• Child protection procedures are clearly stated in a handbook which is issued to all residential pupils, parents and care staff.
• There is an anti-bullying policy backed by clear procedures for dealing with bullying.
• There is a personal safety programme for pupils.
• Fire regulations are clear; regular drills and alarm checks are carried out.
• All electrical equipment used within the residence, including pupils' personal equipment, is subject to regular safety checks.

• School/residence transport is appropriately maintained.
• All vehicles used for the transportation of pupils are properly maintained.
• Drivers of school/residence transport have to satisfy clear criteria for age, experience and competence.
• Where pupils are permitted to bring private vehicles to school, clear contracts are established for their use.

• There are clearly-understood procedures to ensure that all visitors to the residence and all escorts for residential excursions comply with the school's Child Safety/Protection arrangements. These procedures include explicit advice on appropriate conduct to safeguard staff/authorised visitors from allegations/misinterpretations of conduct.
• Visitors are greeted and accompanied as appropriate when in the residence.

• Effective systems are in place for ensuring that care staff know or have a means of checking where pupils are outwith lesson times.

• There is written guidance for staff and pupils on:

1. residence routines, rules and expected behaviour
2. discipline, rewards and sanctions
3. the use of the complaints procedure
4. safety and emergency procedures
5. sources of help within the school.

• Every effort is made to ensure that all pupils eat a healthy and balanced diet

• Staff use a series of effective strategies, for example, discussion groups, videos, doctors, police etc to reinforce safety and health education issues relating to healthy eating, sex education, the dangers of drugs and the importance of exercise.

• Pupils are encouraged to participate in a variety of games, sporting, health, fitness and leisure activities, appropriate to their skills and interests.

• Pupils have ready access to nursing staff, a sick bay and a medical practice as necessary.
• The medical care arrangements are monitored.

• Care staff ensure suitable conditions for study including good access to relevant resources. They encourage and assist pupils to use effective study skills and plan their work and recreation time. Supervision and encouragement are offered to those who need it.

• Within the ethos of the residence and the school, staff are alert and sensitive to the spiritual development of pupils and offer opportunities for discussion and reflection.
• There are opportunities to take part in religious observance.
• Opportunities for pupils to attend their chosen forms of religious worship are recognised and facilitated.

• All pupils are known as individuals. Pupils have a number of people, both within and outwith the residence, to whom they can turn for help and advice.
• There are daily opportunities for pupils to discuss privately issues or personal problems with staff. Formal arrangements for regular personal interviews are also in place.
• Pupils know who is on duty and where to find them during both day and night.

• All care and teaching staff involved in the support of any particular pupil or group of pupils liaise regularly and communicate effectively to ensure continuity in the support they provide.

• There is a well-developed programme to assist new pupils to learn routines, settle in and make friends.
• Each new pupil is assigned a mentor whose responsibility is to provide help and support.

• Pupils from overseas who experience difficulties in participating in aspects of daily life and the local environment have access to a variety of agencies to support their specific needs.

• Staff offer help, advice and support to pupils who are experiencing difficulties with assignments or approaches to work.

• Pupils are encouraged to participate in a variety of activities and clubs in the residence, school and in the community.
• Activities are arranged for the pupils who live in the residence. There are also activities for year or interest groups. Care is taken to ensure that the range of activities matches the interests of the pupils.
• Subject to parental approval, senior pupils (16+) may undertake part-time work during evenings or weekends.

• Induction arrangements and 'welcome packages' clearly identify pupils' rights and responsibilities, including opportunities for personal and social development.
• Pupils have a clear understanding of their rights and responsibilities and there are systematic arrangements to support them to review their personal progress and set themselves personal and social targets.
• Within the residence, all pupils are given some level of responsibility, for example, through taking charge of appropriate house duties, routines and chores.
• Pupils from all year groups elect representatives who contribute to the running of the residence through committees,councils etc, for example, the Food Committee.

• Pupils are encouraged to initiate appropriate leisure and recreational activities which they think others might enjoy or benefit from, and are supported by staff in so doing.

