain a healthy lifestyle and to make informed decisions about
their own health.

7.3 Effective arrangements are made to care for boarding pupils who are sick or
injured. Boarders are accommodated away from other children where this is
necessary to care for the child in question or to protect other boarders (e.g. from
contagious conditions). Where boarders need to be cared for away from their usual
accommodation, they are provided with good quality accommodation, including toilet
and washing facilities. The accommodation is staffed appropriately and provides
boarders with appropriate privacy, taking into account sex, age and any special
requirements.

7.4 The school ensures boarders have access, as appropriate, to local medical,
dental and optometric services and provision. In addition, the school engages effectively
with health agencies, including specialist services (such as CAMHS, sexual health
services and those providing support for victims of sexual abuse) when appropriate,
responding in a timely manner to boarders’ needs.

7.5 The school facilitates access to all relevant health, counselling and support
services (set out above) as required. It should be clear who is responsible for making
emergency and routine health care appointments for children, including where
consultation between parents/carers and staff is necessary. 23

7.6 All medication is stored safely and securely and accurate records are kept of
its administration. Staff are properly trained to provide the support that pupils need
when administrating medicines. Prescribed medicines are given only to the boarders
to whom they are prescribed. Boarders allowed to self-medicate are assessed as
being sufficiently responsible to do so. Where applicable, schools have regard to
government guidance 24.

7.7 Boarders’ confidentiality, rights, privacy and dignity as patients is fundamental

and is appropriately protected. This includes the right of a boarder deemed to be
‘Gillick Competent’25 to give or withhold consent for their own treatment.

23 Healthy Child Programme: 5 to 19 years old - GOV.UK (www.gov.uk)

24 Supporting-pupils-at-school-with-medical-conditions- which is statutory guidance for maintained
schools, PRUs and academies, and non-statutory guidance for independent schools and Promoting-the-
health-and-wellbeing-of-looked-after-children
25 Gillick competence is used in medical law to decide whether a child (16 years or younger) is able to

consent to his or her own medical treatment, without the need for parental permission or knowledge. A
child will be deemed to be Gillick competent, if he or she has sufficient maturity and understanding of the
treatment being proposed and the nature of the consent required. Further guidance is provided in the
NHS consent to treatment – children and young people advice: https://www.nhs.uk/conditions/consent-to-
treatment/children/. Young people aged 16 and over are assumed to have sufficient capacity to decide on
their own medical treatment, unless they are deemed not to have capacity under Section 2 of the Mental

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Part D: Safeguarding
Aim: Boarders’ are safe, including in the school’s boarding accommodation and away
from the school’s premises. Effective measures are taken to manage safeguarding risks
and protect children from harm, and to manage well any incidents that do occur.

To achieve this aim, the school should meet the following standards:

Standard 8 – Safeguarding
8.1 The school should ensure that:

• arrangements are made to safeguard and promote the welfare of pupils at the
school; and
• such arrangements have regard to any guidance issued by the Secretary of
State 26.
8.2 The school should ensure that all staff are aware that safeguarding and promoting
the welfare of children is everyone’s responsibility throughout the school and the
boarding facilities.

8.3 It is essential that children are safeguarded from potentially harmful and
inappropriate online material. The school’s approach to online safety should be reflected
in the child protection policy, having regard to the Department’s Keeping children safe in
education guidance.

8.4 Keeping Children safe in education sets out that boarding schools have
additional factors to consider with regard to safeguarding. As such it will be important
that the boarding school’s child protection policy (and/or other policies if appropriate)
reflect:

• the school’s policy on sexual relationships between children (and importance of

boarders understanding this policy);
• the school’s approach to child-on-child abuse, reflecting the unique nature of
boarding accommodation and the risks associated with children sharing
overnight accommodation;

Capacity Act 2005, or where the decision in relation to their medical treatment is deemed to be against
their best interests.
Fraser guidelines apply specifically to advice and treatment about contraception and sexual health- Gillick
competence and Fraser guidelines | NSPCC Learning
26 Keeping Children Safe In Education; and Working Together to Safeguard Children

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 • the approach to protecting children where there is a significant gender imbalance
in the school; and
• the approach to harmful online content and how boarders’ devices are managed
in terms of bringing a device into the school, and harmful content that may
already be downloaded on to it, and the opportunity to download harmful content
via 3,4 and 5G that will bypass the school’s filtering and monitoring systems.

Part E: Health and safety

Aim: Boarders are safe while at school, including in the school’s boarding
accommodation and when away from the school’s premises, but under the care of the
school, on an educational visit for example. Effective measures are taken to manage
risk and protect children from harm, and to manage well any incidents that do occur.

To achieve this aim, the school should meet the following standards:

Standard 9 – Safety of boarders

9.1 The school ensures compliance with relevant health and safety laws by
drawing up and effectively implementing a written health and safety policy 27. Staff
undertake sufficient training to ensure the policy is followed in practice.

