Contents Page - New Haw Community School

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Contents Page 2 Welcome letter

3 Your NQT Team

4 Understanding the roles of NQTs, mentors and tutors

6 Overview of your NQT year

9 The Teachers’ Standards

10 Meeting the Teachers’ Standards

11 Overview of assessment

12 Great ideas for your 10% time

13 Transition to NQT supporting document

AUTUMN TERM

15 CPD1: Wed 9 Sep Introduction to the programme; wellbeing and workload

16 Record of initial mentor meeting w/c 7 Sep 2020

19 Observation record w/c 14 Sep 2020

21 Mentor meeting w/c 14 Sep 2020





28 Observation record w/c 5 Oct 2020

30 Mentor meeting w/c 5 Oct 2020

31 CPD2: Tue 6 Oct Managing the behaviour of parents and pupils


35 Term 1 mid-term review with mentor and tutor w/c 12 Oct 2020


39 Mentor meeting w/c 19 Oct 2020

40 Observation record w/c 2 Nov 2020

42 Mentor meeting w/c 2 Nov 2020







52 CPD3: Thu 26 Nov Maximising learning 54 Observation record w/c 30 Nov 2020


57 Tutor observation w/c 7 Dec 2020

59 Term 1 end-of-term assessment meeting with mentor and tutor w/c 7 Dec 2020

61 Mentor meeting w/c 14 Dec 2020

NQT MANAGER ASSESSMENT DEADLINE: 11 December 2020

SPRING TERM

64 Mentor meeting w/c 4 Jan 2021


66 Observation record w/c 18 Jan 2021


69 CPD4: Mon 18 Jan Identifying, and providing for, pupils with SEND


72 Observation record w/c 1 Feb 2021

74 Term 2 mid-term review with mentor and tutor w/c 1 Feb 2021

76 Mentor meeting w/c 8 Feb 2021

77 Mentor meeting w/c 22 Feb 2021

78 Mentor meeting w/c 1 Mar 2021


80 CPD5: Tue 9 Mar: (Cohort choice)


83 Tutor observation w/c 22 Mar 2021

85 Term 2 end-of-term assessment meeting with mentor and tutor w/c 22 Mar 2021


NQT MANAGER ASSESSMENT DEADLINE: 26 March 2021

SUMMER TERM

90 Mentor meeting w/c 19 Apr 2021

91 Mentor meeting w/c 26 Apr 2021

92 Observation record w/c 3 May 2021

94 Mentor meeting w/c 3 May 2021


96 Term 3 mid-term review with mentor and tutor w/c 17 May 2021


99 Mentor meeting w/c 7 Jun 2021



102 Tutor observation w/c 28 Jun 2021


105 Term 3 final assessment meeting with mentor and tutor w/c 5 Jul 2021

107 CPD6: Wed 7 July: Celebration; How to be an effective curriculum coordinator

109 Mentor meeting w/c 12 Jul 2021 Looking ahead to your second year

NQT MANAGER ASSESSMENT DEADLINE: 9 July 2021

111 Additional observation forms

133 Observing other professionals

145 NQT subject support

146 Wellbeing

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Dear NQT,

Congratulations on securing your first teaching post as an NQT. We are delighted that your school has chosen to use Teach SouthEast as the Awarding Body to support you through your induction period. You are about to embark on an exciting journey of discovery and learning, which will extend way beyond your first year of teaching.

The year ahead of you will provide a variety of opportunities, which will help you to continually develop your classroom practice. The NQT training sessions will provide you with exceptional

opportunities for professional development. In the first term, the most significant thing for you to focus on is getting to know the pupils in your class. As you do so, you will learn what motivates them to behave well and to learn, enabling you to teach them more effectively. In

subsequent years, there will be plenty of opportunities to get involved with trips and extra-curricular activities that will enrich your experience of teaching and the relationships you build in the community. For your first year, however, your class should be your main focus and our

NQT programme has been designed to help you to do exactly that. Your year as an NQT, whilst exciting, will also present new challenges. All of the people

specifically involved with your induction are totally committed to ensuring that you feel supported during your first year. There is always someone to ask for ideas, guidance, and support, so please be pro-active in utilising the support around you.

You have chosen a wonderful career. Every day will be different. Every child is different. The coming year will be a steep learning curve, but it will be remarkably rewarding. We want you

to succeed and, along with your mentor and colleagues, will do everything we can to help you. Have a fantastic NQT year!

Marie Cahill Executive Headteacher, New Haw Community School National Leader of Education

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YOUR NQT TEAM

T team – Teaching School representatives

THE NEW HAW TEAM

Marie Cahill

National Leader of Education (NLE); Executive Headteacher, New Haw Community School head@new-

haw.surrey.sch.uk 01932 336571 07764 614745

Jan Keating

Specialist Leader of Education (SLE); Deputy Head of School, New Haw Community School jan.keating@new-

haw.surrey.sch.uk 01932 336571 07875 741440

Elizabeth Carter-McQueen Specialist Leader of Education (SLE); Head of School, New Haw Community School [email protected]

01932 336571

Hayley Curtis Assistant Head, New Haw Community School [email protected]

01932 336571

THE TEACH SOUTHEAST TEAM

Amy Harper

Director of Teach SouthEast [email protected]

.uk

Sophie Hunter

[email protected]

mailto:[email protected]












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UNDERSTANDING THE ROLES OF NQTS, MENTORS AND TUTORS

REQUIREMENTS OF AN NQT 1. To provide evidence that you have QTS and are eligible to start induction. 2. To attend the combined induction meeting/CPD session, via Zoom, on Wednesday 9th

September 2020 from 3.50-5.00 p.m. 3. To attend all subsequent NQT training sessions. 4. To meet with your mentor on a weekly basis and complete the weekly meeting record in your

handbook. 5. To participate fully in all aspects of the NQT programme and complete all sections of the NQT

handbook in a timely manner.

