Newly Qualified Teacher Induction Handbookyarlsideteachingschool.co.uk/wp-content/uploads/... · The NQT section in particular has been designed to guide and assist you through the

Newly

Qualified

Teacher

Induction

Handbook

2017/18

Guidance for NQTs and

Induction Tutors

Yarlside Teaching School Alliance

2

Foreword

Welcome to all New NQTs! We are delighted to welcome you on behalf of Yarlside Teaching School Alliance to your

new teaching post. We are pleased that you have chosen the teaching profession as your

career! Many congratulations on getting to this point and successfully achieving the

challenging standards of Qualified Teacher Status.

We hope that you and your Induction Tutor will find the handbook of real use. The NQT

section in particular has been designed to guide and assist you through the key aspects of

your first year of teaching. All the best with your induction year!

Message to NQT Induction Tutors Thank you for volunteering to guide, support and encourage your NQTs through their first

year of teaching. Your new role is one of key importance in which you will use your

knowledge, experience and skills to ensure the successful induction of new members of

staff.

The handbook has been written as a flexible step-by-step information guide to give you

and the NQT an overview of the key aspects of the Induction Year. It will help to ensure

that the statutory requirements for which you are responsible are addressed. All the best

with the induction year!

The NQT Induction Team – key contacts and resources There is a team of colleagues whose main responsibilities are to ensure the NQT is

registered with the Appropriate Body, to monitor termly assessment reports and to inform

the National College for Teaching and Leadership (NCTL) of NQT progress. If you have any

general questions or concerns about your Induction Year which have not been addressed

by any of the usual school procedures, please contact us.

Janine Pierce

YTSA Director & Yarlside Academy Headteacher

Telephone: 01229 840930

Email: [email protected]

Roxanne Marks

YTSA NQT Induction Tutor

Telephone: 01229 828348


Rachel Jackson

YTSA Business Support Manager & NQT Induction administrator


Telephone: 01229 840934

Yarlside Teaching School Alliance Website

http://yarlsideteachingschool.co.uk/

The website includes access to key forms and documentation for the NQT Induction

process as well as information about CPD courses.

mailto:[email protected]



http://yarlsideteachingschool.co.uk/

3

The Induction Process This section of the handbook is designed to give everyone involved in the induction

process an overview of what to expect.

What is the purpose of the NQT Induction Year?

Statutory induction is the bridge between initial teacher training and a career in teaching.

It combines a personalised programme of development, support and professional

dialogue, with monitoring and an assessment of performance against the Teachers’

Standards.

Each NQT’s induction programme should enable the NQT to build on and extend the

knowledge and skills developed during initial teacher training and provide the foundation

for continuing professional and career development. The programme should assist the

NQT to meet the Teachers’ Standards by the end of the period and equip him or her with

the tools to be an effective and successful teacher. Each NQT’s programme should be

tailored to meet their individual needs and circumstances and should provide a 10%

reduced timetable (as well as planning, preparation and assessment time) and significant

opportunities for the NQT to:

Show their potential;

Make rapid advancement towards excellence in teaching; and

Begin to make a real impact on their school’s and pupils’ development.

Who must complete induction?

A qualified teacher cannot be employed as a teacher in a relevant school in England

unless he or she has satisfactorily completed an induction period in accordance with the

statutory induction regulations and guidance. This requirement applies regardless of the

route by which the individual gained Qualified Teacher Status (QTS).

An NQT cannot start a statutory induction period (or part period) in any permitted setting

unless he or she has been awarded QTS by the NCTL and completion of the QTS Skills Tests.

Schools have a statutory responsibility to check that the NQT has been awarded QTS and

are eligible to start induction. Please note that the NCTL writes to all NQTs to confirm their

QTS – please also note that a teacher reference number does not mean the NQT has

been awarded QTS.

There are a few instances where you will not need to complete induction. These are if:

You gained QTS before 7 May 1999;

You are a qualified teacher from the European Economic Area (EEA);

You are a qualified teacher from a country outside the EEA who has at least two

years’ experience and have simultaneously been assessed by the NCTL as meeting

QTS and the Induction Standards;

You are an overseas qualified teacher employed as an unqualified teacher. In this

instance, you can be employed for up to four years only. After this period, if you

wish to continue working as a teacher, you will need to gain QTS and successfully

complete the Induction Standards.

If you fall into any of the categories above or in Annex B of the Statutory Guidance, you

must check your status with the NCTL. You must successfully complete your induction if you

want to continue teaching in a maintained school or a non-maintained special school.

4

When must an NQT complete induction?

There is no time limit for starting and finishing induction although guidance can change. It

is recommended that, where an NQT takes a significant gap in employment before

completing, then extra training should be considered by the NQT and the employing

school. The induction period is normally three school terms (or equivalent). In exceptional

circumstances, and in recognition of previous teaching experience, the induction period

may be reduced. This is at the discretion of the Appropriate Body.

How do we register an NQT for induction?

Once the teacher has been appointed, the Head Teacher or Principal must notify the

Appropriate Body as soon as possible to register in advance of starting. The Appropriate

Body must be satisfied that it has sufficient opportunity to fulfil its role, for example to

quality assure the post the NQT has been appointed to, as well as advising on professional

development where appropriate. Failure to register the NQT in advance will result in a

delay to the start of the induction period.

If an NQT changes schools during induction, they will need to be registered again.

5

An Overview of the Induction Process – Taken from the Statutory

Guidance

6

Roles and Responsibilities – who is involved in the induction process

and what are their responsibilities? Who? What?

The NQT Before the period starts:

Provide evidence that they have QTS and are eligible to start induction.

Once the induction period has started:

At the earliest opportunity following appointment meet with their induction

tutor to discuss and agree priorities for their induction programme and

development, and keep these under review;

Agree with their tutor how best to use their reduced timetable allowance;

Build on the strengths and areas for development identified by their ITT

provider;

Monitor their progress against the Teacher Standards;

Participate fully in the school’s monitoring and development programme;

Raise any concerns with their induction tutor as soon as practicable;

Consult their Appropriate Body named contact at an early stage where

there are or may be difficulties in resolving issues with their tutor/within the

institution;

Keep track of and participate effectively in the scheduled classroom

observations, 6 progress reviews and 3 formal assessment meetings;

Agree with their induction tutor the start and end dates of the induction

period/part periods and the dates of any absences from work during any

period/part period; and

Retain copies of all assessment forms and other documentation.

The Induction

Tutor

The induction tutor (or the Head Teacher where he/she carries out this role) has

the skills, expertise and knowledge to work effectively in this role. In particular, you

should be able to make rigorous and fair judgements about the NQT’s progress in

relation to the Teacher Standards. The induction tutor provides the NQT with day-

to-day monitoring and support and must:

Provide, or coordinate, guidance and effective support including

coaching and mentoring for the NQT’s professional development (with the

Appropriate Body where necessary); you should be able to make rigorous

and fair judgements about the NQT’s progress in relation to the

requirements for satisfactory completion of the induction period;

Carry out a minimum of 6 reviews of progress during the induction period;

Undertake 3 formal assessment meetings during the total induction period,

coordinating input from other colleagues as appropriate

Undertake a minimum of 3 observations of the NQT’s teaching and provide

the NQT with copies of written summaries (the induction tutor is likely to

undertake most of the observations of the NQT’s teaching)

Provide clear targets for development with identified support);

Ensure NQTs are aware of how, both within and outside the institution, they

can raise any concerns about their induction programme or their personal

progress;

Take prompt and appropriate action where an NQT appears to be

experiencing difficulties; and

Keep a dated copy of all reports on observations, review meetings and

objectives for a period of 5 years. A note should be kept of other evidence

used. The NQT should receive copies of all such written records and the

Appropriate Body should have access to them.

Completed assessment reports/forms (usually one per term) are sent to the

Appropriate Body by the appropriate deadlines.

The Head

Teacher

Before the induction period starts:

Clarify whether the teacher needs to serve an induction period or is

exempt;

Where the teacher does need to complete an induction period, check

with the NCTL that the NQT has QTS and is registered with them;

7

Notify the Appropriate Body with the notification form when an NQT who is

taking up a post in which they will be undertaking induction, joins the

school/college before the appointment begins;

Ensure the NQT’s post is a suitable post in which to serve induction;

Ensure that an appropriate induction programme is in place; and ensure

that all NQTs understand the duties and responsibilities schools now have

under the Disability Discrimination Act 1995 and the equality Act of 2010, to

provide protection for disabled pupils by preventing further discrimination

against them on the grounds of disability.

Ensure the NQT has both a reduced timetable and PPA time as necessary

(NQTs must have a timetable of no more than 90% of the timetable of other

main scale teachers in the school without responsibility points to allow their

induction to take place. Under the School Teachers’ Pay and Conditions

Documents you are placed under a duty to ensure the NQT’s teaching

time does not exceed 90% of the average), and

Where relevant obtain documentation from the NQT’s previous post

including any interim assessment and details of absences, and take this into

account in determining the length and nature of the NQT’s induction

programme and period.

Once the induction period starts:

Appoint an induction tutor (who must hold QTS) and ensure that an

appropriate cycle of observations, 6 progress reviews and 3 formal

assessments is scheduled – the induction tutor should be a suitably

experienced teacher who has considerable contact with the NQT, for

example the NQT’s line manager or a senior member of staff. The Head

Teacher may be the induction tutor, if there is no member of staff within the

school that is available/ has the relevant experience, to fulfil the role;

Ensure the induction tutor is appropriately trained and has time to carry out

their role;

Act early, alerting the Appropriate Body when necessary, in cases where

an NQT may be at risk of not completing induction satisfactorily;

Ensure third-party observation of a NQT whose progress towards meeting

the standards may be at risk;

Maintain accurate records of periods of employment that will count

towards the induction period and when NQTs leave the school part way

through a period;

Monitor absences and notify the Appropriate Body as soon as absences

reach 30 days or more, cumulatively;

Periodically inform the governing body about the school’s induction

arrangements and the results of the formal assessment meetings;

Ensure termly assessment reports are completed (on pro-rata time scale for

part-time staff) and sent to the Appropriate Body as required;

Participate appropriately in the Appropriate Body’s quality assurance

procedures;

Consult and agree with the Appropriate Body the exceptional cases where

it may be appropriate to shorten the induction period;

Within 10 days of the NQT completing the induction period, make a

recommendation to the Appropriate Body on whether the NQT has met

the Teachers’ Standards/met the requirements for satisfactory completion

of their induction support programme,, using agreed forms;

Provide interim assessment reports for staff moving in between formal

assessment periods and notify the Appropriate Body when an NQT serving

induction leaves the school/college; and

Retain all relevant documentation/evidence on file for six years.

The

Governing

Body

Ensure compliance with this guidance, and in particular ensure that the

Head Teacher/Principal is fulfilling his or her responsibility to provide any

NQTs serving induction in the institution with a suitable post (including a

reduced timetable and PPA) and the necessary support, monitoring and

8

assessment;

Can request general reports on the progress of an NQT but are not

automatically entitled to have access to an individual’s assessment forms;

Investigate concerns raised by an individual NQT; and

Seek guidance from the Appropriate Body on the quality of the institution’s

induction arrangements and the roles and responsibilities of staff involved

in the process.