9.2 The school premises, accommodation and facilities provided therein are
maintained to a standard such that, so far as is reasonably practicable, the health,
safety and welfare of pupils are ensured, and they are provided a safe environment
in which they can live and learn.

9.3 The school ensures that the welfare of boarders at the school is safeguarded
and promoted by the drawing up and effective implementation of a written risk
assessment policy and appropriate action is taken to reduce risks that are identified.

9.4 The school, as part of its health and safety policy, has written procedures setting
out the contingency arrangements in case of a major incident, including what happens
in the case of an overnight emergency where the premises need to be evacuated.

9.5 Schools should have procedures to ensure boarders’ safety when off site, but
under the care of the school, including when on organised visits 28. These procedures
should be proportionate and focus on managing assessed risks.

27 Health and safety: advice for schools.

28 Health and safety on educational visits.

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Standard 10 – Fire precautions and drills
10.1 Boarders and staff know what they would need to do in an emergency and can be
evacuated safely.

10.2 The school complies with the Regulatory Reform (Fire Safety) Order 2005 29
and ensures alerting systems are accessible and there are clear evacuation plans for
all children subject to their needs.

10.3 In addition, fire drills are regularly (at least once per term) carried out in
‘boarding time’. At least one drill per year should be carried out overnight, unless the
school has assessed that this would be detrimental to boarders’ welfare.

10.4 Schools with ‘flexi’ boarders may (this will be based on their own risk
assessment) need to carry out additional fire drills to ensure pupils with flexible
boarding arrangements know what to do in an emergency.

Part F: Boarders’ rights, advocacy and complaints

Aim: Boarders are enabled to communicate, and develop positive relationships with
staff, make their views known and maintain a good relationship with their family or
carers (unless precluded by law). Boarders’ views, wishes and feelings about their
boarding experience are sought and taken into account by the school.

To achieve this aim, the school should meet the following standards:

Standard 11 – Boarders’ induction and individual support

11.1 There is an appropriate process of induction and guidance for new boarders and
that process includes information covering the standards 11.2 through 11.6.

11.2 The school should make arrangements, with parents and carers, which are clear
about who is responsible for the collection and transport of boarders (including
arrangements for international pupils) at the start and end of the school term and where
there is any temporary absence from school.

11.3 Boarders are able to contact any member of staff with personal, academic or
welfare concerns. All staff should know what to do if a boarder approaches them with a
concern.

29 SI 2005/1541 - There are amendments which are not relevant to these standards.

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11.4 The school identifies at least one person other than a parent, outside the staff,
and those responsible for the leadership and governance of the school, who children
may contact directly about personal problems or concerns at the school. This person
may be known as the ‘independent person’. Children know who this person is, know
how to contact them and feel comfortable talking to them. The person is easily
accessible.

11.5 Boarders are also provided with details of two or more child specific support
services, such as Childline or the Children’s Commissioner’s Help at Hand service, to
contact in case of problems or distress.

11.6 Boarders are provided with appropriate advocacy support where necessary and
are made aware of what advocacy services are available, how they may access such
support and any entitlement they may have to advocacy provision, and that advocacy
provision adheres to the National Standards 30 31.

Standard 12 – Contact with parents/carers

12.1 Schools facilitate arrangements so boarders can contact their parents/carers and
families in private, at a time that is suitable for both parties, considering relevant time
zones for international pupils. Schools should operate proportionate systems to
monitor and control the use of electronic communications in order to detect abuse,
bullying or unsafe practice by boarders. Schools are sensitive and comply with
individual children’s circumstances such as restricted contact with families.

Standard 13 – Securing boarders’ views

13.1 Boarders are actively encouraged to contribute their views to the operation of
boarding provision. There should be clear and easily accessible systems for boarders
to provide their views and raise concerns. Boarders’ views are considered in decisions
about the running of the school and boarding provision and boarders are provided with
feedback about their expressed views. Boarders are not penalised for raising a
concern in good faith.

30National Standards for the Provision of Children’s Advocacy Services

31Further guidance on advocacy for children and young people with SEND is set out in SEND code of
practice: 0 to 25 years - GOV.UK (www.gov.uk). The Code re-states the statutory requirement in s19
Children and Families Act 2014 for local authorities to have regard to the views, wishes and feelings of
children and young people and ‘advocacy should be provided where necessary’.

16
Standard 14 – Complaints
14.1 The school has, and follows, an effective policy on recording and responding to
parental complaints that is compliant with the relevant regulatory standards 32. The
policy is clear on how to make a complaint, how it will be dealt with and the timescales
for a response.

14.2 The school should also have a clear and easily accessible process for
boarders to raise their own complaints about boarding provision. The school’s
procedures should be clear about how it will respond to complaints from boarders.
Boarders are not penalised for raising a complaint in good faith.

14.3 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). The school should keep a record of
complaints made but later withdrawn. The school should keep under review any
emerging patterns arising from complaints.