6. To raise any concerns you may have, with your mentor, at an early stage. 7. To be proactive in your own professional development. 8. To comment on your progress on NQT Manager (https://salesian.nqtmanager.com) at the end of

each term, by the given deadline.

REQUIREMENTS OF YOUR MENTOR Your mentor will play a vital role in your induction year and you can expect to be well supported by

them. 1. To attend the mentor induction training session, via Zoom, on Monday 7th September 2020 from

3.50-5.00 p.m.

2. To hold an initial meeting with you, as outlined on pages 17-18. 3. To conduct lessons observations, as outlined below. 4. To hold weekly mentor meetings with you to discuss lesson observations, progress and the lesson

focus for the following week. This weekly meeting time is compulsory and should be uninterrupted.

5. To ensure the effective use of your 10% NQT time.

6. To act as your first port of call for help and support. 7. To arrange for you to observe other professionals on a regular basis. 8. To arrange for your tutor to observe you once each term.

9. To keep your tutor apprised of your progress.

Lesson observations

NQTs should be observed on a weekly basis during term 1. In the first half-term, observations should be for an entire lesson. Professional judgement should be applied as to the length of subsequent observations. Mentors may wish to observe an entire lesson or just part of a lesson,

depending on its focus. Regular observations of English, maths and science lessons should take place, but other subjects can, and should, be observed. It may be very beneficial for other colleagues to observe NQTs from time to time, eg a curriculum coordinator, year leader etc.

Feedback should be given to the NQT on the day of the observation, wherever possible. At least once per term, NQTs should be observed by their tutor/assessor.

https://salesian.nqtmanager.com/

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REQUIREMENTS OF YOUR TUTOR On NQT Manager the senior leader in your school who acts as your assessor is called your ‘tutor’. The

tutor’s responsibilities include: 1. To ensure that your school placement is appropriate.

2. To ensure that your school is upholding the expectations within this handbook. 3. To carry out one lesson observation of your practice every term and to provide written (in your

handbook) and verbal feedback.

4. To meet with you and your mentor half-termly. Your tutor will review your handbook in this meeting and will ensure that the relevant paperwork is completed.

5. To report progress on NQT Manager (https://salesian.nqtmanager.com) at the end of each term,

by the given deadline. 6. To notify Teach SouthEast/New Haw if you are not making acceptable progress. 7. To liaise with you, and with the Teach SouthEast/New Haw team, if there are any concerns over

your progress, to ensure that all the appropriate support is put in place, and monitored through the Teach SouthEast Cause for Concern procedure.

REQUIREMENTS OF YOUR HEADTEACHER 1. To electronically sign off your termly assessments on NQT Manager by the given deadline, once

they have been completed by you and your tutor.

REQUIREMENTS OF TEACH SOUTHEAST As the accrediting body for your induction year, Teach SouthEast’s responsibilities include:

1. To ensure the school setting is suitable for the purpose of induction. 2. To ensure your school is upholding the expectations outlined in this handbook for induction.

3. To provide support for you and your school, if and where applicable. 4. To provide relevant and useful CPD. 5. To accredit your NQT year.

6. To liaise with you and your mentor and/or tutor if there are any concerns over your progress, to ensure that all the appropriate support is put in place, and monitored through the Teach SouthEast Cause for Concern procedure.

https://salesian.nqtmanager.com/

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THE NQT YEAR

AUTUMN TERM

Week Week

commencing Observation of NQT by

Weekly NQT mentor meeting

NQT training session (*virtual)

Assessments Submission deadlines

1 31 Aug 2020

2 07 Sep 2020 Initial mentor meeting

Wed 9 September* 3.50-5.00 p.m.

Transition record to be completed on pages 13-14.

3 14 Sep 2020 Mentor Mentor meeting

4 21 Sep 2020 Mentor Mentor meeting

5 28 Sep 2020 Mentor/other Mentor meeting

6 05 Oct 2020 Mentor Mentor meeting Tue 6 October* 3.50-5.00 p.m.

7 12 Oct 2020 Mentor/other Term 1 mid-term review meeting

with NQT, mentor and tutor

8 19 Oct 2020 Mentor Mentor meeting Survey Monkey mid-term feedback to TSE by Friday 23rd October

9 02 Nov 2020 Mentor/other Mentor meeting

10 09 Nov 2020 Mentor Mentor meeting


12 23 Nov 2020 Mentor Mentor meeting Thu 26 November* 3.50-5.00 p.m.