The

Appropriate

Body

The Appropriate Body, along with the Head Teacher/Principal, is jointly

responsibility for the supervision and training (professional development) of the

NQT during induction and has the main quality assurance role. The Appropriate

Body must:

Confirm that the Head Teacher/Principal has checked the NQT has QTS;

Register the NQT with the NCTL;

Provide the NQT with a named contact(s) within the Appropriate Body with

whom the NQT may raise concerns about their induction programme,

where the institution does not resolve them;

Confirm and monitor that the NQT (in a maintained school) is working to a

90% timetable and has PPA time, or in a further education institution or

independent school, has a reduced timetable on a comparable basis to

that required in maintained schools;

Maintain records and assessment reports for each NQT undertaking

induction for whom it acts as Appropriate Body;

Assure itself that Head Teachers/Principals, induction tutors and governing

bodies are aware of, and are capable of meeting their responsibilities;

Act early in cases where an NQT may be experiencing difficulties, to ensure

the assessments are fair, and that support is appropriate;

Where an institution appears not to be providing an appropriate

programme or support, contact the institution to raise its concerns

immediately (in writing, as appropriate) well before the end of the NQT’s

induction period or part period.

As appropriate and as agreed, provide institutions with guidance, support

and assistance in relation to NQT induction programmes, and training for

teachers e.g. for induction tutors;

Monitor/write to notify relevant NQTs about pre-completion extensions;

Approve cases where shortening an induction period in exceptional

circumstances is required and record the decision on the relevant

assessment form;

At the end of the period decide whether the NQT has met the Teachers’

Standards and notify the relevant parties within the agreed timelines;

Decide whether to extend an induction period post-completion and notify

the relevant parties within the agreed timelines;

Provide the NCTL, via the termly data returns, with electronic lists of NQTs

who have met the standards, and details of those NQTs who leave a

school partway through an induction period;

Notify the NCTL within 3 days of reaching a decision, of those NQTs whom

the Body judges to have failed induction, or of those whose period the

Body decides should be extended; and

In relation to independent schools and FE institutions, reach agreement

with Head Teachers and Principals to act as the Appropriate Body,

including agreeing the scale and scope of any charges to be made.

9

The Induction Programme The induction programme is an individualised programme of monitoring, support and

assessment. This induction programme should initially aim to enable the NQT to settle in to

the school as quickly and smoothly as possible. It should then support the development of

the NQT towards successful completion of their induction year and must enable the NQT

to show that he/she meets all of the Teachers’ Standards. However, the programme will

also be tailored to meet their needs and the needs of the school. It is vital that the NQT

works with the school to identify strengths and areas for development early to inform the

development and support programme.

An NQT has specific time that is set aside for induction activities. This time should not be

used for teaching activities and not admin duties. Induction activities might include:

Working with others in the department or the school to plan lessons and

programmes of work;

Observing more experienced teachers within the school or in other schools;

Visiting other schools and educational settings;

Taking part in formal training events and courses;

Meeting the induction tutor to review progress and consider development needs;

Continued help to improve planning and teaching;

Structured time to reflect on practice with a mentor;

Formative and summative assessment as part of regular reviews of progress.

The NQT will be monitored and assessed throughout their induction. This will include having

regular review meetings with the induction tutor, being observed, and being formally

assessed. The monitoring and assessment process provides the NQT with an opportunity to

see how the school is judging their performance and progress throughout the year.

What do the Teachers’ Standards require?

The Teachers’ Standards recognise that an NQT will be taking on roles and responsibilities

that it was not appropriate to undertake as a trainee teacher. The induction year is about

supporting the NQT to acquire new skills, develop their knowledge and understanding and

sustain their development as a professional. All assessments of progress will be done

against the Standards, and the NQT is expected to maintain a portfolio of evidence

against the Standards.

How can you track your progress?

The NQT and Induction Tutor are expected to engage in Professional Progress Review

meetings to complete the action plan for tracking and review throughout the year. These

meetings will also help the NQT to maintain a portfolio of meeting notes, observation

feedback and to build evidence against the Standards. More detail on this is covered

later in the handbook.

10

The NQT Checklist – First Priorities

The first few weeks in post can be very demanding for any teacher but they are

particularly demanding for NQTs. Whilst seeking to establish yourself successfully with both

pupils and colleagues in the school you will be trying to familiarise yourself with school

routines and procedures. For this reason we have devised the following checklist, which

you may wish to use as a prompt to provide you with the information you will require to be

as prepared as possible.

Your school may choose to provide you with copies of some of this information or they

may simply decide to discuss them with you.

Question Tick

when

completed

Have you attained QTS and shared evidence of this with the school?

Has information about the school, policies and procedures been shared?

Has the Appropriate Body been notified that you have started your induction?

Check with your Head or Mentor. The school must do this otherwise your

induction period may be invalid.

Are you receiving a reduced timetable? This should be 90% with 10% allowed as

release time for professional development in addition to PPA time).

Have you been assigned an Induction Tutor/Mentor?

Have you met with your induction tutor to discuss strengths and development

needs (e.g. the targets set at the end of your initial teacher training year)?

Have you familiarised yourself with the Teacher Standards?

Do you have the details for your named contact at your Appropriate Body?

Have you and your Induction Tutor/Mentor planned an individualised and

structured induction support programme?

Have you met with your Induction Tutor/Mentor to agree and set up a

programme of assessment, observations and feedback/progress reviews?

Have you met with your Induction Tutor/Mentor to agree a personalised

development plan setting out clear objectives and success measures?

Have you participated in the school’s/academy’s/college’s general induction

arrangements for new staff?

Has the induction tutor put together a programme of support to:

- share information about the school/academy, the post and the

arrangements for induction

- make you aware of any institution-wide policies, including those on

safeguarding and child protection, management of behaviour and

health and safety, and opportunities for more targeted support/advice

in these areas where necessary

- enable you to spend time with the school’s special educational needs

(SEN) coordinator to focus on specific and general SEN matters

- receive, where appropriate, training development or advice from

professionals from outside the school/college e.g. from other schools and

colleges, LAs, Higher Education institutions, Diocesan authorities,

professional bodies and subject associations

- take part in external training events that are relevant to identified

individual needs.

If you are undertaking your induction part-time, have you established how long

your induction support programme will be?

Are you fulfilling your roles and responsibilities as an NQT?

Have you received copies of school syllabuses and schemes of work for the

classes/year group(s) that you will be teaching?

Do you have a copy of your personal timetable and class list(s)?

11

The Induction Tutor Checklist – First Priorities The induction tutor role is of key importance requiring you to use your experience,

knowledge and skills to ensure the successful induction of new members of staff. Here is a

quick and easy checklist to make sure an NQT is eligible to start their induction period and

that you are fully aware of your roles and responsibilities to ensure a smooth start to the

induction year.

Question Tick when

completed

Check that your NQT has QTS (they need this to register for the Induction Year – if not,

discuss this with your Head Teacher immediately.

Has information about the school, policies and procedures been shared with the NQT?

Has an Appropriate Body been notified that the NQT has started their induction?

Do you have details for your named contact from the Appropriate Body?

Is the NQT receiving a reduced timetable? This should be 90% with 10% allowed as release

time for professional development (in addition to PPA time)

Does the induction Tutor have all the information/knowledge needed to be effective?

Has the NQT shared their strengths and areas for development from their ITT year?

Have you and your NQT planned an individualised and structured induction support

programme?

Have regular meetings been set up between you and your NQT?

Have you set up a programme of assessment, observations and feedback/progress

reviews for your NQT?

Have you selected pro formas for recording? (e.g. observation)

When putting together a programme of support, the Induction Tutor will need to make

arrangements early on for the NQT to:

- Receive information about the school, the post and the arrangements for

induction;

- Discuss their individual strengths and development needs;

- Receive and agree a timetable of observations, reviews and assessment

meetings;

- Agree with their Induction Tutor a personalised development plan setting out clear

objectives and success measures;

- Receive information about their rights and responsibilities and those of others

involved, and the nature and purpose of assessment in the induction period;

- Participate in the school’s/academy’s/college’s general induction arrangements

for new staff;

- Take part in any appropriate programme of staff training or improvement activities

at the institution;

- Be made aware of any institution-wide policies, including those on safeguarding

and child protection, management of behaviour and health and safety, and

opportunities for more targeted support/advice in these areas where necessary;

- Draw on the expertise of other staff to contribute to the induction programme e.g.

arrange for NQT to spend time with the institution’s special educational needs

(SEN) coordinator to focus on specific and general SEN matters;

- Receive, where appropriate, training development or advice from professionals

from outside the

- school/college e.g. from other schools and colleges, LAs, Higher Education

institutions, Diocesan authorities, professional bodies and subject associations;

- Take part in external training events that are relevant to identified individual

needs.

If they are undertaking their induction part-time, have you established with them how

long the induction support programme will be?

Is the NQT aware of and fulfilling their roles and responsibilities? Are you and the school

fulfilling your responsibilities towards the NQT?

Have you identified your own training needs to support the induction tutor role?

12

The Induction Year – Guidance for the NQT Induction Tutor

Gathering Essential Information at the start of the induction process

The induction tutor should make sure that the NQT is provided with information on:

- People in School (Head Teacher, Deputy / Assistant Head Teachers(s), Senior

Teacher(s), Induction Tutor, SENCO, Heads of Curriculum Area / Department, Health

and Safety – teacher responsibilities, Learning Support Assistants, School Secretary

and administrative staff, Caretaker / cleaner-in-charge, Lunchtime Supervisors;

Chair of Governors).

- School community (age range of the pupils, socio-economic background of the

pupils, ethnic composition, home-school links)

- Day-to-day activities (School prospectus, School / department rules / guidelines;

Registration, notification of pupils’ absences and collection of monies; Time of

breaks and lunch; Procedures for wet breaks and lunchtime; Details of staff duties;

Procedures for fire drill and what to do in the event of an accident or other

emergency or medical matters; Staff meetings, department / year / team

meetings; Availability of stock and equipment; Assemblies and who takes them;

Parent evenings / consultations and report writing; Library systems; Use of shared

resources; Child protection; The procedure to follow if you are ill or unable to be at

school.

- School Organisation (Curriculum policies and schemes of work. administrative

procedures, such as registration, school visits, whether on or offline; teaching

timetable for secondary NQTs and timetables on whole school use of areas such as

the hall, specialist / shared areas, computers, music resources etc. for primary NQTs;

records for last year’s work; general school information issued to parents;

procedures for pupil tracking; procedures for record keeping; availability of

teaching assistants and technicians.

- Policies (Behaviour, Learning and teaching policy, Safeguarding policy/information

and identified school designated person; Assessment/marking policies; Yearly

calendar of school events, Homework; Marking pupils’ work; Inclusion; Presentation

of pupils’ work; Display; Visits and journeys; Toilet visiting; Communication with

parents; Visitors in school (including parental and other help in class); Medicine in

school; Money / mobile phones in school; Extra-curricular activities; Use of exercise

books / folders / papers.