Part G: Promoting positive behaviour and relationships

Aim: Boarders behave well and develop healthy and respectful relationships with fellow
pupils and staff. Positive behaviour and respectful relationships are encouraged and
praised. Any sanctions for misbehaviour are well understood and implemented fairly
and consistently.

To achieve this aim, the school should meet the following standards:

Standard 15 – Promoting positive behaviour

15.1 The school has and consistently implements a written policy33 to promote good
behaviour amongst pupils, including boarders. The school’s approach to behaviour is
easily apparent to anyone joining or visiting the school and is evident in the actions
and messages from all staff and pupils, including boarders. The school behaviour
policy includes detail on:

• the underlying objective to create a safe environment in which all pupils, including
boarders, can learn and reach their full potential and to reflect the values and
ethos of the school;

32 The Education (Independent School Standards) Regulations 2014 (legislation.gov.uk) and

http://www.legislation.gov.uk/ukpga/2002/32/section/29
33 DfE guidance for maintained schools and academies- which may also help independent schools is

here- Behaviour-and-discipline-in-schools

17
 • the role of designated staff in maintaining consistent behaviour expectations,
including the responsibilities of school leaders, any resources allocated, and the
involvement of governors or trustees;
• the behaviour expected of pupils (including boarders), including treating others
with dignity, kindness and respect, and the measures to promote positive
behaviour, including positive reinforcement and reward and consequence
systems;
• how the needs of all pupils, including boarders, and staff are met so members of
the school community feel safe knowing that bullying, physical threats or abuse
are not tolerated, and that they belong;
• school systems and social norms, including rules, routines and consequences
systems for pupils, including boarders’ behaviour when in the charge of the
school and including when outside of the school premises and online;
• pupil (including boarder) support, including the roles and responsibilities of
designated staff and the support provided to pupils with additional needs where
those needs might affect behaviour;
• measures to prevent child-on-child abuse and the response to incidents of such
abuse, including disciplinary action;
• when restraint 34, including reasonable force 35, is to be used and other physical
contact and how this will be managed; and
• arrangements for searching and screening 36 children and their possessions and
how this relates to safeguarding policies. Any search of boarders’ personal
belongings should be carried out in accordance with section 550ZA of the
Education Act 1996 and with regard to any guidance issued by the Secretary of
State..

15.2 The policy complies with relevant legislation and has regard to guidance 37,
and is accessible, clear and easily understood by staff, pupils, parents and carers.

15.3 Senior leaders should monitor the use of restraint, take appropriate action to
prevent the inappropriate use of restraint, and take effective action when inappropriate
restraint has been used.

15.4 The headteacher should consider whether members of staff require any
additional training and support to enable them to de-escalate potential confrontations
between pupils, or potentially violent behaviour, to minimise the need for restraint.

34 In these standards “restraint” means using force or restricting liberty of movement

35 Use of reasonable force: Advice for headteachers, staff and governing bodies
36 Searching, screening and confiscation at school - GOV.UK (www.gov.uk)

37 School and college behaviour and attendance

18
Standard 16 - Preventing bullying
16.1 The school ensures that all forms of bullying (including cyberbullying, prejudice-
based and discriminatory), at the school, are prevented in so far as reasonably
practicable, by the drawing up and implementation of a proactive and effective anti-
bullying strategy. The strategy should include accessible and effective systems for
children to report bullying.

16.2 Any instances of bullying are dealt with effectively. Staff take steps to help
pupils to overcome the impact of bullying. All school staff are trained to recognise
bullying and know who to go to, if required, in order to ensure bullying is dealt with.

16.3 The school’s anti-bullying strategy should reflect that unlike at day schools,
boarders who are being bullied (off line) cannot escape their bullies for long periods
of time as they are not going home as often.

Standard 17 – Promoting good relationships

17.1 Boarders are supported to develop good relationships with fellow pupils and staff
which are based on mutual trust and respect. Through regulations made under section
34 of the Children and Social Work Act 2017, boarding schools are required to teach
relationships education to primary school pupils and relationships and sex education to
secondary school pupils.

17.2 In schools with both day pupils and boarders, boarders are encouraged and
enabled to make and sustain respectful friendships within and outside the boarding
community.

17.3 Staff understand and help boarders to understand what makes a healthy,
nurturing relationship. Staff are trained 38 to think curiously about and recognise the
signs of children at risk of or involved in damaging relationships with others, including
teenage relationship abuse, criminal exploitation, sexual exploitation and child-on-child
abuse, and take appropriate action when they have a concern 39.

Part H: Boarders’ development

Aim: The boarding experience aids and enhances boarders’ development and helps
them to develop social skills, living skills and resilience in line with their age and needs.

38 The regular safeguarding and child protection training (as required in KCSIE) could be one useful

avenue.
39Annex B of Keeping children safe in education provides information on teenage relationship
abuse, exploitation and child on child abuse.

