ISI expects schools to actively promote wellbeing - not just respond to it
Under the ISI framework, inspectors assess whether schools meet their duty to actively promote the wellbeing of pupils across four broad areas, drawing on the definition set out in the Children Act 2004.
This means evidence of proactive systems, not just reactive pastoral care. youHQ gives independent and boarding schools the data infrastructure to meet this standard confidently across every domain.
What ISI inspectors look for
How youHQ covers this
Leadership actively promotes all five aspects of pupils' wellbeing as defined in the Children Act 2004
youHQ gives senior leaders a whole-school dashboard covering all five statutory wellbeing dimensions: physical and mental health, emotional wellbeing, social wellbeing, economic wellbeing, and participation. Leaders can show ISI inspectors exactly how they monitor and actively promote each dimension - not just respond when issues arise.
Pupils' views, wishes and feelings are actively sought and taken into account by the school
youHQ's check-ins, surveys and reflection tools create a structured, ongoing record of pupil voice not just a one-off survey before inspection. Inspectors can see how the school listens to pupils throughout the year and, crucially, how staff respond to what they hear.
Boarders' health and wellbeing standards are met; their rights and communication with trusted adults are supported
youHQ's focus groups allow boarding staff to run targeted wellbeing check-ins specifically for boarders; monitoring trends across the week and term. Pastoral logs and action records show inspectors a documented, proactive duty of care that goes beyond compliance.
Schools provide evidence of exceptional practice: highest expectations, clear impact, no detriment to other pupils
youHQ's outcome tracking and intervention reviews give schools the longitudinal data needed to evidence impact over time showing not just what provision exists, but how it improved wellbeing for specific pupils and groups. This is exactly the kind of measurable, attributable impact ISI requires for an exceptional judgement.
What inspectors would see in practice
An ISI inspection team asks to see how the school promotes emotional wellbeing for boarders. The Deputy Head opens youHQ, selects the "Boarders" focus group, and shows weekly check-in data across the year - including a period in November when scores dipped, the actions taken by house staff, and the subsequent recovery in wellbeing scores by January.
The lead inspector describes the evidence as "thoughtful and thorough." It took less than five minutes to pull together because it was already logged and visualised.
YouHQ has been instrumental in shaping our Mental Health and Wellbeing strategy. It provides meaningful insight into the emotional experiences of our pupils, allowing us to take a strategic, informed approach to support. This ensures we can respond effectively and provide tailored provision as our pupils navigate the complexities of the modern world.
Nick Williams, Deputy Head Pastoral and DSL
How it works: From check-ins to ISI inspection evidence
Here's how youHQ builds your ISI inspection evidence, one step at a time.
2
Wellbeing Domains
Five statutory domains tracked: physical, mental, emotional, social, economic
1
Pupil Voice
Termly check-ins, reflections and surveys capturing every pupil's views
3
Pastoral Actions
Logged staff responses, boarder focus groups, outcome reviews and dates
4
Inspection Evidence
Exportable reports for self-evaluation, governance and ISI conversations
ISI: Pupil Involvement
ISI: Children Act 2004
ISI: Duty of Care
ISI: Leadership Standard