- Information about the location and use of resources (Equipment and other

materials available and how to obtain them; Reproduction of work sheets and

resources; Criteria for and access to the photocopier and other equipment used for

the production of resources; Where audio visual equipment is stored and how to

book it; Booking procedures for ICT suites etc.)

13

The Induction Year – An overview for the NQT and the Induction Tutor

Within the first 4 weeks

The first few weeks of appointment should see the completion of five key tasks:

- the school ensures that the Appropriate Body’s NQT registration form is

completed and that:

o you have seen proof of QTS ;

o the induction period and end date have been calculated (or, if the NQT is

unlikely to finish induction in this post, a calculation of how much induction

he/she will have completed).

- an induction tutor has been appointed to carry out delegated tasks;

- the induction tutor has met the NQT and started planning the NQT’s

induction programme;

- key dates are established for regular induction meetings and formal

assessment meetings;

- within four weeks of starting, the NQT should be observed teaching and

given feedback on his/her performance.

Within each half term, the NQT should be:

observed by the induction tutor;

given feedback on performance and the opportunity to discuss progress;

given the opportunity to observe an experienced teacher.

Just before the end of each term:1

the ‘formal assessment’ meeting should take place;

the appropriate assessment form should be completed;

the form should be sent to the Appropriate Body within 10 days of the meeting.

Just before the end of the induction period:

the final assessment meeting takes place;

the Head Teacher makes the final recommendation on the success of the NQT’s

induction year;

the final form is completed, signed by the induction tutor, the Head Teacher and

the NQT;

the form is sent to the Appropriate Body which decides whether the NQT has been

successful;

the Appropriate Body writes to you shortly afterwards with the result;

the National College of Teaching & Leadership (NCTL) sends a certificate of

induction a few months later.

During the year, your Appropriate Body will invite you to discuss induction procedures with

the induction tutor and/or Head Teacher. If the school requests, or if there are identified

concerns, they may observe the NQT teach, give feedback and provide a summary

report to the school which the NQT is entitled to see. During the year, it is recommended

that the NQT has at least one opportunity to observe an experienced teacher in another

school.

1 For part-time NQTs, the notion of a three term induction period should be replaced by the notion of a three part induction

period which may well spread across more than three academic terms. Formal assessment meetings are therefore likely to take

place mid-term.

14

AN INDUCTION TIMETABLE CHECKLIST It is suggested that the tick list given on the following pages is used as an ‘aide-memoire’

for both induction tutors and NQTs. It is not a substitute for a planned calendar of

meetings, observations or support activities.

Induction period one

Within the first four weeks

The school completes the NQT registration form and sends it to the named contact of

your chosen Appropriate Body.

A ‘professional progress review’ meeting takes place to discuss and plan for the NQT’s

development.

NQT is observed teaching at least once.

Observation is discussed, a record kept and copied to the NQT.

Before end of first term

Second ‘professional progress review’ meeting.

NQT is observed teaching at least once more.


NQT is given opportunity to observe teaching of experienced colleague(s).

The first ‘formal assessment’ meeting takes place (Head, NQT and induction tutor). - -

- Assessment form (end of first assessment period) completed, discussed with NQT

and signed by him/her).

- Form copied and sent to the chosen Appropriate Body within 10 working days.

- Any concerns about the progress of the NQT are discussed with the link person from

your chosen Appropriate Body.

Induction period two

Before end of first half term in second term/period

At least one ‘professional progress review’ meeting with Head Teacher and/ or

induction tutor.




Before end of second term/period

At least one ‘professional progress review’ meeting with Head Teacher and/or

induction tutor.




15

The second ‘formal assessment meeting’ takes place (Head, NQT and induction

tutor).

Assessment form (end of first assessment period) completed, discussed with

NQT and signed by him/her).

Form copied and sent to the chosen Appropriate Body within 10 working days

of the meeting.

Any emerging or continuing concerns about the progress of the NQT are

discussed with the link person from your chosen Appropriate Body.

Induction period three

Before end of first half term (third term/ period)

At least one ‘professional progress review’ meeting as above.



NQT is given opportunity to observe teaching of experienced colleague(s) (in

another school).

NB Any continuing concerns that the NQT is unlikely to successfully complete

induction must be communicated by the school to the link person from your chosen

Appropriate Body. This must allow for at least six weeks for remedial action to be

taken in conjunction with the Appropriate Body.

Before end of third term/period

At least one ‘professional progress review’ meeting as above.



NQT is given opportunity to observe teaching of experienced colleague(s) (in

another school).

The final ‘formal assessment’ meeting takes place (Head, NQT and induction tutor).

Induction final assessment form completed, discussed with NQT and signed by

him/her.

Form sent to contact person at the Appropriate Body of your choice, within 10

working days of the assessment meeting.

16

Completion of induction: Appropriate Body

The NQT Monitoring Group consists of representatives of all the Appropriate Bodies and

meets every term. This group will decide whether an NQT has passed or failed (or in rare

cases should have the induction period extended).

This should not be before the tenth day since the NQT may submit written

comment on Head Teacher’s recommendation up to 10 days after the

completion of the form by the Head Teacher.

Within three days of the decision, the Appropriate Body will inform in writing the

NQT, the Head Teacher and the NCTL.

If the decision is that the NQT has failed the induction year, then the Appropriate Body

will notify the NQT of the right to appeal, including the details of how to appeal and the

time limit for doing so. In England, the Appeals Body is the NCTL who will act on behalf of

the Secretary of State.

For detail about procedures in the event that a school has recommended that the NQT

has not met the standard, refer to Induction for Newly Qualified Teachers (England)

Section 4, paragraphs 4.1 to 4.

17

The NQT Portfolio

NQTs are advised to keep a record of their own progress. Not only is it important that NQTs know

and can provide evidence that the statutory requirements are being fulfilled by their school, it is

also important that NQTs are being reflective in reviewing and evaluating their progress, building

on strengths and addressing areas for development.

Key Documents Essential or Desirable?

Key School documents linked to your Induction

School Induction programme

Record of Professional Review meeting

A CPD/training log

NQT Induction Forms

Reflection of progress against the Teachers’

Standards

Evidence of progress:

- Sample lesson plans

- Official written observation feedback

- Personal evaluation of lessons

- Mentor meeting notes, including action

points

- Personal development plan

D

D

E

E

E

E

E

E

D

E

D

18

NQT Mentor Meetings

Meeting date Focus Discussion Actions

Example: Monday

28th March 1:30-

2:00pm

Assessment Looking at tracking

systems

Work with assessment

lead to use

19

NQT INDUCTION - Professional Progress Review Meetings The Professional Progress Review meetings take place each half term and are an opportunity for the induction tutor and the NQT to meet to discuss progress and to set new objectives relating to classroom practice. See below for guidance on how to engage with the process, a sample plan and a blank pro forma.

Date:

Objectives 1st

Review

Success

Criteria

Actions to be

taken by NQT

Support

Provided by

the school

Resources Target date

for

achievement

Review Date:

Progress made

Evidence Further

development

needs

SMART TARGET FROM 1ST LESSON OBSERVATION:

This section should be used to record the NQTs action plan from the ½

termly Professional Review Meetings between the NQT and Induction

Tutor. It should focus on establishing SMART objectives, and initially

these will probably be classroom focused, reflecting the NQT’s areas

for development and linked to the Teachers’ Standards. NQTs should

use the reflection document to consider what objectives they would

like to set before the meeting. (The process is then repeated AT LEAST

every ½ term – more often if the NQT is in need of further support.

This section can be

completed at the next

Professional Review Meeting,

before setting the next ½

terms objectives. NQT should

reflect on their progress before

the meeting. It might be

appropriate for some

objectives to continue.

20

NQT INDUCTION

Record of Professional Review Meetings (NQT and Induction Tutor) - Example

NQT: xxxxx

Date: 10/09/15 Review Date: 11/11/15

Objectives 1st Review

Success Criteria

Actions to be taken by NQT Support Provided by the school

Resources Target date for achievement

Progress made Evidence Further development needs

To observe other colleagues

To continue to develop understanding of different teaching and learning strategies, and see school policies in action.

Arrange and attend observation. Focus on particular class or students that you teach.

Discuss who to observe with Induction Tutor. Induction Tutor to arrange joint observation to allow reflection and discussion.

Time to attend and discuss. School policies. School observation doc for reflection

To have observed one other colleague by Nov/Dec review

Observed xx on 17/10/15 Arranged to see xx on 20/11/15. Discussed class with xx. Joint Observation date: 12/12/15

Diary. Notes from lessons and meetings. Policies in NQT file.

Continue to make this part of your practice.

To develop understanding of appropriate challenge with named class

All students are appropriately challenged and making progress.

Observe other classes in same year. Experiment with different strategies, resources, groupings and questioning techniques. Get to know students to gain deeper understanding of individual ability. Observe other classes to see where you should be aiming.

Discuss strategies with mentor. Observe mentor with same year. T&L strategies covered in Induction Programme. Whole school T&L briefing and bulletin. Attend relevant CPD.

Time to attend and discuss. Access to CPD.

To be more confident that the group are being appropriately challenged by Dec.

AQA Standardisation meeting attended. Resources on Edmodo. Observed mentor. Attended all Induction Sessions and staff briefings. Clearer understanding of individual needs.

School calendar. Edmodo page. NQT file.

Continue to focus on supporting students’ progress. Develop their understanding of how to revise. Observe other GCSE classes.

To improve learning behaviour with class Friday period 5.

To achieve a productive learning environment with minimal use of sanctions.

Observe this class with other teachers. Observe other Friday afternoon classes. Consider in lesson planning - Experiment with different strategies – active V calm; select the right task for each of the 3 lessons.

Informal observation for this class, perhaps with another NQT. Use of Active Patrol drop in or dept. buddy system. Strategies covered in Induction Programme. Attend relevant CPD. Use of Coaching programme.

Time to observe and consider strategies. Assess to relevant CPD.

Jan 2013 – then on going.

Chunking lessons, making them active and creative. Relationship has improved as students and teacher have got to know each other better. Calm time in lesson – using THUNKS. Relevant support from mentor.

Lesson plans Informal observation. Record of behaviour logs.

Continue to focus on this area, developing relevant strategies and focusing on listening and behaviour. Introduce more challenge to promote progress. Observe this class with other teachers.

SMART TARGET FROM 1ST LESSON OBSERVATION: Ensure SEN students are appropriately challenged, so that progress is made in lesson. Involve the teaching assistant in discussions about how to achieve this.