19
To achieve this aim, the school should meet the following standard:

Standard 18 – Activities and free time

18.1 Schools should create and make accessible a stimulating environment to
encourage boarders to develop their emotional, intellectual, social, creative and physical
skills in an age-appropriate way taking account any special requirements.

18.2 All boarders are able to access a good range and choice of activities outside
teaching time, including sufficient and suitably timed free time each day. Suitable risk
assessments are in place and followed for any activities which may put boarders at
risk of harm. These should not prevent children having experiences that provide
challenge and adventure.

18.3 Boarders have access to a range and choice of safe recreational areas, both
indoors and outdoors, and there are safe areas at school where boarders can be
alone if they wish.

18.4 Schools where there are unusual or especially onerous demands on boarders
ensure that these are appropriate to the boarders concerned and do not unacceptably
affect boarders’ welfare.

18.5 Boarders have access to information about events in the world outside the school,
and access to local facilities which are appropriate to their age.

Part I: Staffing, guardians and prefects

Aim: Boarders are supervised by well-trained, experienced and skilled staff who have
been vetted to ensure their suitability. There are sufficient staff to provide care for each
child, and good continuity of staff. Any use of prefects is appropriate and well-managed.

To achieve this aim, the school should meet the following standards:

Standard 19 – Staff recruitment and checks on other adults

19.1 Schools operate safer recruitment and adopt recruitment procedures in line with
the regulatory requirements40 and having regard to relevant guidance 41 issued by the
Secretary of State.

40Part 4 of The Education (Independent School Standards) Regulations 2014 (legislation.gov.uk) and
The School Staffing (England) Regulations 2009
41 Part 3 of Keeping children safe in education

20
19.2 For all members of staff households who are aged 16 and over (not on the roll
of, nor employed by, the school) and who live on the same premises as boarders, an
Enhanced certificate with a check of the Children’s Barred List must be obtained from
the Disclosure and Barring Service (DBS). For all other persons aged 16 and over,
not on the roll of, nor employed by the school, who live on the same premises as
boarders, an Enhanced certificate with a check of the Children’s Barred List must be
obtained. The same premises would include, for example, an abbey or teacher
housing on the same grounds as the school, requiring the use of the same entry and
exit points.

19.3 There is a written agreement between the school and any person aged 16 and
over not employed by the school but living in the same premises as children (for
example, members of staff households). This specifies the terms of their
accommodation, guidance and expectations on contact with pupils, their
responsibilities to supervise their visitors, and notice that accommodation may cease
to be provided if there is evidence that they are unsuitable to have regular contact
with children. They must be required to notify an unrelated designated senior
member of staff if they are charged with, or convicted of, any offence.

19.4 All persons visiting boarding accommodation or staff accommodation (e.g.

visitors, outside delivery and maintenance personnel) are kept under sufficient staff
supervision to prevent them gaining unsupervised access to boarders or their
accommodation 42.

Standard 20 – Staffing and supervision

20.1 Any staff member or volunteer employed or volunteering in a position working
with boarders has a job description reflecting their duties, receives induction training in
boarding when newly appointed, and receives regular reviews of their boarding
practice, with opportunities for training and continual professional development in
boarding.

20.2 Any role of spouses, partners and/or other adult members of staff households
within boarding houses is made clear.

20.3 The staff supervising boarders outside teaching time are sufficient in number,
training and experience for the age, number and individual needs of boarders, and the
locations and activities involved.

42 Part 3 of KCSIE provides advice on visitors, contractors and volunteers and supervision.

21
20.4 Boarders are at all times under the responsibility of an identified member of staff
who is suitably qualified and experienced. There is continuity of staff, as far as is
reasonably possible, such that boarders’ relationships with staff are not overly disrupted.

20.5 Staff know the whereabouts of boarders (or know how to find their
whereabouts) in their charge at all times.

20.6 Staff working within the school know and implement the school’s policy, and
any local protocols, in relation to boarders going missing and understand their role in
implementing that policy. Staff actively search for boarders who are missing,
including working with police where appropriate.

20.7 Schools should ensure that they have a suitable number of staff (and at least
one) sleeping or on duty in each building, who is responsible for the boarders and
available to meet boarders' needs during the night.

20.8 Boarders are able to contact a member of staff easily in each building at night
and know how to do this.

20.9 Suitable accommodation (consisting of accommodation in which meals may be

taken, living accommodation, and sleeping accommodation) and suitable toilet and
washing facilities are provided for residential staff. This accommodation is
appropriately separated 43 from the accommodation and facilities provided for boarding
pupils.

20.10 No boarders have access to staff residential accommodation44, other than in

exceptional circumstances. Where this occurs a one-to-one situation should be
avoided with boarders with another adult always present. There is no inappropriate
favouritism or inappropriate one-to-one contact between staff and boarders.

Standard 21 – Prefects
21.1 Any prefect system (or equivalent) gives prefects (or equivalent) appropriate
specific duties and responsibilities that are appropriate for them, with adequate staff
supervision, training and measures to counter possible abuses of the role.

