Induction of 2 boarders Boarders reflect positively on induction, regardless of their starting point. Evidence also from parents and staff. Support to 2.2 boarders 2.3 Boarders feel adequately supported, know who to contact outside school, and identify adults and older boarders at school they would talk to. Quality of health 3 and medical provision Boarders feel well looked when they are ill. Evidence from about effectiveness of systems in place. Contact with 4 parents/carers Boarders are able to contact parents/carers easily. Quality of 5 accommodation Boarders like their room or dorm, and are positive about the facilities. There are sufficient toilet and washing facilities. Positive feedback from parents and staff. Do the boarders 6 feel safe? Fire tests and 7 drills
Induction of boarders Boarders reflect positively on induction, regardless of their starting point. Evidence also from parents and staff. 2 Support to boarders Boarders feel adequately supported, know who to contact outside school, and identify adults and older boarders at school they would talk to. 2.2 2.3 Quality of health and medical provision Boarders feel well looked when they are ill. Evidence from about effectiveness of systems in place. 3 Contact with parents/carers Boarders are able to contact parents/carers easily. 4 Quality of accommodation Boarders like their room or dorm, and are positive about the facilities. There are sufficient toilet and washing facilities. Positive feedback from parents and staff. 5 Do the boarders feel safe? 6 Fire tests and drills 7
Self%20Assessment%20Toolkit%202015%20-%20Dale%20Wilkins.docx