21

NQT INDUCTION

Record of Professional Review Meetings (NQT and Induction Tutor)

Name of NQT:

Meeting 1 Date: Review Date:


Success Criteria

Actions to be taken by NQT

Support Provided by the school

Resources Target date for

achievement

Progress made Evidence Further development

needs

SMART TARGET FROM 1ST LESSON OBSERVATION:



Success Criteria




achievement


needs

SMART TARGET FROM 2ND LESSON OBSERVATION:

22

Meeting 3 Date:

Review Date:


Success Criteria




achievement


needs

SMART TARGET FROM 3rd LESSON OBSERVATION:



Success Criteria




achievement


needs

SMART TARGET FROM 4th LESSON OBSERVATION:

23

Meeting 5 Date:

Review Date:


Success Criteria




achievement


needs




Success Criteria




achievement


needs


24

Observation of the NQT’s Teaching Practice A full-time NQT’s teaching should be observed during their first four weeks in post, and

thereafter at least once in any six to eight week period (once every half-term in an institution

operating a three-term year). Where the NQT works part-time, the intervals between

observations will need to be adjusted to reflect that induction is being served over a longer

time frame, but the first observation should still take place in the first six to eight weeks.

Observations should focus on particular aspects of the NQT’s teaching which are agreed in

advance between the NQT and the observer.

The choice of focus for the observations should be informed by:

- The requirements of the Teachers’ Standards and

- The NQT’s personal objectives for career development.

Observations should be supportive and developmental.

Useful steps in setting up a classroom observation:

· agree the focus

· agree the lesson to be observed

· agree the role of the observer in the classroom (for example fly on the wall or participating)

· carry out the observation, making a written record

· give brief informal feedback at the end of the lesson

· arrange a follow-up discussion to give detailed constructive feedback as soon as possible,

basing feedback on facts and not opinions

· summarise the main points, agree objectives and actions to be taken, and set a focus for the

next observation.

The induction tutor is likely to undertake most of the observations of the NQT's

Teaching although other people from within or from outside the school may also be involved in

observations (e.g. teachers with particular specialism’s or responsibilities, members of the

school's senior management team, advanced skills teachers, or advisers. Such observations

should be co-ordinated by the induction tutor.

Giving and receiving feedback after observation Giving positive feedback is straightforward. Giving less positive feedback is more difficult, but to

help the NQT's development, it is important to give an honest, constructive response to the

lesson you have observed.

The following points may be helpful to you when you are giving feedback on lesson

observations to your NQT:

- always start with positive comments about the lesson. List what went well, then move on

to less successful aspects. Restate the positive elements of the lesson at the end of your

discussion;

- the NQT needs to feel the observer values them, even when giving negative feedback;

- It is important to comment objectively on what happened, rather than give opinions;

- asking an NQT to give their own views on their performance will often mean they identify

difficulties themselves. However, if they are unaware of problems, you will need to point

them out;

- listen carefully, using appropriate body language;

- clarify problems. Restate and summarise issues;

- discuss areas for improvement;

- try not to convey disapproval or anger;

- do not allow the discussion to become unproductively prolonged.

25

In-school CPD – Devising a Successful Induction Programme As part of the school’s duty to their NQT(s), it is important that the induction tutor creates a varied

and stimulating Induction Programme. The NQT should be encouraged to play an active role in

helping to plan the learning and development opportunities, which will help them to build on their

strengths and meet their needs. It is advisable to discuss this in your first formal meeting at the start

of induction. Accurate identification of an NQT’s needs allows both the school and the NQT to:

- Make the best use of an NQT’s abilities and skills;

- Build on ITT to allow continued improvements in their quality of teaching.

At the end of their initial teacher training the NQT may have formally reflected on their progress,

strengths and their development areas for the future. This should be revisited at the start of

induction whilst taking into account the:

Knowledge, skills and understanding needed to perform successfully in this teaching post;

Teacher Standards;

NQT’s view of their long-term CPD requirements.

We advise that you record with your NQT the professional development that they will undertake in

their 10% release time. A copy of this should be filed in the NQT’s Professional Portfolio and used as

evidence to demonstrate their professional development. NQTs can record details using the CPD

and Training Log or NQT Professional training Log (see both versions below). NQTs and Induction

Tutors may wish to refer to the Structured Plan for 10% professional development time (see below)

– the first few weeks are directed but the aim is that as the NQT becomes more independent they

will maximise the use of time for themselves.

Regular review of CPD needs will be required throughout the course of the induction programme

as an NQT’s requirements can change dramatically throughout the induction period as they grow

in confidence and gain more experience. This should be addressed in the Professional Review

Meetings.

The alliance induction programme is also designed to complement the school-based induction

programme and includes access to continuing professional development through twilight network

meetings and/or day conference a place.

Examples of CPD opportunities include: - Attending courses - Planning collaboratively - Shadowing a colleague or a pupil - Lesson observations, including discussion before and after observation - Developing strategies for teaching pupils with special educational needs and disabilities

(SEND), with English as an additional language (EAL) or more able pupils (G&T) - Team teaching with other NQTs/colleagues with particular expertise - Personal enquiry and reading; researching websites, observation and discussion - Studying for an accredited qualification - Gaining experience of pastoral duties/form tutor role - Participating in planning and delivering INSET - Planning/organising special events, for example school fetes or curriculum days - Establishing networking groups with other NQTs or visiting/liaising with other schools - Analysing marking and record keeping systems in order to improve your own - Moderation/standardisation meetings - Shadow a meeting with outside agencies, e.g. social workers, speech therapists and

educational psychologists - Gaining experience in managing support staff

- Looking at resources in school, such as computer software - Helping to arrange offsite visits.

26

Keeping a Record of CPD and Training It is the NQT’s responsibility to keep their CPD and training log up to date and to identify the

professional development that they will undertake in their 10% release time. Regular review of CPD

needs will be required throughout the course of the induction programme as an NQT’s

requirements can change dramatically throughout the induction period as they grow in

confidence and gain more experience.

Version 1

NQT CPD AND TRAINING LOG

Record all training, courses and CPD activities that you have taken part in.

Date Development/Training activity Key Learning Points

Signed: NQT…………………………… Induction Tutor…………………………..

27

In-School CPD - An Example of a Structured Plan Based on the ‘Essential Guidance’ material from the NQT Learning Trust

Structured plan for 10% professional development time

Week 1 Focus: Teaching and Learning

Visit other classrooms and teaching areas

Read Teaching and Learning Policy and discuss with induction tutor

Induction tutor to arrange details

Week 2

Focus: Induction programme: Review of self-evaluation since ITT; agree objectives

and action plan

Week 3 Focus: Safeguarding, Health and Safety

Read Health and Safety policy and relevant Safeguarding documentation; discuss

with induction tutor or appropriate staff member

Observation of teaching and classroom practice by Induction

Week 4 Focus: Assessment

Meeting led by Assessment Coordinator

Week 5 Focus: Behaviour Management

Read Behaviour Policy; reflect on own practice; observe [teacher] with focus on

positive

behaviour management strategies

Week 6 Focus: Inclusion

Week 7 Focus: Home – school links

Prepare for Parent’s Evening

Week 8

Focus: Induction programme: progress review

Week 9

Focus: Personalising learning

Week 10 Focus: Choosing an external course: [selected to meet needs of NQT]

Explain school’s course booking process

Week 11 Focus: ICT and learning resources

Observation (with feedback) of teaching by Head Teacher/Principal

Week 12

Focus: Tutor/pastoral roles and responsibilities

Week 13

Prepare for review of the term; Progress review meeting Formal assessment review

meeting - read, discuss and sign assessment form (Induction Tutor to send copy to

Appropriate Body; original to NQT)

Week 14 Thoughts/plans/agree objectives and focus areas for professional development

time for next term

28

NQT Time Planner

Date Focus Actions/To do

Example: Monday 28th March Planning Literacy Discuss with Literacy leader

new strategy

Observe more experienced

staff

29

The Teachers’ Standards PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. PART ONE: TEACHING A teacher must: 1 Set high expectations which inspire, motivate and challenge pupils

• establish a safe and stimulating environment for pupils, rooted in mutual respect, • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions, • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2 Promote good progress and outcomes by pupils • be accountable for pupils’ attainment, progress and outcomes, • plan teaching to build on pupils' capabilities and prior knowledge, • guide pupils to reflect on the progress they have made and their emerging needs, • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching, • encourage pupils to take a responsible and conscientious attitude to their own work and study.

3 Demonstrate good subject and curriculum knowledge • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest

in the subject, and address misunderstandings, • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the

value of scholarship, • 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, • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics , • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4 Plan and teach well structured lessons • impart knowledge and develop understanding through effective use of lesson time, • promote a love of learning and children’s intellectual curiosity, • set homework and plan other out-of-class activities to consolidate and extend the knowledge and

understanding pupils have acquired, • reflect systematically on the effectiveness of lessons and approaches to teaching, • 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 • know when and how to differentiate appropriately, using approaches which enable pupils to be taught

effectively, • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to

overcome these, • 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, • 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 • know and understand how to assess the relevant subject and curriculum areas, including statutory

assessment requirements, • make use of formative and summative assessment to secure pupils’ progress, • use relevant data to monitor progress, set targets, and plan subsequent lessons, • 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

• 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,

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

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

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

30

8 Fulfil wider professional responsibilities • make a positive contribution to the wider life and ethos of the school, • develop effective professional relationships with colleagues, knowing how and when to draw on advice and

specialist support, • deploy support staff effectively, • take responsibility for improving teaching through appropriate professional development, responding to advice

and feedback from colleagues • communicate effectively with parents with regard to pupils’ achievements and well-being.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT 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:

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard pupils’ well-being, 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. 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. The Teachers Standards must operate in the context of teachers’ legal rights and contractual entitlements. Nothing in the professional standards militates against teachers taking lawful industrial action.

31

NQT Progress against the Teachers’ Standards: A tool for supporting NQT Induction This can be used to inform the review and assessment meetings, to record progress and it forms part of the NQT portfolio. Please note that the

NQT does not need to build a portfolio of evidence during induction but should indicate in the right-hand column where the evidence can be

found.

TEACHERS’ STANDARDS FOR NQT INDUCTION

TEACHERS’ STANDARD 1 Set high expectations which

inspire, motivate and challenge KEY QUESTIONS

POSSIBLE EVIDENCE

ACTUAL EVIDENCE (Recorded by NQT)

Establish a safe and stimulating environment for pupils rooted in

mutual respect

What factors in the learning environment enable pupils to feel safe, confident and valued?

How do you promote mutual respect in your

pupils?

Planning

Lesson observation

Classroom displays and

environment

Health & Safety taken into account e.g. in risk

assessment

Tracking file

Contributions within

meetings with staff

Student progress data

Consistently working

within school policies Personal/ professional

conduct in school

Professional Training

Log

Set goals that stretch and challenge

pupils of all backgrounds, abilities and dispositions

How do you ensure that your teaching practices

are fully inclusive?

How do you use information from assessment and monitoring in your planning and teaching?

Demonstrate consistently the positive

attitudes, values and behaviour which are expected of pupils

How do you communicate, model and promote

positive attitudes, values and behaviour which are expected of pupils through your teaching?

In your practice, what is influenced by your

understanding of key school policies?

32

TEACHERS’ STANDARD 2

Promote good progress and

outcomes by pupils

KEY QUESTIONS POSSIBLE

EVIDENCE

ACTUAL EVIDENCE

(Recorded by NQT)

Plan teaching to build on pupils’

capabilities and prior knowledge

How do you monitor the progress of students in

your class?