43 “Appropriately separated” does not mean that the accommodation has to be in a separate building. But
separation should mean that facilities are not shared.
44 This standard applies to the private parts of staff residential accommodation. It does not apply to public

or shared use spaces. If a public or shared use space exists within staff accommodation, the school
should clearly articulate this in writing in relevant policies and have a clear policy on safely managing the
use of such spaces. This standard does not prevent boarders visiting their friends who live in staff
residential accommodation. As with any such visit (such as boarders visiting friends’ houses off site) the
school should have clear policies ensuring such visits are conducted safely.

22
Standard 22 – Educational Guardians
22.1 All educational guardians appointed by the school 45 are subject to the same
safer recruitment procedures as staff.

22.2 Where the school is responsible for appointing educational guardians it regularly
monitors the suitability of its arrangements.

22.3 Whether an educational guardian is appointed by the school or a parent/carer

the school takes appropriate steps to ensure that the guardianship arrangement is
promoting the welfare, physical wellbeing and emotional wellbeing of the boarder.

22.4 Any concerns about an educational guardianship arrangement should be acted

upon immediately and referred to any relevant agencies46.

22.5 Under no circumstances should school staff be appointed as an educational

guardian for boarders 47.

Part J: Children accommodated off-site

Aim: Boarders accommodated off-site, placed by the school in the care of a third-party,
are kept safe and protected from harm at all times.

To achieve this aim, the school should meet the following standard:

45 This standard applies where a guardian is appointed for a child under 18 by a school, by a member

of staff as part of their work for the school, or by an agency or organisation on behalf of the school.
Where a school provides lists of possible guardians, written documents should be clear as to whether
the school or parent is responsible for the arrangements made and thus the welfare of the child.
Guidance for schools on educational guardians is available in the ‘Boarding Briefing’ series published
by the Boarding Schools’ Association, QEG and AEGIS
46 Steps to take where a concern about an educational guardianship arrangement relate to the harm (or

likely harm) of a boarder are set out in Part 1 of Keeping children safe in education
47 Note- this does not prevent school staff supporting a child in an emergency situation where that support

has been risk assessed and arranged through consultation with senior managers (and where possible the
designated safeguarding lead and SENCO as appropriate).

23
Standard 23 – Lodgings and host families
23.1 It is clearly stated to parents/carers whether any lodgings 48 accommodating
pupils are to be arranged by the school or by parents/carers themselves.

23.2 Any lodgings arranged by the school to accommodate pupils provide good quality
accommodation and supervision, are checked before use, and are monitored by the
school during use including checks at least termly.

23.3 Any lodgings provided or arranged by the school are of a comparable

standard to accommodation provided by the school.

23.4 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
boarder is placed there. Unless the host family are in a family relationship with the
boarder, the school can demonstrate that all members of the host family aged 16 and
over, who will be living at the lodgings whilst the boarder is staying, obtain an
Enhanced DBS check, with check of the Children’s Barred List, with satisfactory
outcomes known, before any boarder is placed.

23.5 The school ensures that all adults providing lodgings for boarders on its behalf
have undergone suitable safeguarding training at least every three years, and that they
understand the school’s policy in relation to boarders going missing and their role in
implementing that policy.

23.6 The school has a satisfactory written agreement with each adult providing
lodgings for boarders on its behalf.

23.7 At least once per school term a member of staff discusses their lodgings
separately with each boarder accommodated by or on behalf of the school in lodgings,
recording the boarder’s assessment in writing and taking action on any concerns or
complaints.

23.8 The school provides satisfactory written guidance to host families

accommodating boarders on behalf of the school, covering the school’s policy and

48School arranged lodgings are those provided or arranged for a pupil under 18 by the school, or any
member of its staff as part of their work for the school, or by an agent or organisation acting for the
school, rather than by the pupil’s parent or an organisation (including educational guardian) other than the
school acting on the parent’s behalf. They include term-time use of lodgings instead of on-site boarding
accommodation, holiday lodgings arranged for pupils by the school, pupils lodging with staff members
during holidays, and accommodation during either term or holiday time with school-arranged
educational guardians. This standard does not apply for school trips.

24
practice for lodging pupils. This might include clear advice on risks such as passive
smoking, medicine management, access to the lodging’s wifi, access to and the
showing of age restricted material, such as films etc with restricted content (e.g.
certificate18) and access to alcohol to children living in lodgings.