14 07 Dec 2020 Tutor/Assessor Term 1 end-of-term assessment meeting between NQT, mentor and tutor

TERM 1 ASSESSMENT MANAGER DEADLINE 11 Dec 2020

15 14 Dec 2020 Mentor Mentor meeting

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SPRING TERM

Week Week



NQT training session


16 04 Jan 2021 Mentor meeting


18 18 Jan 2021 Mentor Mentor meeting Mon 18 Jan 4.15-5.30 p.m. at NH


20 01 Feb 2021 Term 2 mid-term review meeting with NQT, mentor and tutor

21 08 Feb 2021 Mentor meeting

22 22 Feb 2021 Mentor meeting

23 01 Mar 2021 Mentor meeting

24 08 Mar 2021 Mentor meeting Tue 9 Mar

4.15-5.30 p.m. at NH

25 15 Mar 2021 Mentor meeting

26 22 Mar 2021 Tutor/Assessor Term 2 end-of-term assessment meeting between NQT, mentor and tutor

TERM 2 ASSESSMENT MANAGER DEADLINE 26 Mar 2021

27 29 Mar 2021

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SUMMER TERM

Week Week



NQT training session


28 19 Apr 2021 Mentor meeting

29 26 Apr 2021 Mentor meeting

30 03 May 2021 Mentor meeting


32 17 May 2021 Mentor/other Term 3 mid-term review meeting with NQT, mentor and tutor


34 07 Jun 2021 Mentor meeting



37 28 Jun 2021 Tutor/Assessor Mentor meeting

38 05 Jul 2021 Wed 7 Jul 4.15-5.30 p.m. at NH

Term 3 final assessment meeting between NQT, mentor and tutor

TERM 3 ASSESSMENT MANAGER DEADLINE 9 Jul 2021

39 12 Jul 2021 Mentor meeting

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THE TEACHERS’ STANDARDS

1. Set high expectations which inspire, motivate and challenge pupils

a) establish a safe and stimulating environment for pupils, rooted in mutual respect

b) set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

c) demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

2. Promote good progress and outcomes by pupils

a) be accountable for pupils’ attainment, progress and outcomes

b) be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

c) guide pupils to reflect on the progress they have made and their emerging needs

d) demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

e) encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge

a) have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

b) demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

c) demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

4. Plan and teach well-structured lessons

a) impart knowledge and develop understanding through effective use of lesson time

b) promote a love of learning and children’s intellectual curiosity

c) set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

d) reflect systematically on the effectiveness of lessons and approaches to teaching

e) contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5. Adapt teaching to respond to the strengths and needs of all pupils

a) know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

b) have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

c) demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

d) have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

a) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

b) make use of formative and summative assessment to secure pupils’ progress

c) use relevant data to monitor progress, set targets, and plan subsequent lessons

d) give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment

a) have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

b) have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

c) manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

d) maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8. Fulfil wider professional responsibilities

a) make a positive contribution to the wider life and ethos of the school

b) develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

c) deploy support staff effectively d) take responsibility for improving teaching

through appropriate professional development, responding to advice and feedback from colleagues

e) communicate effectively with parents with regard to pupils’ achievements and wellbeing.

Part Two A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. • Teachers uphold public trust in the profession and

maintain high standards of ethics and behaviour, within and outside school, by: o treating pupils with dignity, building

relationships rooted in mutual respect, and at all times observing proper boundaries, appropriate to a teacher’s professional position

o having regard for the need to safeguard pupils’ wellbeing, in accordance with statutory provisions

o showing tolerance of and respect for the rights of others

o not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

• Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

• Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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MEETING THE TEACHERS’ STANDARDS Statutory induction is seen as the bridge between initial teacher training and a career in teaching. It combines a personalised programme of support, development and professional dialogue, with monitoring and assessment of performance against the relevant standards. The length of the induction

period an NQT is required to serve is the full-time equivalent of one school year. NQTs are assessed as either making sufficient progress towards meeting the Teachers’ Standards or not,

on a termly basis. The assessment process recognises the journey that NQTs take during their induction year. For some, that journey will prove easier than for others. The Teachers’ Standards will be used to assess an NQT’s performance at the end of their induction period. Therefore, in order to successfully

complete their induction year, NQTs must be judged as meeting the Teachers’ Standards in their term 3 assessment. If they fail to meet the standards in terms 1 and 2, but meet them in term 3, they will pass their NQT year. Conversely, if they meet standards in terms 1 and 2, but are judged as having failed to

meet the relevant standards at the end of term 3, they will be regarded as having failed induction. What happens if an NQT fails to meet the Teachers’ Standards at any point in the year? It is important that everyone involved with the programme understands that failing to meet standards at the end of the induction year has career-long consequences for the NQT. Currently an NQT only has

one chance to complete statutory induction. Those failing to complete the induction period satisfactorily are no longer eligible to be employed as a teacher in a maintained school, a maintained nursery school, a non-maintained specific school or a pupil referral unit.

If an NQT’s performance and progress begin to give cause for concern at any point during the induction year, school leaders must notify New Haw/Teach SouthEast and follow the TSE Cause for Concern

procedure. A support plan will be put in place, which clearly outlines which aspects of the Teachers’ Standards the NQT is struggling with, what the NQT needs to do in order to meet the required standards, and what additional support the school will provide to help them to do so. Teaching is a

challenging career and a number of NQTs each year require temporary, additional support from their schools. Given that additional support, the vast majority of NQTs happily make sufficient progress and go on to pass their induction year.

NQTs should rest assured that school leaders and Teach SouthEast/New Haw will do all they can to encourage, support and help them to meet the Teachers’ Standards.