What do you do to establish pupils’ prior knowledge

and capabilities in order to build upon this in your

planning?

Evidence of student

progress

Planning to support

progress for all

Book scrutiny

Feedback from parents

Feedback from

colleagues

Communications with

colleagues

Contributions to

meetings of working

groups

Communications with

parents (written and

oral)

Guide pupils to reflect on the progress

they have made and their emerging

needs

How do you give feedback in a positive, accurate

and constructive way?

How do you promote the skills necessary for

learners to be able to identify the progress they

have made?

How do you effectively use verbal feedback in your

lessons?

Demonstrate knowledge and

understanding of how pupils learn and how this impacts on teaching

How do you plan for learners to respond to your

feedback?

How do you evaluate the impact of your teaching?

What aspects of your practice promote the social

and emotional aspects of learning?

Encourage pupils to take a responsible and conscientious attitude to their

own work and study

How do you plan and provide for learners to co-

operate and collaborate?

What strategies do you use to develop independent

learning?

33


Demonstrate good subject and

curriculum knowledge


EVIDENCE

ACTUAL EVIDENCE

(Recorded by NQT)

Have a secure knowledge of the

relevant subject(s) and curriculum areas, foster and maintain pupils’

interest in the subject and address

misunderstandings

What do you do to develop your subject/ curriculum

knowledge?

What approaches have you found successful in

fostering and maintaining pupil interest in your

subject?

Reading and research

Self review (of teaching

and practice)

Pupil responses/

engagement (e.g.

observation, homework

evidence)

Response to feedback

from colleagues

including lesson

observations

Range of professional

development

opportunities undertaken

Lesson planning

Willingness to approach

colleagues

Lesson planning

Observations of others

CPD and training

Engagement in research

or academic

qualifications

Demonstrate a critical understanding

of developments in the subject and

curriculum areas, and promote the

value of scholarship

Can you highlight ways in which you have adapted

your practice in response to developments in your

subject/ curriculum areas?

How do you keep up to date with the latest

developments in education?

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

How do you maximise opportunities for learners to

develop and use literacy and numeracy skills?

How are cross-curricular approaches effectively

reflected in your work?

If teaching early reading, demonstrate

a clear understanding of systematic synthetic phonics

If teaching early mathematics,

demonstrate a clear understanding of

appropriate teaching strategies

34


Plan and teach well structured

lessons


EVIDENCE

ACTUAL EVIDENCE

(Recorded by NQT)

Impart knowledge and understanding

through effective use of lesson time

How do you demonstrate a secure knowledge and

understanding of the curriculum you teach?

How do you demonstrate good planning?

Short/ Medium/ Long

term plans

Lesson planning

Lesson evaluation

Work sampling

Lesson observation

Homework diaries

Parent/ Carer feedback

Differentiated tasks

(including homework)

Department minutes,

contributions in staff

meetings

Coaching/ Mentoring

feedback

CPD opportunities

Meeting minutes,

presentations to staff

Promote a love of learning and pupils’

intellectual curiosity

How do your lessons engage pupils?

How do you encourage pupils to develop an

independent love of learning?

Set homework and plan other out-of-

class activities to consolidate and extend the knowledge and

understanding pupils have acquired

How do you ensure that homework is relevant to

learners’ needs or interests?

What do you do to extend your pupils’ learning

outside the classroom?

Reflect systematically on the effectiveness of lessons and

approaches to teaching

Are you proactive in seeking, listening to and acting

upon advice? (including opportunities for coaching

and mentoring, professional dialogue or other

professional development opportunities)

Contribute to the design and provision

of an engaging curriculum within the relevant subject area(s)

Do you apply constructive criticism to new ideas,

research and approaches and contribute to change

and innovation in your school?

What contributions do you make to, for example,

departmental, team, staff, planning or other

meetings?

35


Adapt teaching to respond to

the strengths and needs of all

pupils


EVIDENCE

ACTUAL EVIDENCE

(Recorded by NQT)

Know when and how to differentiate appropriately using approaches

which enable pupils to be taught

effectively

How do you demonstrate and show differentiation in

your planning and practice?

How do you make effective use of an appropriate

range of observation, assessment, monitoring and

recording strategies as a basis for setting

challenging learning objectives and monitoring

learners’ progress and levels of attainment?

Planning, including

evidence of

differentiation

Assessment records

Work sampling

Lesson observation

Involvement in CPD

opportunities

Interaction with SENCo

and EAL co-ordinator (as

appropriate)

LSA deployment and

feedback

Professional Training Log

Have a secure understanding of

how a range of factors can inhibit

pupils’ ability to learn and how best to overcome these

How can you show that you have taken account of

specific needs of individual/ groups of pupils within

your teaching?

Demonstrate an awareness of the physical, social and intellectual

development of pupils and know how to adapt teaching to support

pupils’ education at different stages of development

How do you support and guide learners so that they

can reflect on their learning, identify the progress

they have made, set positive targets for

improvement and become successful independent

learners?

Have a clear understanding of the

needs of all pupils, including those

with special educational needs, those of high ability, those with

EAL, those with disabilities and be able to use evaluated distinctive

teaching approaches to engage and support them

How do you show awareness of the school’s SEND

policy in your planning?

What strategies have you found successful in

supporting EAL pupils in your classroom?

36


Make accurate and productive

use of assessment


EVIDENCE

ACTUAL EVIDENCE

(Recorded by NQT)

Know and understand how to

assess the relevant subject and curriculum areas, including

statutory assessment requirements

How do you use information from assessment and

monitoring in your planning and teaching?

How do you work with relevant colleagues to access

and use local and national data?

Planning

CPD/ Staff development

Lesson observation

Work sampling

Whole school/

department moderation

Assessment records


Make use of formative and summative assessment to secure

pupils’ progress

When, where and how do you use formative and

summative assessment in your teaching?

How is the school assessment policy/ practice

evidenced in your planning?

How does your planning and teaching show

progression towards national levels and/ or public

examinations?

Use relevant data to monitor progress, set targets and plan

subsequent lessons

How can you show that data informs your planning?

How do you assess achievement both within lessons

and in pupils’ work?

How do you use assessment as part of your

teaching to diagnose learners’ needs, set realistic

and challenging targets for improvement and plan

future teaching?

Give pupils regular feedback, both orally and through accurate marking

and encourage pupils to respond to the feedback

How do you give feedback in a positive, accurate

and constructive way?

37


Manage behaviour effectively

to ensure a good and safe

learning environment


EVIDENCE

ACTUAL EVIDENCE

(Recorded by NQT)

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

How have you demonstrated the effective use of the

school’s behaviour management policy?

What factors in the learning environment enable

pupils to feel safe, confident and valued?

Lesson observations

Classroom displays

Seating plans

Behaviour records/ logs

CPD linked to behaviour

management

Have high expectations of behaviour

and establish a framework for

discipline with a range of strategies,

using praise, sanctions and rewards

consistently and fairly

What strategies do you use to encourage

appropriate behaviour?

Manage classes effectively using approaches which are appropriate

to pupils’ needs in order to involve

and motivate them

How do you support learners to take responsibility

for their own behaviour?

Maintain good relationships with

pupils, exercise appropriate

authority and act decisively when

necessary

How effectively do you establish and build

relationships with pupils?

How have you adapted your approach to support

different pupils?

38


Fulfil wider professional

responsibilities


EVIDENCE

ACTUAL EVIDENCE

(Recorded by NQT)

Make a positive contribution to the wider life and ethos of the school

What wider activities have you been involved in?

School visits

Extra-curricular activities

Joint planning

Assessment

Lesson observation

including deployment of

LSA support

Professional

development and

training

Communication with

colleagues

Communication with

parents


Develop effective professional

relationships with colleagues, knowing how and when to draw on

advice and specialist support

How can you demonstrate that you are able to

collaborate and co-operate effectively with

colleagues and other professionals?

How do you liaise with relevant colleagues to assist

in supporting the range of learning and

developments needs?

Deploy support staff effectively

How do colleagues (e.g. teaching assistants/

department staff) know what you want them to do

in order for learners to achieve learning outcomes?

How do you know that you fully utilise the skills and

expertise of your support staff?

How do you involve them in planning and the

assessment and recording of pupil progress?

Take responsibility for improving teaching through appropriate

professional development, responding to advice and feedback

from colleagues

How have feedback and support helped to improve

your teaching?

What activities have you engaged with to improve

your teaching?

Communicate effectively with

parents with regard to pupils’ achievements and well-being

How effectively do you establish and build on your

relationships with parents and carers, engaging with

them in a respectful and trusting manner?

39

PART 2 Personal and Professional Conduct

Teachers must uphold public

trust in the profession and

maintain high standards of

ethics and behaviour within

and outside the school


EVIDENCE

ACTUAL EVIDENCE

(Recorded by NQT)

Treating pupils with dignity, building relationships rooted in mutual

respect and at all times observing

proper boundaries appropriate to a teacher’s professional position

How does your teaching reflect mutual respect and

tolerance of different faiths and beliefs?

Do you know who the appropriate colleagues are

who provide/ can access specialist support?

Professional

development

Updated pupil records

Response to possible

incidents (safeguarding

and child protection)

Communications with

colleagues

Contributions to

meetings

Lesson observations

Learner feedback

Child Protection training

Safeguarding training

Record of having read

school policies and other

key documents

Having regard for the need to

safeguard pupils’ well-being, in accordance with statutory

provisions

How can you demonstrate that you are aware of

local and national legal requirements which guide

the teaching profession, including the safeguarding

and well-being of children and young people?

Showing tolerance of and respect

for the rights of others

How can you demonstrate your awareness of

legislation governing the teaching profession e.g.

Children Act 2004, Safeguarding Children in

Education (DfE 2004) and linked Local Authority

guidance?

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

How have you been made aware of school policy

and procedures? E.g. Student disclosures and

confidentiality

Ensuring that personal beliefs are

not expressed in ways which exploit pupils’ vulnerability or might lead

them to break the law

How would you pass on any concerns you had about

an individual?

Is your teaching impartial and reflective of school

policy and procedures? E.g. PSHE

40

STANDARD KEY QUESTIONS POSSIBLE EVIDENCE ACTUAL EVIDENCE

(Recorded by NQT)

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

How do you demonstrate a clear understanding of

the school’s ethos, policies and practices?

Does your attendance and punctuality meet the

expectations of the school?

Professional

development

contributions to

meetings

Communication with

colleagues

Attendance records

Induction tutor meeting

minutes

Homework diaries

Parent/Carer/Learner

feedback

STANDARD KEY QUESTIONS POSSIBLE EVIDENCE ACTUAL EVIDENCE

(agreed with NQT)

Teachers must have an

understanding of and always act

within the statutory frameworks

that set out their professional

duties and responsibilities

How can you demonstrate your awareness of the

statutory framework?