• Older pupils are encouraged to take an active role in helping younger pupils in academic, sporting and other activities.

• Pupils are encouraged to express their views formally and informally through the use of, for example, pupils' councils, questionnaires and suggestion boxes.
• All residential pupils are encouraged to discuss the rules and make suggestions about rewards and sanctions.

• Individuals are encouraged and their curricular and extra-curricular achievements recognised. In particular, the need to help to build the self-esteem of more vulnerable pupils is recognised.

• Ancillary staff are valued as members of the community and work well together as a team. They have pride in their association with the residence and make a significant contribution to its overall effectiveness.
• Pupils express pride in the residence and in collective and individual achievement.
• Pupils are keen to share their experiences of their residence with others.

• The residence/school takes steps to ensure that all pupils enjoy equal access to available facilities and opportunities. These arrangements are embodied in appropriate Equal Opportunities policies.

• Pupils' right to privacy is respected by other members of the community, for example, staff knock before entering rooms, bedrooms and work areas, pupils have suitable lock-fast facilities for storing mail and other personal possessions, pupils' need to withdraw at times of adjustment is respected and there are clearly-understood arrangements to facilitate this.

• An atmosphere has been established in which pupils feel at home, valued and secure.
• A comfortable waiting area and good reception procedures ensure that visitors are made to feel very welcome.
• Day pupils are made welcome when visiting friends in the residence.

• There are appropriate opportunities for pupils of each gender to visit the others' residencies. Particular care is given to ensuring siblings are able to meet.

• There is a strong sense of community in which mutual respect underlines the friendly and relaxed atmosphere.

• Pupils feel valued and are open and confident in their relationships with staff and with one another.
• Pupils feel confident about raising issues concerning their own care and welfare, knowing that their views will be listened to.

• Pupils can express their concerns in the knowledge that information will be dealt with sensitively in accordance with national advice.

• Staff expectations of pupils' behaviour, discipline and willingness to participate and cooperate in day-to-day academic and recreational activities are high. These are clearly stated in the residence handbook and regularly reinforced by staff through discussion with pupils.
• Almost all pupils have high expectations of themselves and others. They have appropriate expectations that staff, through individual/group discussions, questionnaires and other means, will take account of their concerns and will address their personal, social, physical, emotional and academic needs.

• There are formal and informal opportunities to praise and reward pupils during, for example, year group and house meetings, meal times, prize giving events etc.

• Pupils are generally well behaved. They are polite, courteous and work conscientiously and cooperatively with staff to help and support one another.
• Pupils generally agree that the rules of the residence are fair and sanctions are applied consistently by care staff.
• Pupils are involved in the formulation/review/revision (as appropriate) of the rules and sanctions which apply in the residence.

• Parents receive a copy of the handbook for residents, school handbook and other appropriate information.
• Documents for parents are attractively laid out and written in a clear, user-friendly style which emphasises partnership with parents.

• Parents of new pupils are contacted by telephone soon after (within 10 days) a pupil's arrival to inform them of how the pupil is settling in.
• Regular reports (integrated into school reports or presented separately) are sent to parents on their son/daughter's activities and progress in the residence.

• Pupils are encouraged to write, telephone, fax or e-mail their parents regularly.
• Parents are encouraged to alert the residence/school when pupils are not maintaining links, for example, letters, telephone calls etc.
• Parents and family members are encouraged to support pupils by attending sporting and cultural events.

• Parents are encouraged to contact the care staff at any time if they have any concerns or issues to discuss.
• Care staff record and follow up any concern raised by parents.
• There is an answerphone to take messages when the care staff are unavailable.

• Care staff are willing to make arrangements to meet parents at mutually-convenient times.

• Governors, proprietors and local authority social work staff regularly meet staff, groups of pupils and individual parents to review the quality of care and welfare.
• Governors, proprietors or local authority staff, as appropriate, meet and spend time in the residence with care staff, pupils and parents/guardians at regular intervals.
• Promoted care staff meet regularly with the Governors, Trustees, School Board or equivalent body, to discuss and resolve issues relating to the care and welfare of residential pupils, the general maintenance of services and the fabric of the residence.