23.9 Schools alert the local authority to any arrangements that may constitute private
fostering 49.

49 Children Act 1989: private fostering - GOV.UK (www.gov.uk)

25
Appendix A: List of policies and documents
The following policies and documents should be kept by the school:

Policies:
1. Countering bullying, including cyberbullying and initiation/ hazing type violence
and rituals
2. Child protection and safeguarding
3. Discipline (including sanctions, rewards and restraint)
4. Staff disciplinary, grievance and whistleblowing
5. Care of boarders who are unwell, including first aid, care of those with chronic
conditions and disabilities, dealing with medical emergencies and the use of
prescribed and non-prescribed medication
6. Safety and supervision on school journeys
7. Access to school premises by people outside the school
8. Pupil access to risky areas of school buildings and grounds
9. Health and safety
10. Pupil access to a person independent of the school staff group
11. Provision for pupils with particular religious, dietary, language or cultural needs
12. Supervision of ‘unchecked’ staff

Documents:
13. Staff Handbook/guidance for boarding staff (this document may include many of
the policy documents listed above)
14. Statement of the school’s boarding principles and practice
15. Requirement for staff to report concerns or allegations of risk of harm to pupils
16. Complaints procedure
17. Procedure for enabling pupils to take problems or concerns to any member of
staff
18. Responses to alcohol, smoking and substance abuse
19. Risk assessment and plans for foreseeable crises
20. Staff induction, training and development programme
21. Prefect duties, powers and responsibilities
22. Key written information for new boarders
23. Job descriptions for staff with boarding duties and safeguarding responsibilities

Where applicable:
24. Clarification of responsibilities of any educational guardians and homestays
25. Agreement with any educational guardians and homestays
26. Clarification of responsibilities of school for lodgings arranged by the school
27. Educational guardianship agreement

26
28. Agreement with any adult providing lodgings, on behalf of the school, to pupils

27
Appendix B: List of records
The following school records are required:

1. Child protection allegations or concerns

2. Major sanctions
3. Use of reasonable force
4. Complaints and their outcomes
5. Individual boarder’s records (containing personal, health and welfare information)
6. Administration of medication, treatment and first aid (kept confidentially)
7. Significant illnesses
8. Significant accidents and injuries
9. Parental permission, where required, for medical and dental treatment, first aid
and non-prescription medication
10. Risk assessments, and action taken in response to risk assessments
11. Staff recruitment records and checks (including checks on others given
unsupervised access to children or residential accommodation)
12. Staff duty rotas
13. Staff supervision, appraisal and training
14. Fire precautions tests and drills
15. Risk assessments under the Regulatory Reform (Fire Safety) Order 2005
16. Menus
17. Pocket money and any personal property looked after by staff
18. Care plans (where applicable)
19. Parental permission for high risk activities
20. Checks on licensing of relevant adventure activities centres
21. Assessments of lodgings arranged by the school
22. Assessment of off-site accommodation used by the school
23. Suitability of any guardianship arrangements

All of the above records should be regularly monitored by the Head or a senior
member of staff, to identify whether review or change in welfare practice is needed.
The records should contain on appropriate level of information to support monitoring,
reviewing and changing policy and process.

28
Appendix C: Further information
This is not an exhaustive list of useful resources and organisations but is intended as a
guide for users.

Useful resources and external organisations

• Ofsted
• Boarding Schools Association
• State Boarding Schools Association
• Independent Schools’ Council
• Independent Schools’ Inspectorate
• AEGIS
• QEG

Other relevant departmental advice and statutory guidance

• Guide to the children’s homes regulations, including quality standards
• National minimum standards for residential special schools
• Health and safety: advice for schools
• Keeping Children Safe in Education
• Working Together to Safeguard Children
• Use of reasonable force: Advice for headteachers, staff and governing bodies
• School and college behaviour and attendance
• Searching, screening and confiscation: Advice for headteachers, school staff and
governing bodies

Other resources
• The Children’s Homes (England) Regulations 2015
• National minimum standards for FE Colleges which accommodate under 18s
• Regulatory Reform (Fire Safety) Order 2005
• Equality Act 2010

29
Appendix D- Table of substantive changes

Where What
Part A Governance, Leadership and Management
Aim Aim added to provide context to the standards in Part A.

Standard 1 Statement of boarding principles and practice

1.1 Footnote added to reflect individual schools are best placed to consider on a case-by-case basis how
to ensure the statement is accessible for those where English is not their first language.
Standard 2 (was
Management and developing of boarding
Standard 13)
2.2 (was 13.3) Added governing body and added the leadership, management and governing body should undertake
training, as required, appropriate to their role.
2.6 (was 13.6) Added that training for boarding staff should be in the management and practice of boarding and this is
used to ensure that boarders’ welfare is safeguarded and promoted.
Standard 3 (was
Inclusion, equality and diversity
standard 16)
3.1 (was 16.1) Added a note to confirm the list is not supposed to be all encompassing and the key factor is protecting
children from discrimination. Added additional line to reflect importance of considering discrimination
when creating an inclusive environment.

Part B Boarding Provision

Aim Aim added to provide context to the standards in Part B.