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OVERVIEW OF ASSESSMENT Form of

assessment Purpose Judgement criteria

We

ek

ly

Lesson observation of NQT by mentor, tutor (or other colleague) (Weekly in the first term, thereafter half-termly)

• To assess the quality of education being provided for the children.

• To assess how well the NQT is progressing towards fully meeting the Teachers’ Standards.

• To identify strengths and particular areas for development.

• Assessment of progress in identified focus area(s) - secure/ developing/ inconsistent.

Mentor meeting

• To provide regular, undisturbed, supportive opportunities for discussion – to include wellbeing.

• To provide support and encouragement. • To reflect on the NQT’s progress towards

fully meeting the Teachers’ Standards,

including Part Two, clearly identifying strengths and areas for development.

• To plan the focus/foci of next week’s observation.

• To identify, and make arrangements for, future professional development opportunities, eg observations of other colleagues, training etc.

• Mentor and NQT to both sign meeting record.

• NQT given clear indication as to whether or not they are making sufficient progress towards fully meeting the Teachers’ Standards.

Use of 10% time

• To provide release time to enable the NQT to enhance their professional practice.

• NQT able to evidence the impact of their productive use of 10% time.

Ha

lf-t

erm

ly

Mid-term review meeting with NQT, mentor and tutor/ assessor

• To assess how well the NQT is progressing towards fully meeting each of the Teachers’ Standards, including Part Two.

• To review priority targets and identify measurable actions for the next half-term.

• Completion of mid-term review documentation in handbook.

• NQT given clear indication as to whether or not they are making sufficient progress towards fully meeting the Teachers’ Standards, including Part Two.

Te

rmly

• Lesson observation by tutor/assessor

• End-of-term review meeting with NQT, mentor, tutor/assessor

• NQT Manager assessment to be completed

• To assess how well the NQT is progressing towards fully meeting each of the Teachers’ Standards, including Part Two.

• To review priority targets and identify measurable actions for the next half-term.

• To formally notify New Haw/Teach SouthEast as to whether or not the NQT is currently meeting/making sufficient progress towards meeting the required standards.

• Completion of end-of-term review documentation in handbook.

• NQT given clear indication as to whether or not they are making sufficient progress towards fully meeting the Teachers’ Standards, including Part Two.

• Completion of NQT Manager assessment by required deadline.

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GREAT IDEAS FOR YOUR 10% TIME! √

Make sure you fully understand the school’s safeguarding arrangements and know who the Designated Safeguarding Lead is. Ask questions of anything you are unsure of.

Meet all the staff. Make notes of who everyone is and what their role is. Don’t forget the office team and the caretaker/site manager!

Have someone show you how to use the photocopier.

Understand the lunchtime routine.

Find out the school’s expectations for playground duty.

Read your class’s reports from the previous year; read each child’s personal and, where relevant, SEND files.

Ask the office team how to organize a school trip, including risk assessments.

Shadow a meeting with a parent.

Ring a parent to praise a child.

Visit other schools.

Visit other classrooms to get ideas for creating effective learning environments.

Observe another teacher – have a focus!

Take part in an extra-curricular activity.

Discuss with other teachers how best to manage your workload.

Plan with your mentor.

Look at other people’s planning and visit lessons to see how teachers’ meet children’s individual needs.

Shadow how to produce a class assembly.

Do a learning walk with your mentor or a senior leader.

Pair- or team-teach a series of lessons.

Get someone to film you teaching!

Behaviour management – see how others do it.

Talk to your SENCO about managing pupils with SEND.

Write an SEN Support plan with a colleague.

Discuss with a senior leader what to look for when observing a lesson.

Observe how to plan and lead effective group work.

Go and watch a senior teacher model writing to a class of children.

Mark a set of books with a senior leader.

Become familiar with your school’s assessment system.

Get a copy of your school’s outcomes data from last year and ask a school leader to go through it with you.

Read your school’s display policy and put up a display with a colleague.

Get to know your support staff and ask them how best to support them.

Participate in work scrutiny alongside a curriculum co-ordinator.

Follow up on something raised in staff meeting.

Attend SLT.

Ask for training on how to successfully manage the “difficult conversation”.

Choose a curriculum area and look at progression in each year group’s planning.

Choose a curriculum area and look at children’s books in every year group.

Read your school’s behaviour policy.

Interview a child/group of children about their learning.

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TRANSITION TO NQT SUPPORTING DOCUMENT

Moving from ITT to NQT

Grading given at the end of initial teacher training

Teachers’ Standard 1








Part Two Overall grade

RD/G/O

4 3 2 1

RD/G/O

4 3 2 1 RD/G/O

4 3 2 1 RD/G/O

4 3 2 1 RD/G/O

4 3 2 1 RD/G/O

4 3 2 1 RD/G/O

4 3 2 1 RD/G/O

4 3 2 1 RD/G/O

4 3 2 1 RD/G/O

4 3 2 1 Initial professional targets

Teachers’ Standards

Three priority targets* set at the end of my initial teacher training

(NQT to complete prior to initial mentor meeting)

Measurable actions** to be reviewed with my mentor and tutor at the Term 1 mid-term review meeting

(NQT and mentor to complete during initial mentor meeting – see page 17)

TS3

(compulsory)

TS

TS

PRIORITY TARGETS AND MEASURABLE ACTIONS

*Priority targets are the three overarching targets that NQTs are working towards over a half-term or term. They should be focused on the Teachers’ Standards and, as such, should use the language from the relevant standard in them.