• Good links have been established with the community through planned programmes of service, and direct contributions to community events, for example, providing assistance for the pupils, fund-raising for local charities or participating in local drama/music festivals or exhibitions.

• There are good links with community support services, for example, medical, psychological, social work, police and fire services and the Reporter to the Children's Panel.
• Care staff are encouraged to develop effective links with colleagues in other agencies who can assist them to improve the quality of provision within the residence.
• Within the bounds of medical confidentiality, care staff and medical staff liaise effectively.

• There is an appropriate balance among pupils' general accommodation, social recreation areas, and those designated for pupil/staff consultation and administration.
• The school has a clear policy which sets out an appropriate ratio for the number of beds in rooms and dormitories and is age-related. Pupils are consulted on the policy. Facilities for washing/toilets are appropriate for the number of pupils in residence and are well planned and maintained.

• There are supervised study areas and/or individual study bedrooms.

• There is an appropriate range of leisure facilities, for example, a social common room, games room, a TV room, library, computing and quiet areas.
• Social areas are well furnished, maintained and suitably situated to provide spaces where pupils can relax and engage in appropriate indoor pursuits.
• The temperature in sleeping, washing, study and social areas is maintained at an appropriate level.
• Laundry facilities are provided for senior pupils to use under appropriate guidance. Ancillary staff operate laundry facilities on behalf of younger pupils.
• Snack-making facilities are available in the residence, under appropriate guidelines.

• The bedroom areas are bright and well furnished.

• There is suitably-equipped medical accommodation in the school/residence and a locked First Aid cupboard in the/each residence.
• First Aid staff are identified and known to pupils.

• Care staff are well accommodated and accessible to pupils.

• A room which can be monitored and overseen is available for individual (confidential) interviews.

• There are good locks on all external doors and a monitoring or entry code system on main entry doors.
• There is good lighting on all paths used by care staff and children.

Circumstances may arise which result in pupils attending school, but being fostered with family friends, or other adults who may have been introduced by the school. This may be the result of, for example:

• a family move, while wishing to sustain the school connection for a particular child until the end of an education stage; or
• the desire to attend a school which offers specialist provision.

Whatever the reasons for these arrangements, where the children involved are below compulsory school leaving age, under almost all circumstances these arrangements come within the scope of the Foster Children (Private Fostering) (Scotland) Regulations 1985. These require the child's family and the foster parents involved to notify the Social Work Services (SWS) of these arrangements 2 weeks prior to the placement commencing. The local authority has a duty to supervise the child's welfare and ensure that the placement meets his or her needs. Where the school has been instrumental in organising or recommending the placement, it also has a duty under Section 125A of the Education (Scotland) Act 1980, which was amended by Section 35 of the Children (Scotland) Act 1995, to safeguard and promote the welfare of the young person while s/he is accommodated.

In these circumstances, aspects of good practice would involve:

• the establishing of effective liaison arrangements with the carers and with the responsible SWS department
• ensuring effective screening arrangements for carers
• ensuring appropriate, good quality information is available about pupils on admission to facilitate appropriate placements
• establishing a climate and forum in which pupils can safely raise issues and concerns
• working with carers to agree appropriate parameters for pupil rights and responsibilities within the foster home situation
• ensuring appropriate medical arrangements are in place
• giving a member of staff a specific remit for fostered pupils.

• The residence is provided with an appropriate annual budget

• Funds are available for social and recreational activities such as visits to the theatre, local swimming pool etc.

• There are good resources appropriate to the age, gender and cultural diversity of the pupils, for example, age-appropriate toys, mother tongue books and video, and careers, health and sex education material.

• There are appropriate systems in place for monitoring pupils' access to their residential accommodation during the day.
• The arrangements by which pupils who are unwell may remain in their residence are clear and ensure appropriate supervision at all times.
• Pupils have access to information about current affairs through an appropriate range of media.

• Pupils have individual and ready access to telephones located in soundproof booths in which ChildLine numbers are displayed.