Where What
Standard 4 (was
Boarding accommodation
standard 5)
4.1 (was 5.1) Moved to ‘good’ quality sleeping accommodation from ‘suitable’.
Made clear risk assessments should be documented.
Moved from age based separation on accommodation to a process that considers privacy, sex, age
and special requirements.
Added a line setting out children should be able to express a preference about whom they share
accommodation with.
4.2 (was 5.2) Moved to ‘good’ quality living accommodation from ‘suitable’.
Included appropriate internet access.
4.3 (was 5.3) Updated to reflect that fixtures and fittings should be good quality and hot water should be available
Links provided to the legal obligations that exist in terms of boarders aged 8 and over and toilet
facilities.
4.4 (was 5.4) Updated to reflect ‘disabilities’ rather than ‘restricted mobility’.

4.5 (was 5.5) Moved from ‘suitably furnished’ to ‘well furnished’.

4.7 (was 5.7) Removed ‘substantial’ to reflect it wouldn’t be acceptable to allow members of the public unsupervised
access to boarders or boarding accommodation whilst in use by boarders (in line with Part 3 of Keeping
Children Safe in Education).
4.8 (was 5.8) Added additional information on biometrics and additional hyperlinks to guidance and legislation to help
schools meet their legal obligations.
Standard 5 (was
Boarders' possessions
standard 9)
5.1 (was 9.1) Moved from ‘adequate laundry provision’ to ‘good’.

31
Where What
5.3 (was 9.3) Moved from ‘reasonable’ protection to ‘good’.

Standard 6 (was
Provision and preparation of food and drinks
standard 8)
6.1 (was 8.1) Moved from ‘adequate’ meals to ‘good’ meals.
Added footnote to school food standards resources for schools.
6.2 (was 8.2) Moved from ‘suitable accommodation’ to ‘good quality facilities’.

Part C Health and Wellbeing

Aim Aim added to provide context to the standards in Part C.

Standard 7 (was Boarders’ health and wellbeing

standard 3)
7.1 (was 3.1) Added ‘prompt action is taken when health concerns are identified’.
Added ‘prescription and non-prescription medication’ to be included in relevant policies.
Added guidance from Royal Pharmaceutical Society and Royal College of nursing to be reflected
where appropriate.
7.2- new New line to reflect importance of linking education to health and wellbeing.

7.3 (was 3.2) Updated to align with similar standards and ensure ‘good’ quality accommodation is provided and takes
into account sex, age and special requirements.
7.4 (was 3.3) Updated to provide additional context on what other specialist services might look like.

7.5 - new New line to reflect importance of a clear understanding on who is responsible for booking health
appointments for boarders.

32
 Where What
7.6 (was 3.4) Link to government guidance which is statutory for maintained schools and academies, but should be
useful reference tool for independent boarding schools.
Part D Safeguarding

Aim Aim added to provide context to the standards in Part D.

Changed name of section to safeguarding to reflect broader scope of safeguarding in the context of
KCSIE and move beyond narrower term of ‘child protection’.
Standard 8 (was Safeguarding
standard 11)
8.1-8.4 (was 11.1) Reflecting consultation feedback from NMS and KCSIE and the Ofsted review into sexual abuse in
schools50 we have added additional context to reflect the unique nature of boarding over and above
day schools- the updated standard aligns with requirements as set out in KCSIE.
Part E Health and Safety

Aim Aim added to provide context to the standards in Part E.

Standard 9 (was Safety of boarders

standard 6)
9.1 (was 6.1) Added line to reflect importance of training.

9.2 (was 6.2) Linking into updates to other standards, added a line to be clear the output of ensuring the health and
safety of pupils will be a safe environment where they can live and learn.

50 Review of sexual abuse in schools and colleges - GOV.UK (www.gov.uk)

33
Where What
9.4 - new New line setting out contingency arrangements should be part of the health and safety policy.

9.5 - new New line setting out importance of arrangements for boarder safety when off site but under the care of
the school (in line with existing health and safety requirements).
Standard 10 (was Fire precautions and drills
standard 7)
10.1 – new New line directly linking to existing standards to be clear staff and boarders should know what to do in
an emergency.
10.2 Added a line to ensure alerting systems are accessible for all children subject to their needs.

10.3 (was 7.2) Added importance of an overnight drill (unless an assessment has been carried out that shows this
would be detrimental to boarders’ welfare).
10.4 - new New line added to ensure flexi boarders are considered.

Part F Boarders’ rights, advocacy, and complaints

Aim Aim added to provide context to the standards in Part F.

Standard 11 (was Boarders’ induction and individual support

standard 2)
11.1 (was 2.1) Added a line to link induction to 11.2-11.6

11.2 Drawing on experience from COVID added a new line to reflect importance of clear arrangements on
how boarders get to and leave the boarding school.
11.3 (was 2.2) Updated to reflect importance of boarders being able to approach any staff with concerns and equally
important is that all staff know what to do if a boarder approaches them with a concern.

34
Where What
11.4 (was 2.3) Added clarity that the person in this standard may be known as the ‘independent person’.

11.5 (was 2.3) Split old standard to be clear this is separate and additional information to the ‘independent person’
Also increased from ‘one or more’ to ‘two or more’ and added hyperlinks.
11.6 - new New line to be clear advocacy is separate (but can be related to) 11.4 and 11.5.