**Measurable actions are the smaller steps that will help the NQT to successfully meet their priority targets.

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Highlights of my initial teacher training

Professional highlights

1

2

3

Work-life balance commitments

Things I want to prioritise outside of work

1

2

I would like my mentor and tutor to know

My hopes for this year What I’m passionate about in my subject/the wider school

context

Any further training/CPD I feel I would benefit from

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CPD Session 1

Wednesday 9 September 2020 Introduction to the programme Managing workload and wellbeing

Notes

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What I will do as a result of this session

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INITIAL MEETING BETWEEN NQT AND MENTOR

To be held w/c 7 September 2020 Towards the end of the first week, following both the New Haw/Teach SouthEast NQT and mentor

training sessions, you should meet with your mentor. This meeting provides an opportunity for you both to establish a professional working relationship, which will continue to develop throughout the year. Prior to this meeting you should complete the TRANSITION TO NQT SUPPORTING DOCUMENT,

found on pages 13-14 of this handbook. The following should be discussed:

• how you are settling in – any worries or concerns? • expectations for NQTs, mentors and tutors

• assessment requirements in terms of your NQT year • the safeguarding arrangements in your school

• sickness and absence arrangements – who to notify etc • dress code and other expectations of staff

• your school’s calendar for the 2020-21 academic year – dates for parents’ evenings, assemblies etc • your weekly timetable, including arrangements for PPA and the day and time of your weekly mentor

meeting

• expectations for 10% time

• date and time of your initial lesson observation and subsequent feedback • review the TRANSITION TO NQT SUPPORTING DOCUMENT – with your mentor, identify and record

measurable actions, which will help you to meet your three priority targets

• any other relevant or pressing issues you may wish to discuss at this stage.

Summary of initial meeting

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Date of meeting

NQT’s signature

Mentor’s signature

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NQT LESSON OBSERVATION – WEEK COMMENCING 14 SEPT 2020

Observer: Date: Time: Subject:

Lesson objective:

Agreed lesson focus (Minimum of 1 lesson focus per lesson)

Progress against lesson focus

Secure Developing Inconsistent

TS

TS

TS

Please highlight three comments that will become the lesson focus/foci for the NQT’s next lesson observation. The NQT must transfer these to the next observation form.


o establish a safe and stimulating environment for pupils, rooted in mutual respect

o set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

o demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Evidence of meeting this standard:

In order to meet this standard more fully:


o be accountable for pupils’ attainment, progress and outcomes

o be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

o guide pupils to reflect on the progress they have made and their emerging needs

o demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

o encourage pupils to take a responsible and conscientious attitude to their own work and study.




o have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

o demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

o demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject.

Evidence of meeting this standard: In order to meet this standard more fully:


o impart knowledge and develop understanding through effective use of lesson time

o promote a love of learning and children’s intellectual curiosity

o set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

o reflect systematically on the effectiveness of lessons and approaches to teaching

o contribute to the design and provision of an engaging curriculum within the relevant subject area(s).


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o know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

o have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

o demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

o have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.



o know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

o make use of formative and summative assessment to secure pupils’ progress

o use relevant data to monitor progress, set targets, and plan subsequent lessons

o give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.



o have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

o have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

o manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

o maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.



o make a positive contribution to the wider life and ethos of the school

o develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

o deploy support staff effectively o take responsibility for improving teaching


o communicate effectively with parents with regard to pupils’ achievements and wellbeing.

Evidence of meeting this standard (if applicable to lesson):


Overall observer comments

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MENTOR MEETING RECORD – WEEK COMMENCING 14 SEPT 2020 √

1 Wellbeing – eg workload, highlight of the week

2 School diary – events, deadlines etc

3 Arrangements for, and impact of, release time and training • 10% time – use, impact and plan for the coming week

• Observing other professionals – opportunities and impact on NQT’s practice • Impact of other training, eg NQT programme, staff meetings

4 Lesson observation • NQT’s reflections

• Progress against lesson focus/foci

• Agree focus/foci for next observation

5 Overall progress towards meeting the Teachers’ Standards, including Part Two

6 Support arrangements (where relevant)

NOTES OF MEETING

Date of meeting

NQT’s signature


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Lesson objective:




TS

TS

TS




























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NOTES OF MEETING

Date of meeting

NQT’s signature


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Lesson objective:




TS

TS

TS




























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NOTES OF MEETING

At this point in time, the NQT is (tick one)

Making sufficient progress towards meeting the Teachers’ Standards

Making insufficient progress towards meeting the Teachers’ Standards* (*If this box is ticked, school must contact New Haw/Teach SouthEast, if they have not already done so)

Date of meeting

NQT’s signature


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NQT LESSON OBSERVATION – WEEK COMMENCING 5 OCT 2020


Lesson objective:




TS

TS

TS




























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MENTOR MEETING RECORD – WEEK COMMENCING 5 OCT 2020 √










NOTES OF MEETING




Date of meeting

NQT’s signature


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CPD Session 2 Tuesday 6 October 2020 Managing the behaviour of parents and pupils; managing support staff; difficult conversations

Notes

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Lesson objective:




TS

TS

TS




























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TERM 1 MID-TERM REVIEW (with NQT, mentor and tutor/assessor) WEEK COMMENCING 12 OCT 2020

To discuss √

1 Wellbeing

2 What is going well (NQT’s and school’s views)

3 Quality and impact of training and support

4 Progress towards meeting the Teachers’ Standards


Priority targets* set at the end of ITT

(To be completed by NQT in advance of this meeting – refer to page 13)

Summary of progress

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8


Priority targets* for the next half-term

Measurable actions**

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

PRIORITY TARGETS AND MEASURABLE ACTIONS *Priority targets are the three overarching targets that NQTs are working towards over a half-term or term. They should be focused on the Teachers’ Standards and, as such, should use the language from the relevant standard in them.