Parent/Carer/Learner

feedback

Professional

development

Contribution to meetings

Communications with

colleagues

Induction tutor meeting

minutes

41

Examples of Good Practice

42

43

Key Dates and Deadlines

Report due dates

For NQTs who start on a full time basis for academic year 2017-18, assessment forms will need to be

sent to your appropriate body by the deadlines below:

Autumn Term 2017: 4th December 2017

Spring Term 2018: 19th March 2018

Summer Term 2018: 9th July 2018

NQT Monitoring Group QA meetings are held for all NQT Appropriate Bodies in Cumbria on the last

Monday before the end of each term.

The above deadlines have been set to allow for assessments to be returned one week before the

NQT Monitoring Group meetings to give time for all assessment forms to be checked by the

Appropriate Body before attending the meeting.

44

Assessment Forms

End of Term Summative Assessment Forms should be completed in full during the termly Review

Meeting.

It is important to ensure that the assessment procedures used to make the judgements are:

Fair – involving more than one observer/assessor as appropriate;

Rigorous – undertaking a formal review and referencing the Teacher Standards;

Transparent – all relevant parties have viewed and agreed the comments.

It is especially important on all the assessment forms to:

Include the Teacher Reference number of the NQT;

Sign and date the form (NQT and Induction Tutor);

Reference against the Teacher Standards so that we (the Appropriate Body) can confidently

recommend to the NCTL that the NQT has successfully completed induction;

Allow the NQT to make comment in the space provided on the form;

Send the reports to Rachel Jackson within 10 working days of each summative assessment review

meeting.

The NQT should sign the assessment form to confirm that he or she is aware of the contents of the

form.

The assessment forms can be signed electronically, providing the procedure for this is agreed

between the institution and the Appropriate Body, and that when the institution forwards the form to

the Appropriate Body it is copied to the NQT.

When will NQTs receive the Induction Certificate?

Once the Appropriate Body has received all three assessment reports, it will:

Enter this information on to the central spreadsheet;

Inform the NCTL that the NQT has successfully met the Teacher Standards;

Send both the Head Teacher and NQT a letter to inform them that we have forwarded the

recommendation of successful completion to the NCTL (if you do not receive this letter please

contact your Appropriate Body as it is likely that we have not received the final assessment

reports.)

Once the NCTL has confirmed the final result they will issue a confirmation email directly to the NQT.

The letter will confirm completion of induction and give details of how NQTs can print off their

certificates. Therefore it is essential that NQTs keep their contact details with the NCTL as accurate

and up-to-date as possible.

45

Forms as follows

46

APPROPRIATE BODY REGISTRATION FORM - TO BE COMPLETED BY THE HEAD TEACHER

Section One: The school must be satisfied that the NQT meets these requirements before induction can begin.

Complete before the beginning of the term when induction is due to begin.

ALL SECTIONS MUST BE COMPLETED

Name of NQT:

Date of Birth:

TRN (DfE) number: RP:

Date QTS achieved?

QTS certificate checked?

signed

Section Two – Complete. Give a copy to the NQT and the induction tutor. Send to the Appropriate Body

within four weeks of induction commencing.

School Name & DfE No:

*Induction start date:

Contract start date:

Contract end date: (if temp or fixed term)

Contract:

(complete as appropriate)

Permanent OR Temporary / fixed term

Full time: OR Part time - FTE: 0.

Induction will be completed by: (date) OR Length of induction to be completed (if part-time or temporary contract):

1 term: 2 terms: other proportion: ___________

NQT specialism Year group/age range to be taught

Signature of induction tutor:

Signature of Head Teacher: (unsigned forms will be returned)

Date:

*If the NQT has completed part of their induction period elsewhere, please state the school and the duration served: **It is the school’s responsibility to obtain previous assessment reports that have been completed**

NB: if any changes are made to FTE or contract duration, please inform your Appropriate Body

Please return to: YTSA, c/o Yarlside Academy, Redoak Avenue, Barrow-in-Furness, Cumbria, LA13 0LH

47

Summative Assessment Forms

Assessment Form First, Second and Interim

Please send to Yarlside Teaching School Alliance:

Rachel Jackson, YTSA, c/o Yarlside Academy, Redoak Avenue, Barrow-in-Furness, Cumbria LA13 0LH

[email protected]

NQT induction assessment for the:

End of first assessment period.

End of second assessment period.

Interim assessment Instructions for completion

• Where tick boxes appear please insert “X”.

• The Head Teacher/Principal should retain a copy and send a copy of this completed form to the appropriate body within 10 working days of the NQT completing the assessment period.

• The original copy should be retained by the NQT.

• Hard copies will be required at certain stages of assessment, particularly for signature, unless they are submitted on-line with the necessary authentication in place of signatures.

• Full guidance on statutory induction can be found at http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-teachers.

NQT’s personal details:

Full name Former name(s) (where applicable)

Date of birth DfE/teacher reference number National insurance number

Name of institution (e.g. school or college)

DfE institution number (if

applicable)

Appropriate body receiving this report

Date of award of QTS:


http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-teachers


48

Recommendation:

The above named teacher’s performance indicates that he/she is making satisfactory progress against

the Teachers’ Standards within the induction period.

The above named teacher’s performance indicates that he/she is not making satisfactory progress

against the Teachers’ Standards for the satisfactory completion of the induction period.

I confirm that the NQT has received a personalised programme of support and monitoring throughout the

period specified below in line with the statutory guidance.

Date of start of this assessment period:

Date of end of this assessment period:

Number of terms completed during this assessment period

or

Number of days that can count towards induction during this assessment period:

Does the NQT work: Full time Part time

Number of days of absence during this assessment period

Assessment of progress against the Teachers’ Standards:

The Head Teacher/Principal or induction tutor should record, in the box below, brief details of the NQT’s progress against the Teachers’ Standards including:

strengths;

areas requiring further development, even where progress is satisfactory (for example aspects of the Teachers’ Standards which the NQT has yet to meet); and areas of concern

evidence used to inform the judgements; and,

targets for the coming term.

Comments must be in the context of and make reference to each specific Teachers’ Standard which can be found at: http://www.education.gov.uk/schools/leadership/deployingstaff/a00205581/teachers-standards1-sep-2012-.

Please continue on a separate sheet if required.

http://www.education.gov.uk/schools/leadership/deployingstaff/a00205581/teachers-standards1-sep-2012


49

Part 1

Standard 1:

Standard 2:

Standard 3:

Standard 4:

Standard 5:

Standard 6:

Standard 7:

Standard 8:

Part 2

Personal and professional conduct:

Comments by the NQT:

The NQT should record their comments or observations on their induction to date. Please reflect on your time

throughout this assessment period and consider whether:

• you feel that this report reflects the discussions that you have had with your induction tutor and/or Head Teacher during this assessment period;

• you are receiving your full range of entitlements in accordance with regulations and guidance (http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-teachers)

• there are any areas where you feel you require further development/support/guidance when looking towards the next stage of your induction. If so, what are these areas?

I have discussed this report with the induction tutor and/or Head Teacher: Yes No

I have the following comments to make:



50

Will this NQT be remaining at this school for the next assessment period?

Yes No

If not, then please attach details of the school/appropriate body the NQT is moving to, and contact information.

This form should be signed below, unless it is being sent electronically in which case it must be sent from the

Head Teacher/Principal's mailbox and copied to the NQT and induction tutor.

Signed: Head Teacher/Principal Date

Full name (CAPITALS)

Signed: NQT

Date


Signed: Induction tutor (if different from Head Teacher/Principal)

Date


Before returning this form please ensure you have…

Completed all sections fully

Included actual signatures on the final page

School stamp validation

Incomplete returns may result in a delay in recognition of successful induction

51

Final Assessment Form

Please send to Yarlside Teaching School Alliance:

Rachel Jackson, YTSA, c/o Yarlside Academy, Redoak Avenue, Barrow-in-Furness, Cumbria LA13 0LH

[email protected]

NQT induction: final assessment and recommendation

Instructions for completion

• Where tick boxes appear please insert “X”.

• The Head Teacher/Principal should retain a copy and send a copy of this completed and signed form to the appropriate body within 10 working days of the NQT completing the induction period.

• The original copy should be retained by the NQT.

• Hard copies will be required at certain stages of assessment, particularly for signature, unless they are submitted on-line with the necessary authentication in place of signatures.

• Full guidance on statutory induction can be found at http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-teachers

Recommendation:

The teacher named below has performed satisfactorily against the Teachers’ Standards for

the completion of induction

The teacher named below has not performed satisfactorily against the Teachers’

Standards for the completion of induction

The teacher named below should have their induction period extended

NQT’s personal details:

Full name Former name(s) (where applicable)

Date of birth DfE/teacher reference number National insurance number

Name of institution (e.g. school or college) DfE institution number (if applicable)



52

Appropriate body receiving this report

Date of start of final assessment period:

Date of end of final assessment period:

Number of terms completed during the final assessment period

or

Number of days completed during the final assessment period

Does the NQT

work:

Full time

Part time

Number of days of absence during the (entire) induction period

Confirmation of induction:

I confirm that the NQT has received a personalised programme of support and monitoring

throughout the period specified above in line with statutory guidance

Include the number of day’s reduction to the induction period to be served by the NQT where

this has been agreed with the appropriate body as outlined in paragraph 3.5 of the statutory

induction guidance at

http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-

qualified-teachers).

If a reduction to the NQT’s induction period has been given to reflect previous teaching experience, as outlined in

paragraphs 3.2 - 3.4 of the statutory guidance, please give details here:

Assessment of progress against the Teachers’ Standards:

The Head Teacher/Principal or induction tutor should record, in the box below, brief details of the NQT’s progress against the Teachers’ Standards including:

strengths;

areas for further development where progress is satisfactory;

and evidence used to inform the judgements;

and where appropriate, targets to be met. Comments must be in the context of and make reference to each specific Teachers’ Standards which can be found at: http://www.education.gov.uk/schools/leadership/deployingstaff/a00205581/teachers-




53

Part 1

Standard 1:

Standard 2:

Standard 3:

Standard 4:

Standard 5:

Standard 6:

Standard 7:

Standard 8:

Part 2

Personal and professional conduct:

Comments by the NQT:

The NQT should record their comments or observations on their induction to date. Please reflect on your time

throughout your entire induction period and consider:

• Whether you feel that this report reflects the discussions that you have had with your induction tutor and/or Head Teacher/Principal during this assessment period; and,

• you received your full range of entitlements in accordance with regulations and guidance (http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-teachers)

• areas where you feel you require further development/support/guidance when looking towards the next stage in your career? Please indicate these are part of your comments in the box below.

I have discussed this report with the induction tutor and/or Head Teacher/Principal: Yes No

standards1-sep-2012-.

Please continue on a separate sheet if required.




54

I have the following comments to make:

This form should be signed below, unless it is being sent electronically in which case it must be sent from the

Head Teacher/Principal's mailbox and copied to the NQT and induction tutor.