Standard 12 (was Contact with parents/carers

Standard 4)
12.1 (was 4.1) Adding to the standard to reflect importance of finding a time suitable to both boarder and their parents-
especially important for international boarders and considering time zone differences. And to be
considerate of individual family circumstances and if there are any restrictions on parent/carer/boarder
contact.
Standard 13 (was Securing boarders’ views
standard 17)
13.1 (was 17.1) Updated to reflect importance of having systems where boarders are able to contribute views and that
are clear and easily accessible and importance of providing feedback.
Removed complaints from this standard and reflected in standard 14.
Standard 14 (was Complaints
Standard 18)
14.1 (was 18.1) Updated to be clear this is ‘parental complaints’ as they have regulatory underpinning.

14.2- new New line. As above in standard 13 splitting out boarders’ views and concerns and adding separate line
for complaints.
14.3 (was 18.2) Added best practice, to keep any patterns under review.

35
Where What
Part G Promoting positive behaviour and relationships

Aim Aim added to provide context to the standards in Part G.

Standard 15 (was Promoting positive behaviour

standard 12)
15.1 (was 12.1) Included link to guidance.

Added additional areas to include in behaviour policy (in line with DfE behaviour and restraint
guidance)- making links to other standards and wider duties in relation to safeguarding and promoting
the welfare of boarders.
Standard 16 (was Preventing bullying
part of 12)
16.1 (was part of 12.1) Added line to reflect importance of any bullying strategy including accessible and effective systems to
report bullying.
16.2 - new New line to be clear staff should be trained to identify bullying and also know where to go to for help on
dealing with bullying if required.
16.3- new New line emphasising the unique nature of boarding schools and implications for children who are
being bullied offline when they have no escape from the bullies- i.e to go home.
Standard 17 (new) Promoting good relationships

17.1-17.3- new Building on introduction of statutory RSHE and updated KCSIE guidance a new standard reflecting
important role of school staff in supporting boarders develop good relationships and identify harmful
relationships.
Part H Boarders’ development

36
Where What
Aim Aim added to provide context to the standards in Part H.

Standard 18 (was Activities and free time

standard 10)
18.1 – new New line to provide overarching framework for 18.2-18.5.

18.2 (was 10.1) Added line to be clear the risk assessments should be proportionate and they don’t stop children
having experiences that provide challenge and adventure.
Part I Staffing, guardians, and prefects

Aim Aim added to provide context to the standards in Part I.

Standard 19 (was Staff recruitment and checks on other adults

standard 14)
19.2 (was 14.2) Updated to be clear this includes members of staff households and all other people living on the
premises (aged 16 and over).
19.4 (was 14.4) Updated to reflect requirements as per Part 3 of KCSIE- removed reference to ‘substantial’ and
provided hyperlink to KCSIE.
Standard 20 (was Staffing and supervision
standard 15)
20.4 (was 15.4) Line added to reflect importance of, as far as reasonably possible, creating some continuity of staff to
help build relationships with boarders.
20.7 (was 15.7) Updated to be clear whilst one is the minimum it should also be a ‘suitable number’.

20.8 (was 15.8) Added to be clear whilst means of contacting staff is important it’s also important boarders know how to
do it.

37
Where What
20.10 (was 15.10) Updated so boarders accessing staff residential accommodation is only in exceptional circumstances.
UPDATED 01/09/2022- Footnote added to provide further clarity on this standard.
Standard 22 (was Educational guardians
part of 14)
22.3- new New line reflecting importance of schools taking appropriate steps to ensure guardianship
arrangements are promoting the welfare of boarders.
22.4- new Linked to 22.3 a new line reflecting existing requirement as per KCSIE to act on any concerns about a
child.
22.5- new New line to be clear school staff should not be appointed as educational guardians for their boarders.
Footnote makes clear this does not prevent school staff providing support in an emergency.
Part J Children accommodated off site

Aim Aim added to provide context to the standards in Part J.

Standard 23 (was Lodgings and host families

standard 20)
23.1 - new New line to reflect importance of being clear if the school or parents/carers are responsible for any
lodging arrangements.
23.2 (was 20.1) Moved from ‘satisfactory’ accommodation to ‘good’.
Moved from ‘yearly’ checks to ‘termly’.
23.4 (was 20.5) Updated to reflect all family members (aged 16 and over), living at the premises, should obtain
enhanced with barred list check.
23.8 Updated to reflect what the written guidance may include.

23.9 (was 20.3) Removed reference to ‘arrangements the school made’ as schools should be alerting the local
authorities to any arrangements that may constitute private fostering

38
Where What
Hyperlink to guidance added.

Appendix 3 List of issues to be monitored by the school

Whole Appendix Removed as bullets reflected in what is now Appendix B.

39
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