• There is a clear plan to ensure and inform the application of funds to the management and improvement of the residence.
• The senior residence staff have a responsibility for disbursing a portion of the available funds and a voice in how funding is applied generally.

• There is good provision for ensuring the regular maintenance or planned refurbishment of the residential accommodation.

• Where catering and laundry are centralised and/or contracted out, there is a clear mechanism for communication between the residence and the managers of these services.

• Notice boards are well situated. Items displayed are appropriate, stimulating and current.
• Good opportunities are taken to display pupils' school and hobby work. Displays are changed regularly.

• Posters/photographs/items of personal interest and significance are displayed within pupils' sleeping space. Staff monitor displays.

• The residence is well staffed to ensure effective care for pupils at all times.
• There are sufficient ancillary staff to ensure that the residence is maintained in a clean and safe condition.

• Independent counselling is available.
• Pupils have confidential access to a doctor (of their own gender when requested).
• The school has procedures to ensure that guardianship arrangements are in place for residents who require them.

• Care staff are suitably experienced and well qualified.
• The gender balance is appropriate.
• All staff positions have job specifications which are formally advertised, references taken up, interviews held and vetting procedures including SCRO checks are carried out.
• Appropriate steps are taken to have temporary domestic and maintenance staff vetted, where the possibility exists that they could have substantial, unsupervised access to residents.

• The policy documents set out clearly the remits and responsibilities of management and staff.
• The responsibilities of a Health and Safety Officer, Child Protection Coordinator and Guardianship Supervisor are clearly designated and staff know who holds those remits.

• Staff work within clear criteria on what good quality care means for their residence. There is explicit guidance for staff on implementing policy and procedures and on the action to be taken in the event of serious incidents occurring, for example, assaults or incidents concerning sexual, drug or alcohol abuse.
• The remits of GAP and other students are clearly defined to take proper account of age, experience and training.

• Care, support and ancillary staff are deployed so as to ensure the effective care of the children and the smooth running of the residence at all times, including appropriate arrangements for overnight supervision. They constitute a committed and effective team.
• Where care staff are also teachers, appropriate allowance is made in their teaching allocation and timetabling for their care commitment and residential duties.
• New and/or inexperienced care staff are placed with experienced members of staff.

• There are formal and informal opportunities for care, welfare, guidance and teaching staff as appropriate to liaise and share information and concerns about pupils' educational, emotional, physical and social needs, for example, through regular meetings of care and teaching staff or visits by guidance staff and teachers to the residence.

• Senior staff have a clear policy for, and a commitment to, staff development and review for all care staff.

• All care staff participate in an annual review and development programme. Information arising from these reviews is used to inform their professional and personal development.
• New care staff participate in an effective induction programme throughout which their progress is carefully monitored.

• Staff development is well planned and matched to the needs of individual care staff.
• All staff are trained in Child Protection procedures, are aware of national advice, and have access to relevant statutory documents.
• Care staff are supported by promoted staff who assist in the provision of staff development opportunities and, as required, in guidance and counselling.

• Care staff are trained in supporting appropriate aspects of the PSE and the personal safety programme.

• Care staff development and targets relate well to the priorities identified in the development plan for the residence. Information obtained from staff or other reviews is used to inform the planning process.

• The Headteacher/Officer in charge, acting with senior residential staff, has established a 'culture of self-evaluation' which encourages openness and accountability at all levels.
• There is a commitment on a regular basis to evaluation and reporting on CWRP Key Areas, using CWRP PIs, customised as necessary to meet the school's needs.
• There is a commitment to taking account of the views of staff, pupils and parents in reporting on 'How good is our pupil care and welfare of residential pupils?'.

• All care staff, and teaching staff as appropriate, are involved in the systematic monitoring and evaluation of the provision made for the welfare of residential pupils within, and where appropriate outwith, the residence.
• Care staff contribute to the agenda for regular meetings, the outcomes of which are recorded and used within a regular review of provision.