Signed: Head Teacher/Principal Date


Signed: NQT Date


Signed: Induction tutor (if different from Head Teacher/Principal) Date


Before returning this form please ensure you have…

Completed all sections fully

Included actual signatures on the final page

School stamp validation

Incomplete returns may result in a delay in recognition of successful induction

55

Action in the event of unsatisfactory progress The vast majority of NQTs will complete the induction period satisfactorily. Nevertheless, some NQTs will, at some stage of their induction support programme, feel that they are not making satisfactory progress, and some will be judged by others to be in this situation. If this occurs early action should be taken in order to support and advise the NQT to make any necessary improvements.

All NQTs should benefit from observations, professional reviews and formal assessment meetings. However, the Head Teacher should ensure that procedures are in place in the school to give early warning of any difficulties experienced by the NQT progress towards the Teachers’ Standards. If it becomes apparent that the NQT is not making satisfactory progress, this should result in an immediate stepping up of support systems. These may, for example, include setting more specific or shorter-term objectives, closer monitoring and recording of progress. Concerns should be communicated quickly to all those with responsibilities in the induction process, including the NQT and the school’s chosen Appropriate Body. It is especially important that the NQT is aware of the area(s) in which he/she needs to improve practice, and are advised and supported in doing so. There will be a need for additional meetings at agreed intervals to monitor progress. Action should not be delayed until a formal assessment meeting has taken place. As soon as there is any concern about the NQT’s progress, both the Head Teacher and the Appropriate Body should assure themselves that:

(i) their assessment of performance is well founded and accurate; (ii) areas in which improvement is needed have been correctly identified; (iii) appropriate objectives have been set to guide the NQT towards meeting the Standards; and (iv) a relevant support programme is in place to help you to meet these objectives. Please note: Where the induction tutor is not the Head Teacher, the Head should observe the teaching of any NQT considered not to be making satisfactory progress, and review the available evidence. When the induction tutor is the Head Teacher, the Head should ensure that a third party reviews the evidence and observes the NQT.

At the next formal assessment point, if there are still concerns about the NQT’s progress, the Head Teacher should complete the relevant assessment form and send it to the relevant Appropriate Body, indicating that at the current rate of progress the NQT is at risk of not completing his/her induction satisfactorily. In addition to comments on progress, the report should, in these circumstances, include brief details of: identified weaknesses; agreed objectives set in relation to the requirements for the satisfactory completion of

induction; planned support; the evidence used to inform the judgement. The Head Teacher should explain to the NQT the consequences of failure to complete the induction period satisfactorily (which is that the NQT will be unable to teach at all in any LA maintained school). A copy of the assessment form, setting out the Standards against which progress is unsatisfactory, development objectives and planned support, should be attached to this notification, and a copy of the notification should be forwarded to the chosen Appropriate Body.

56

Action in the event of serious capability problems

In a few particularly serious cases, it may become apparent that the education of the children being

taught by an NQT is being seriously affected. In such circumstances the Head may wish to consider

instigating a capability procedure at any stage before the end of the induction period, which may

lead to dismissal before the end of the induction period. If this is the case, for as long as the NQT

remains at the school the induction procedure continues in parallel with the capability procedure.

Before instigating a capability procedure, it is important that the Head is assured that the following

has taken place:

a) the NQT’s performance has been monitored;

b) the NQT has been clearly advised about the aspects of their practice which are causing concern

and understands the improvements which are expected;

c) a reasonable and time limited period (at least four weeks) of careful and structured

support/training, monitoring, evaluation and evidence gathering has taken place, giving the NQT

an opportunity to improve; and

d) the NQT has been given an informal warning that failure to improve may lead to entry to the

formal capability procedure and that this may lead to dismissal.

The induction procedure (enhanced as necessary) should provide the appropriate structure to cover

the requirements of points a - c above. It is essential that the warning about the capability

procedure and the possibility of dismissal (point d) is given in addition. Guidance on capability

should be sought from your HR provider.

If an NQT is dismissed on grounds of capability before the end of the induction period, they may seek

to complete induction at another school. The Head and LA will, however, need to pass on any

induction records and documentation to the new school and Appropriate Body.

Extensions of induction prior to completion

Absence from work for 30 school days or more

If the NQT has been absent from work for 30 school days or more during the induction period, with

the exception of statutory maternity leave or paternity leave, the induction period is extended by the

aggregate total of absences. For example, if the NQT is absent for a total of 35 days, the extension

will be for 35 days.

It is for the relevant Appropriate Body to decide whether the induction support programme can be

extended, and then only after its completion (see paragraphs 2.49 to 2.52 of the statutory guidance).

The Appropriate Body will determine the length of the extension and the recommendation at the

end of it. Factors taken into consideration may include:

Lack of evidence to make a decision

Personal crises

Illness

Disability

Issue around lack of support given to the NQT

Extensions in a separate school

57

It is possible that NQTs who have been offered an extension to induction will not have continued

employment in the school in which they need to find other employment in which to complete their

induction support programme for the remainder of their induction period.

Unsatisfactory Progress The vast majority of NQTs make satisfactory progress during their induction period. However, some may experience difficulties at different stages of their induction, which could put them at risk of not meeting the Standards. It is important that NQTs in these circumstances receive prompt and appropriate support to enable them to make the necessary improvements. An NQT is not required to have fully met the Teachers’ Standards until the end of the induction period. In the first and second assessment periods it is the progress towards satisfactory completion of induction that is being assessed. The overall judgement is formed over three terms and it is important to appreciate that unsatisfactory progress at one stage of the induction period will not inevitably lead to unsuccessful completion of induction. The first and second formal Assessment Forms (AP1 and AP2) are interim points in the overall judgement. If the school ticks the box on the AP1 and AP2, which indicates that the NQT’s current progress suggests that he/she may not be able to meet the requirements for the satisfactory completion of the induction period, it is strongly recommended that the Head Teacher put in writing, to the NQT, that they are at risk of not meeting the Standards and the implications of failing to meet the requirements at the end of the induction period. It is also necessary for the Head Teacher to observe any NQT deemed at risk of failing. If the Head Teacher is also the Induction Tutor, a third party will need to provide an additional perspective on the NQT’s performance. In cases of unsatisfactory progress a more intensive programme of support and monitoring must be put in place to give every opportunity for the NQT to improve their performance and go on to meet the Standards. Experience has also shown that it is important for those who are managing the process in school to:

Make sure the areas of weakness are made very clear to the NQT to avoid misunderstanding or lack of awareness of the aspects of practice which need improvement.

Link development areas to specific Teachers’ Standards (e.g. TS 7 Manage behaviour effectively to ensure a good and safe learning environment) with reference to the particular aspects to improve (e.g. have higher expectations of behaviour, establish clear routines and apply consistently).

Provide evidence to support clear and unambiguous judgements against the Teachers’ Standards.

Ensure that the Appropriate Body’s Co-ordinator for NQT Induction is made aware of any concerns, as soon as possible, so that suitable support and advice can be provided as quickly as possible.

Ensure that the roles and responsibilities within the process are clear and understood by all those involved.

Arrange for a third party to review the evidence and observe the NQT (e.g. an experienced teacher in the school).

Be very specific in the Action Plan about the actions that will be taken to support the NQT’s progress and ensure that these happen.

Ensure that additional monitoring is appropriately balanced by increased support. Keep dated and signed records of any observations, any advice and support given, and the

outcomes of any meetings (including progress reviews). Be positive and encouraging, but at the same time make sure that the NQT understands the

implications of continued unsatisfactory progress. Refer to sections 2.53 – 2.55 and 4.1 – 4.7 of Induction for Newly Qualified Teachers (England): Statutory Guidance for Appropriate Bodies, LAs, School Leaders, School Staff and Governing Bodies (2013)

Reinforce with the NQT that whilst the school will support and guide their progress, the NQT must also take responsibility for the induction programme and should view it positively.

Advise the NQT to make contact with their Professional Association representative as an additional source of advice.

Check that the Head Teacher has communicated, in writing, that the NQT is at risk of not meeting the Teachers’ Standards.

58

Failure to complete induction satisfactorily - employment consequences Failure to complete the induction period satisfactorily means that the NQT is no longer eligible to be employed as a teacher in a maintained school or non-maintained special school.

The employer of an NQT who has failed induction must dismiss the NQT within ten working days from the date when the NQT gives notice that they do not intend to exercise their right to appeal, or from the date when the time limit of 20 working days for appeal expired without an appeal being brought.

If an NQT has failed their induction, and is appealing, the employer may dismiss them at that point or the employer may continue to employ the NQT pending the outcome of the appeal. If the employer continues to employ an NQT who has failed induction pending the outcome of their appeal, the employer is required to restrict the NQT’s duties: they must not take responsibility for a class or teach a subject to a group of children who are not also taught that subject by another qualified and experienced teacher at the school.

It is a legal requirement that the NQT carries out only these restricted duties pending the outcome of their appeal (pursuant to regulation 18 of the Education (Induction Arrangements for School Teachers) (Consolidation) (England) Regulations 2001).

If the NQT’s appeal is heard, and fails, the employer should dismiss that NQT within ten working days of being told of the outcome of the hearing.

Appeals

If the NQT chooses to appeal against an extension or against a decision they can do so to the NCTL which acts on behalf of the Secretary of State. Further details can be found at: www.education.gov.uk/dchools/leadership/deployingstaff/b00203887/induction-appeals-procedure

Notice of appeals must be sent to the Appeal Body within 20 working days of the NQT receiving the decision, although the Appeal Body can extend this time limit if substantial injustice would result from not extending it. The appeal procedure is set out in section 5 of the DfE guidance.

http://www.education.gov.uk/dchools/leadership/deployingstaff/b00203887/induction-appeals-procedure

59

NEWLY QUALIFIED TEACHERS’ INDUCTION – CAUSE FOR CONCERN FORM Please complete this form if you have significant concerns about the progress of an NQT.

This form should be completed if an NQT has failed an assessment period and/or if the area of concern section

has been completed.

Please return the form to [email protected]

If you need further advice about the circumstances when it is appropriate to use this form, please contact

Roxanne Marks.

Name: DOB:

Education Establishment name: TRN:

Induction Tutor:

Enter all completed assessments periods, and school’s judgement(s):

Please indicate PASS or FAIL to indicate the completion against the Teachers’ Standards

1: Complete P F 2: Complete P F 3: Complete P F

NQT’s total number of days absent from start of induction:

AREAS OF CONCERN TEACHERS’ STANDARD ASSOCIATED WITH

CONCERN EVIDENCE

Other relevant

information:

Is there an Action Plan matched to the Teachers’

Standards in place? (Please attach action plan with this

form)

Yes No

Date action plan set: Date of Review

Number of observations of NQT teaching completed

since they started their induction at Education

Establishment:

Number of Review Meetings since starting Induction

Year:

Signed by Head Teacher/Principal: _____________ Date:

Signed by Induction Tutor: Date:

Signed by NQT: Date:


60

NQTs: Frequently Asked Questions What happens if I have concerns?

In the first instance talk the issue through with your Induction Tutor or line manager or Head Teacher as

appropriate.

If you feel that you cannot talk to any of these, contact your Professional Association or the Appropriate

Body.

The relationships with your Induction Tutor and mentor must be good.

Whatever action you take; do so quickly before any problem escalates.

How much time should I get for induction activities?