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Part Two Personal and professional conduct

(To be completed by mentor and/or tutor)

A TEACHER IS EXPECTED TO DEMONSTRATE CONSISTENTLY HIGH STANDARDS OF PERSONAL AND PROFESSIONAL CONDUCT. THE FOLLOWING STATEMENTS DEFINE THE BEHAVIOUR AND ATTITUDES, WHICH SET THE REQUIRED STANDARD FOR CONDUCT THROUGHOUT A TEACHER’S CAREER.

NQT meets this requirement (please tick)

Yes No

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by

treating pupils with dignity

building relationships rooted in mutual respect. Evidence of this might be: • Positive, respectful attitude towards colleagues, pupils, parents and other professionals • Being honest, having integrity – being transparent about issues such as absence and

workload • Treating pupils with dignity and respect • All the above, regardless of race, gender, culture, religion, disability or sexual orientation

• at all times observing proper boundaries, appropriate to a teacher’s professional position

• having regard for the need to safeguard pupils’ wellbeing, in accordance with statutory provisions

• showing tolerance of and respect for the rights of others

• not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

• ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law


• Evidence of this might be: ▪ Dress code: wearing business attire/school-issued kit ▪ Attendance: only being absent where totally unavoidable/prior consent given, all relevant

parties are informed of absence (eg Head/Deputy, line manager, mentor) ▪ Punctuality: being punctual to school and meetings ▪ School policies: Following the school policies and expectations e.g. behaviour policy,

attending whole-school and CPD meetings ▪ Meeting NQT expectations, including making effective use of 10% time e.g. carrying out

observations of other colleagues


TERM 1 MID-TERM REVIEW At this point in time, the NQT is (tick relevant boxes)

Yes No*

• Making sufficient progress towards meeting Teachers’ Standards 1 to 8

• Meeting the requirements of Part Two

*If no, please inform New Haw/Teach SouthEast and initiate a Cause for Concern, if not already underway.

Date of meeting

NQT’s signature


Tutor/assessor’s signature

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Lesson objective:




TS

TS

TS




























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MENTOR MEETING RECORD – WEEK COMMENCING 19 OCT 2020 √










NOTES OF MEETING




Date of meeting

NQT’s signature


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NQT LESSON OBSERVATION – WEEK COMMENCING 2 NOV 2020


Lesson objective:




TS

TS

TS




























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MENTOR MEETING RECORD – WEEK COMMENCING 2 NOV 2020 √










NOTES OF MEETING




Date of meeting

NQT’s signature


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Lesson objective:




TS

TS

TS




























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• Observing other professionals – opportunities and impact on NQT’s practice

• Impact of other training, eg NQT programme, staff meetings






NOTES OF MEETING




Date of meeting

NQT’s signature


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Lesson objective:




TS

TS

TS




























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3 Arrangements for, and impact of, release time and training

• 10% time – use, impact and plan for the coming week • Observing other professionals – opportunities and impact on NQT’s practice


4 Lesson observation

• NQT’s reflections • Progress against lesson focus/foci




NOTES OF MEETING




Date of meeting

NQT’s signature


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Lesson objective:




TS

TS

TS




























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NOTES OF MEETING




Date of meeting

NQT’s signature


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CPD Session 3 Thursday 26 November 2020 Maximising Learning

Notes

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Lesson objective:




TS

TS

TS




























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NOTES OF MEETING




Date of meeting

NQT’s signature


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TUTOR LESSON OBSERVATION – WEEK COMMENCING 7 DEC 2020


Lesson objective:




TS

TS

TS




























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TERM 1 END-OF-TERM ASSESSMENT MEETING (with NQT, mentor and tutor) WEEK COMMENCING 12 OCT 2020

To discuss √

1 Wellbeing





Priority targets* and measurable actions**set at the mid-term review (To be completed by NQT in advance of this

meeting)

Summary of progress

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8




TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8



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Part Two Personal and professional conduct (To be completed by mentor and/or tutor)



Yes No
















TERM 1 END-OF-TERM ASSESSMENT At this point in time, the NQT is (tick relevant boxes)

Yes No*




Date of meeting

NQT’s signature



NQT Manager assessment deadline: 11 Dec 2020

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MENTOR MEETING RECORD – WEEK COMMENCING 14 DEC 2020 √










NOTES OF MEETING




Date of meeting

NQT’s signature


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Congratulations! You made it through your first term!

Best moment of my first term

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Welcome back!

In your second term on the NQT induction programme, all being well, you will be formally observed less frequently. However, some schools may choose to continue with weekly observations.

Weekly mentor meetings continue throughout the term and we would strongly encourage you, if you have not already done so, to begin to observe other professionals (both in your own school and

externally) so that you can learn from the excellent practice of others. Do look again at how effectively you are using your 10% NQT time to support and extend your

professional development.