• Residential pupils and care staff meet regularly to exchange information and address any current issues.
• An effective procedure for making complaints is well understood, and complaints log books are well maintained and regularly reviewed to identify issues or concerns.
• Care staff regularly seek pupils' views about, for example: the quality of care; and day-to-day routines through house council meetings, interviews, questionnaires, such as CWRP ones, and other appropriate means.

• Promoted staff carry out a regular audit and review of care and welfare provision and supervision and security procedures.
• The audit is based on consistently-applied performance indicators and on observable evidence and consultation with appropriate sources such as the residential staff, pupils, parents/guardians and staff from relevant external agencies, including medical and psychological services, social work department, fire service, the local community etc.
• There is a planned and well-established system of termly and annual reporting to relevant authorities, for example, governors, or equivalent body, or appropriate local authority staff.

• The development plan for the residential accommodation contains aims, audit and action sections related, where appropriate, to school or education and/or local authority plans.
• All care staff, and teaching staff as appropriate, have been involved in formulating the targets, criteria for success, implementation strategies, timescales, staff development opportunities and evaluation procedures which form the content of the development plan.

• The aims provide reference points for the evaluation of standards of care and welfare provision, the ethos of the residence, the quality of pupil experience and partnership with parents and the wider community.
• The aims pay appropriate attention to promoting the physical, intellectual, moral, social and spiritual welfare of the pupils. They are published in the School/Residence Prospectus, the Staff Handbook, the residence management document and the development plan. They are publicly displayed and provide the basis for planned provision.

• The audit provides a clear summary of the strengths and development needs across key areas and a statement of progress from the previous year.

• The targets are relevant and carefully designed to improve the overall quality of the provision made for residential pupils. They take account of maintenance needs, that is ongoing tasks/duties, as well as development needs.
• Evaluation of performance is based on agreed standards (Performance Indicators) using, for example, the Broad View and Closer Look approaches with CWRP PIs Grid.

• The plan is concise, well laid out and easy to read and understand.
• All staff have a copy of the plan, and are familiar with its contents.

• There is clear evidence that action taken after the most recent audit has resulted in an improved level of care, for example, existing policies and procedures have been reviewed and improved, new policies have been formulated and set in place and residents' councils have been formed.

• Care staff have contributed fully to meeting the targets identified in the development plan.

• The Headteacher demonstrates a clear vision of the contribution which residential provision can make to the well-being of pupils, staff and the school as a whole.
• By precept and example, s/he communicates to pupils, parents and staff the importance s/he attaches to the realisation of this vision.
• The Headteacher ensures that boarding house management forms an integral part of overall school management and school development planning.

• The Housemaster/Housemistress/manager /officer in charge/head of care staff demonstrates a high level of professional competence and a keen awareness of care issues. S/he also shows a strong commitment to updating her/his personal knowledge and skills and those of other members of the care staff.

• The member of staff in charge of the residence(s) has a wide range of relevant personal qualities, including the ability to take effective decisions and to create confidence and inspire others.
• S/He is effective in encouraging staff to form links with parents, support agencies and the wider community.
• S/He has ensured consistency in policies, procedures and practices where there is more than one residence.
• S/He has successfully taken residential care and welfare forward by improving communication with pupils, parents and staff (including day school staff) and reviewing and updating accommodation and resources.
• S/He effectively discharges her/his responsibilities for planning and overseeing the internal efficiency of care and welfare provision, underpinned, where necessary, by a well-conceived committee structure.

• There are policy documents on, for example:

1. Management of the residence
2. Security
3. Health and safety, including storage of drugs and other medicines
4. Equal opportunities, encompassing as appropriate gender, race, social, background, diet, creed and disability
5. Pupil care and welfare
6. Child protection
7. Staff recruitment and discipline
8. Staff review and development
9. Reception and scrutiny of visitors
10. Guardianship arrangements

• A clear lead has been given by the Headteacher and the head of the residence(s) to ensure that all staff share a sense of identity and belonging to the school as a whole.
• Good leadership has ensured that all staff, both teaching and care, work well as a team for the greater benefit of residents, for example, by meeting regularly and working together on joint projects.
• Good relationships have been established between the senior manager of the residence and care staff, pupils, parents and guardians.