ISI Inspection Report - Flipbook - Page 27
Inspection of Standards for British Schools Overseas
meeting the needs of both the pupils and staff. Staff-governor interaction now more effectively
supports the oversight of decisions made by the leaders and the governing board continues to actively
promote the well-being of pupils within both schools.
2.23 Section 3 of this report provides a more detailed evaluation of the impact of leadership and
management on the pupils’ learning, achievement and personal development.
Part 9 – Minimum Standards for Boarding
2.24 The Minimum Standards for Boarding [standards 1 – 20] are met.
2.25 The school governors and the leadership effectively monitor the delivery of boarding and welfare
provision in the school. There is clear management and leadership of the practice and development
of boarding in the school, which covers both the prep and senior school boarding houses. The school
follows and maintains all relevant policies and logs of issues are maintained and monitored daily by
the schools leadership so that the school can take immediate action as appropriate.
2.26 There is a suitable statement and effective implementation of the school’s boarding principles and
practices (the Turi values) which is available to parents and staff. There is a satisfactory arrangement
for boarders’ induction and there is a range of adults to whom boarders can turn for support. Boarders
can contact their parents or families in private and the school facilitates this when necessary.
Boarders’ possessions are kept safe and positive behaviours actively promoted through the schools
rules and culture. The school ensures that male and female boarders have equal opportunities.
2.27 Where necessary a written agreement between the school and those over 16 not employed by the
school but living occasionally in the same premises as boarders is in place. This agreement specifies
the terms of their accommodation guidance on contact with pupils and the expectation that they are
aware of the school safeguarding arrangements.
2.28 Boarders’ health and well-being and safety are actively promoted, and there are suitable
arrangements for the accommodation of boarders who are unwell in the two medical centres on site.
The governors and leadership ensure that the school continues to meet the standards relating to
compliance and with health and safety laws; fire precautions; including those required by Kenyan law.
Suitable staff recruitment checks, appropriate staffing levels and supervision of boarders are all in
place. Pupil accommodation is suitable for living and sleeping and pupils have access to a wide range
of sporting and other facilities. In addition, there is an appropriate choice of activities for boarders
outside teaching including weekends. In the questionnaires a minority of pupils in Years 6–11 and the
majority of pupils in the sixth form stated that they were not happy with the balance of free time and
activities in the evenings and weekends. In discussions, particularly with sixth-form pupils, they said
some relaxation of directed time had already been put in place and that there were now more
opportunities for ‘down time’, most especially at the weekends. The pastoral team is aware of the
responses and the school’s senior leaders acknowledged that that the pace of life, particularly for the
older pupils, was quite demanding and that it was exploring ways to ease such pressures at weekends
and in the evenings. In discussion, pupils acknowledged that a number of improvements had already
been put in place and they felt that the school was listening to their views and opinions.
2.29 Boarders have access to an extensive range and choice of safe recreational areas both indoors and
outdoors and there are safe areas at school where they can be alone if they wish. Accommodation for
senior and prep school pupils is suitably heated, ventilated, furnished, and maintained. There is
suitable provision for food and drink outside meal times and where prefects assist with duties, they
are suitably trained. Boarders can express their views through a number of school forums and also
through worry and suggestion boxes.
© Independent Schools Inspectorate 2022
St Andrew’s School – Turi – Kenya – March 2022