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MENTOR MEETING RECORD – WEEK COMMENCING 4 JAN 2021 √











NOTES OF MEETING




Date of meeting

NQT’s signature


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NOTES OF MEETING




Date of meeting

NQT’s signature


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NQT LESSON OBSERVATION – WEEK COMMENCING 18 JAN 2021


Lesson objective:




TS

TS

TS




























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NOTES OF MEETING




Date of meeting

NQT’s signature


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CPD Session Monday 18 January 2021

Workshops - Identifying, and providing for, pupils with SEND

Notes

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NOTES OF MEETING




Date of meeting

NQT’s signature


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NQT LESSON OBSERVATION – WEEK COMMENCING 1 FEB 2021


Lesson objective:




TS

TS

TS




























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TERM 2 MID-TERM REVIEW (with NQT, mentor and tutor/assessor) WEEK COMMENCING 1 FEB 2021

To discuss √

1 Wellbeing





Priority targets* and measurable actions** set at the end of Term 1 (To be completed by NQT in advance of this

meeting)

Summary of progress

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8




TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8



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Yes No

















Yes No*




Date of meeting

NQT’s signature



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MENTOR MEETING RECORD – WEEK COMMENCING 8 FEB 2021 √










NOTES OF MEETING




Date of meeting

NQT’s signature


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MENTOR MEETING RECORD – WEEK COMMENCING 22 FEB 2021 √










NOTES OF MEETING




Date of meeting

NQT’s signature


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MENTOR MEETING RECORD – WEEK COMMENCING 1 MAR 2021 √










NOTES OF MEETING




Date of meeting

NQT’s signature


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NOTES OF MEETING




Date of meeting

NQT’s signature


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CPD Session 5 Tuesday 9 March 2021 (Workshops - cohort choice)

Notes

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NOTES OF MEETING




Date of meeting

NQT’s signature


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TUTOR LESSON OBSERVATION – WEEK COMMENCING 22 MAR 2021


Lesson objective:




TS

TS

TS




























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TERM 2 END-OF-TERM ASSESSMENT MEETING (with NQT, mentor and tutor)

WEEK COMMENCING 22 MAR 2021

To discuss √

1 Wellbeing






meeting)

Summary of progress

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8




TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8




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Yes No
















TERM 2 END-OF-TERM ASSESSMENT At this point in time, the NQT is (tick relevant boxes)

Yes No*




Date of meeting

NQT’s signature



NQT Manager assessment deadline: 26 March 2021

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NOTES OF MEETING




Date of meeting

NQT’s signature


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Two terms down, one to go!

Rest and enjoy the break!

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Welcome back to your final term!

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MENTOR MEETING RECORD – WEEK COMMENCING 19 APR 2021 √




• 10% time – use, impact and plan for the coming week



• NQT’s reflections

• Progress against lesson focus/foci • Agree focus/foci for next observation



NOTES OF MEETING




Date of meeting

NQT’s signature


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MENTOR MEETING RECORD – WEEK COMMENCING 26 APR 2021 √











NOTES OF MEETING




Date of meeting

NQT’s signature


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NQT LESSON OBSERVATION – WEEK COMMENCING 3 MAY 2021


Lesson objective:




TS

TS

TS




























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MENTOR MEETING RECORD – WEEK COMMENCING 3 MAY 2021 √










NOTES OF MEETING




Date of meeting

NQT’s signature


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NOTES OF MEETING




Date of meeting

NQT’s signature


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TERM 3 MID-TERM REVIEW (with NQT, mentor and tutor/assessor) WEEK COMMENCING 17 MAY 2021

To discuss √

1 Wellbeing





Priority targets* and measurable actions** set at the end of Term 2 (To be completed by NQT in advance of this

meeting)

Summary of progress

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8




TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8



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Yes No

















Yes No*




Date of meeting

NQT’s signature



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NOTES OF MEETING




Date of meeting

NQT’s signature


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MENTOR MEETING RECORD – WEEK COMMENCING 7 JUN 2021 √










NOTES OF MEETING




Date of meeting

NQT’s signature


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NOTES OF MEETING




Date of meeting

NQT’s signature


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NOTES OF MEETING




Date of meeting

NQT’s signature


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TUTOR LESSON OBSERVATION – WEEK COMMENCING 28 JUN 2021


Lesson objective:




TS

TS

TS




























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NOTES OF MEETING




Date of meeting

NQT’s signature


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TERM 3 FINAL ASSESSMENT MEETING (with NQT, mentor and tutor)

WEEK COMMENCING 5 JUL 2021

To discuss √

1 Wellbeing






meeting)

Summary of progress

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8


Priority targets* for the start of next year


TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8

TS1 TS2 TS3 TS4

TS5 TS6

TS7 TS8




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Yes No
















TERM 3 FINAL ASSESSMENT OUTCOME (please tick relevant boxes)

Yes No

• The NQT is consistently meeting Teachers’ Standards 1 to 8

• The NQT is consistently meeting the requirements of Part Two

• The NQT has successfully passed their induction year

Date of meeting

NQT’s signature


Tutor/assessor’s

signature

NQT Manager assessment deadline: 9 Jul 2021

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CPD Session 6

Wednesday 7 July 2021 Celebration How to be an effective curriculum coordinator

Notes

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Mentor Meeting Record - w/c 12 July 2021

Looking ahead to your second year

Having now taught for a year, and knowing what you now know, what will you do differently in September?

