29. Schools and colleges should use a range of selection techniques to identify the most suitable person for the post. Those interviewing should agree structured questions. 230. These should include: • finding out what attracted the candidate to the post being applied for and their motivation for working with children • exploring their skills and asking for examples of experience of working with children which are relevant to the role, and, • probing any gaps in employment or where the candidate has changed employment or location frequently, asking about the reasons for this. 231. The interviews should be used to explore potential areas of concern and to determine the applicant’s suitability to work with children. Areas that may be concerning and lead to further probing include: • implication that adults and children are equal • lack of recognition and/or understanding of the vulnerability of children • inappropriate idealisation of children • inadequate understanding of appropriate boundaries between adults and children, and, • indicators of negative safeguarding behaviours. 232. Any information about past disciplinary action or substantiated allegations should be considered in the circumstances of the individual case. 233. Pupils/students should be involved in the recruitment process in a meaningful way. Observing short listed candidates and appropriately supervised interaction with pupils/students is common and recognised as good practice. 234. All information considered in decision making should be clearly recorded along with decisions made. ii. Pre-appointment vetting checks, regulated activity and recording information 235. This section provides the legal requirements that governing bodies and proprietors need to understand (and which must be carried out) when app