1

2

3

4

In which areas of the Teachers’ Standards would you particularly like to improve your

practice?

1

2

3

4

In 2021-22 how do you plan to develop your wider contribution to school life?

In 2021-22 what will you do to keep a healthy work-life balance?

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Congratulations!

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ADDITIONAL NQT LESSON OBSERVATION


Lesson objective:




TS

TS

TS




























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Lesson objective:




TS

TS

TS




























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Lesson objective:




TS

TS

TS




























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Lesson objective:




TS

TS

TS




























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Lesson objective:




TS

TS

TS




























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Lesson objective:




TS

TS

TS




























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Lesson objective:




TS

TS

TS




























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Lesson objective:




TS

TS

TS




























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Lesson objective:




TS

TS

TS




























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Lesson objective:




TS

TS

TS




























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Lesson objective:




TS

TS

TS




























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NQT Programme Observing other professionals

Teacher Observed: Subject: Class Observed: Date & Time:

Main focus for the observation (What did you set out to look at?) TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8

What went well and why? (What did the teacher specifically do which impacted positively on pupil progress?)

What will you do, back in your own classroom, as a result of this observation?

What was the impact (of the changes you made/ideas you implemented) on your pupils’ learning and/or behaviour?

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NQT Subject Support Subject associations can support your professional development by providing opportunities to develop your subject knowledge and engage with colleagues within your subject specialism. They include: Association for Achievement and Improvement through Assessment (AAIA) (aaia.org.uk) Association for Citizenship Teaching (ACT) (teachingcitizenship.org.uk) Association for Information Technology in Teacher Education (itte.org.uk/wp/) Association for Language Learning (ALL) (all-languages.org.uk) Association for Latin Teaching (arlt.co.uk) Association for Physical Education (afPE) (afpe.org.uk) Association for Professional Development in Early Years (TACTYC) (tactyc.org.uk) Association for Science Education (ASE) (ase.org.uk/home/) Centre of Literature in Primary Education (cipe.org.uk) The Classical Association (classicalassociation.org) Computing At School (CAS) (computingatschool.org.uk) The Design and Technology Association (data.org.uk) Early Education (early-education.org.uk) The English Association (EA) (le.ac.uk/offices/english-association) English and Media Centre (englishandmedia.co.uk) The Geographical Association (GA) (geography.org.uk) The Historical Association (HA) (history.org.uk) Incorporated Society of Musicians (ISM) (ism.org/membership) Joint Mathematical Council of the United Kingdom (JMC) (jmc.org.uk) Mathematical Association (m-a.org.uk) Media Education Association (MEA) (themea.org.uk) Music Mark (musicmark.org.uk) Naace: The National Association for all those interested in technology in education (naace.co.uk/about-naace/) National Association for Language Development in the Curriculum (NALDIC) (naldic.org.uk) National Association of Special Educational Needs (nasen) (nasen.org.uk) National Association for the Teaching of English (NATE) (nate.org.uk) National Association of Teachers of Religious Education (NATRE) (natre.org.uk) National Association of Writers in Education (NAWE) (nawe.co.uk) National Drama (ND) (nationaldrama.org.uk) National Society for Education in Art and Design (NSEAD) (nsead.org/home/index.aspx) One Dance UK (onedanceuk.org) Professional Association of Teachers of Students with Specific Learning Difficulties (Patoss) (atoss-dyslexia.org) PSHE Association (pshe-association.org.uk) Royal Society of Biology (rsb.org.uk) Royal Society of Chemistry (rsc.org) Royal Geographical Society with IBG (RGS) (rgs.org) UK Association for Music Education – Music Mark (musicmark.org.uk) UK Literacy Association (UKLA) (ukla.org)

http://aaia.org.uk/

http://teachingcitizenship.org.uk/

http://itte.org.uk/wp/

http://all-languages.org.uk/

http://afpe.org.uk/

http://tactyc.org.uk/

http://ase.org.uk/home/

http://cipe.org.uk/

http://classicalassociation.org/

http://computingatschool.org.uk/

http://data.org.uk/

http://early-education.org.uk/

http://le.ac.uk/offices/english-association

http://englishandmedia.co.uk/

http://geography.org.uk/

http://history.org.uk/

http://ism.org/membership

http://jmc.org.uk/

http://m-a.org.uk/

http://themea.org.uk/

http://musicmark.org.uk/

http://naace.co.uk/about-naace/

http://naldic.org.uk/

http://nasen.org.uk/

http://nate.org.uk/

http://natre.org.uk/

http://nawe.co.uk/

http://nationaldrama.org.uk/

http://nsead.org/home/index.aspx

http://onedanceuk.org/

http://atoss-dyslexia.org/

http://atoss-dyslexia.org/

http://pshe-association.org.uk/

http://rsb.org.uk/

http://rsc.org/

http://rgs.org/

http://musicmark.org.uk/

http://ukla.org/

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Wellbeing A and E: St Peter’s Hospital, Guildford Road, Chertsey, Surrey. KT16 OPZ Samaritans: National line 24/7 - 116123 or email [email protected] CSIS Charity Fund: 07843 342889 or email csischarity fund.org Educational Support Partnership: 08000562 561 www.educationsupportpartnership,org,uk Hub of Hope (an app to find your nearest service)


http://www.educationsupportpartnership,org,uk/

Documents

Contents Page - New Haw Community School