The School Teachers’ Pay and Conditions Document places a statutory duty on Head Teachers to ensure that

NQTs’ teaching time does not exceed 90% of the average teaching time in the school. This means that the

school is obliged to give you this time for the purpose of induction activities.

Is induction time the same as PPA time?

Schools must provide all teachers with 10% guaranteed time for planning, preparation and assessment (PPA).

This may not last much longer as a statutory requirement. As an NQT, at least 10% of your timetabled teaching

time must be allocated for the purpose of PPA. This means that as an NQT you should receive 10% time for PPA

calculated as a proportion of the time you are timetabled to teach. PPA time is additional to the time NQTs

must receive for their induction.

Who decides how my time for induction activities is spent?

The DfE, through the National College (NCTL), stated that the time should be used in whatever way is most

appropriate to the needs of the individual and their schools. This means that both the school and the individual

NQT have a role in identifying induction activities. However, in reality, the school will have the final say in

determining which activities are undertaken and when. Some schools may decide to allocate the time into

one- or two-day blocks across the year; others may follow a weekly half-day release pattern or distribute time

in single periods across each week. Some training needs may be better met through specific activities such as

visits to other settings that last a whole day or longer. A school may, therefore, wish to identify a half-day session

per week for such activities or ‘bank’ the activities. It is worth negotiating particular activities, such as visiting an

NQT in another school. You should ensure that the 10% time for induction activities is not used for teaching

duties. Also ensure that you identify your training and support needs and that your Induction Tutor knows about

these.

What should I do if I am not getting the 10% reduction in teaching time?

Your first step should be to raise your concerns with your Induction Tutor and/or your Head Teacher. You should

point out that it is a statutory entitlement, and that not getting the time may have an impact on your ability to

meet the Induction Standards and, therefore, on your future career in teaching. If this is not successful, or you

feel that you are unable to do so, your second step is to consult the Appropriate Body through the Induction

Coordinator.

Finally, you should consult your Professional Representative about the difficulties that you are experiencing. It

would be helpful to keep a record of your teaching load so that you can clearly demonstrate what is being

asked of you.

What should I receive when I begin my induction programme?

As soon as you begin your induction programme you should expect to receive advice on the following:

Timetabling of lessons, support arrangements, the name and contact details for your Induction Tutor,

and a

schedule for meetings and formal assessments;

Reporting arrangements, entitlements to pay during sickness absences, and contacts for other

absences;

Arrangements for salary payments, provision for pensions and other entitlements;

Health and safety, equal opportunity, drugs, bullying and behaviour management policies;

Other relevant policies including arrangements for cover, child protection amongst others;

The nature of the contract of employment, a list of duties and management arrangements.

Are there things that I should not be expected to do?

It is important that you are not given a job description that makes unreasonable demands on you whilst you

are an NQT. This applies if you are working full-time or part-time, if you are working in a permanent post or on

long-term supply. Whilst it may be hard to determine what is and is not reasonable, normally an NQT should

serve the induction period in a post which:

Does not demand teaching outside the age range and subject(s) for which the NQT has been trained;

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Does not present the NQT on a day-to-day basis with acute or especially demanding discipline

problems;

Involves regular teaching of the same class(es);

Involves similar planning, teaching and assessment processes to those in which teachers working in

substantive posts in the school are engaged; and

Does not involve additional non-teaching responsibilities without the provision of appropriate

preparation and support.

However, if an opportunity comes your way to undertake a piece of work that enhances your role and you feel

able to undertake it, do so.

How do I calculate my Induction period and assessment dates if I am part-time?

When your school registers you with the Appropriate Body, the school will be advised as to the length of your

Induction period and the dates when your three assessments are due.

What happens if an NQT fails to meet the Teacher Standards?

The vast majority of NQTs will complete the induction period satisfactorily. Nevertheless, some NQTs will, at some

stage of their induction support programme, feel that they are not making satisfactory progress, and some will

be judged by others to be in this situation. If this occurs early action should be taken in order to support and

advise the NQT to make any necessary improvements.

All NQTs should benefit from observations, professional reviews and formal assessment meetings. However, the

Head Teacher should ensure that procedures are in place in the school to give early warning of any difficulties

experienced by the NQT in making progress towards the Standards.

NQTs - What to do if you are not satisfied with your induction

You should take increasing responsibility for your professional development as your induction support

programme progresses. If you are not satisfied with the content and/or delivery of the programme of

monitoring, support and assessment being provided during your induction, please act as quickly as possible –

remember this is your induction. It is far better to raise any concerns at an early stage.

Talk to your Induction Tutor/Mentor;

Talk to a colleague;

Raise issues with the appropriate senior school staff;

Contact the NQT Appropriate Body.

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NQT Induction Tutors: Frequently Asked Questions Is the NQT eligible to start induction?

If the NQT obtained QTS after 7 May 1999 and wishes to continue to teach in maintained schools or

non-maintained special schools in England, they will need to complete an induction support programme. This

applies equally if they followed a “non-traditional” route to QTS, such as a flexible programme, an

employment-based training programme, such as the Graduate or Registered Teacher Programmes (GTP/RTP)

or an Overseas Trained Teacher programme.

An NQT cannot start induction until they have QTS, i.e. until they have successfully met all the QTS standards. If

they complete any part of induction prior to being awarded QTS, it will not count and the induction will have to

be started again. If you are not 100% sure that the NQT has been awarded QTS, please check with the

National College for Teaching and Leadership.

Who doesn’t need to complete the induction support programme?

A NQT does not have to undertake induction if:

they obtained QTS on or before 7 May 1999 (even if they did not take up their first post until after

September 1999);

they are employed for a period of less than one school term as a short-term supply teacher;

they have satisfactorily completed induction, probation, or the equivalent, in Scotland, Northern

Ireland, Wales, Isle of Man, Guernsey, Jersey, Gibraltar, or a Service Children’s Education (SCE) school in

Germany or Cyprus (please see Annex B for details);

they do not yet have QTS, but are employed under special provision in the Education (Teachers’

Qualifications and Health Standards) (England) Regulations 1999, e.g.

i) they are in the process of undertaking employment-based training on the Graduate or

Registered Teacher programmes. They do, however, need to undertake induction after you

have been awarded QTS;

ii) they are an instructor employed whilst no suitable qualified teacher is available;

iii) they are an overseas-qualified teacher employed for up to four years .

they are a teacher from the European Economic Area (EEA)

they are a teacher who does not wish to be eligible to teach in a maintained school or non-maintained

special school at any point in their career;

they are a teacher with restricted responsibilities awaiting appeal against a decision of failure to

complete your induction support programme.

Which schools can provide an induction? (paragraph 2.1 of the statutory guidance 2013)

Schools which can provide an induction period are:

a relevant school in England – this includes: a maintained school; a maintained or non-maintained

nursery school; a nursery school that forms part of a maintained school; a local authority maintained

children’s centre; and a pupil referral unit (PRU).

an independent school in England (including Academies; Free Schools; 16-19 Academies; alternative

provision academies and city technology colleges) or independent nursery schools.

a further education institution including a sixth form college.

a British school overseas which is inspected by a DfE approved inspectorate.

a school or FE institution in Wales in which induction may be served under Welsh regulations.

There is no legal requirement to complete induction unless the NQT intends to work as a teacher in a

maintained school or non-maintained special school, where induction is statutory.

Which schools cannot provide induction?

secure training centres;

schools requiring special measures unless one of Her Majesty’s Inspectors certifies in writing that the

school is suitable for providing induction;

independent schools that do not meet the criteria described in the answer to Question 3;

further education institutions where the leadership and management of the institution or part of its

education or training has been judged to be inadequate (category 4) ;

Schools abroad, including British schools that:

Have not received an inspection within the last six years

Have received an inspection judgement which is not satisfactory

Are not members of an accredited association

Schools requiring special measures will be judged by Ofsted for their ability to provide the monitoring, support

and assessment appropriate for an NQT. That decision will be reviewed each time the school is monitored. If a

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school is inspected and found to require special measures, but has an NQT in post serving an induction period,

the induction can be completed in the school. The school and the Appropriate Body will be jointly responsible

for ensuring that any necessary additional support is in place.

Can a NQT undertake induction in more than one school simultaneously?

A NQT can complete his/her induction support programme through service in more than one school at the

same time, as long as they have a contract/supply contract with each of the schools that lasts for at least one

term. The schools will need to arrange for one Head Teacher and one Appropriate Body to take responsibility

for your induction. Where the NQT is employed part-time in more than one school simultaneously (including

those employed in both England and Wales simultaneously), the Head Teacher and the Appropriate Body

must agree that your teaching will enable the NQT to meet and show that they are meeting the Teachers’

Standards. The NQT should be supported to enable them to demonstrate that they meet the requirements for

satisfactory completion of the induction period.

Only one Head Teacher and the Appropriate Body can discharge these responsibilities. Where an NQT is

employed in more than one school at the same time (including those employed in both England and Wales

simultaneously), the Head Teachers should all ensure that they are fulfilling their responsibilities to the NQT

during their induction. However, it should be agreed amongst the Head Teachers that one will act as the ‘lead

Head’ and report to the Appropriate Body as appropriate, for example, informing the Appropriate Body of

their recommendation as to whether the NQT has successful completed or failed their induction period.

In relation to an NQT who is undertaking their induction support programme in more than one school, one

Head Teacher should fulfil the induction functions but should:

liaise with the other Head Teacher of schools where the NQT is employed. This also applies in the case

of peripatetic teachers;

ensure that copies of any relevant reports, records and assessment forms etc are obtained from the

NQT’s previous school(s) and, where an NQT has undertaken part of their induction in a number of

different schools, forward copies of any summative assessment reports to the Appropriate Body;

retain copies of any records or summative reports and, where an NQT leaves the school before

completing their induction, forward these to the NQT’s new school when requested.

For those NQTs completing their induction through aggregated periods of service in different schools, the Head

Teacher should keep copies of all reports of observations, review meetings, objectives and assessment forms on

file for five years, or until such records are requested by the school in which the NQT continues induction,

whichever is the shorter.

Similarly, where an NQT has undertaken part of their induction in another school or schools, the Head Teacher

must ensure that the school obtains copies of the relevant paperwork from the NQT’s previous school(s), and

alert their Appropriate Body to any concerns that have been raised about the NQT’s progress. An NQT joining

a new school after having completed part of their induction elsewhere may require some additional

introductory support, especially where some time has passed between the two periods of service.

Can a NQT take a break during their induction?

Yes, but during any breaks they cannot teach in maintained schools or non maintained special schools,

because NQTs are obliged to continue with their induction if they are in a school where induction is available.

It is, however, permissible to do non-inductable short-term supply teaching during a break, provided the five

year rule has not expired. It would also be possible to do supply in a school that does not require induction.

When must the induction be started and completed?

There is no longer a time limit for starting or for finishing your induction.

What happens if a NQT starts a new contract with less than a term left of their induction to complete?

They must serve an induction for the full term.

Can a NQT count employment as a teaching assistant or cover supervisor towards their induction?

No.

What if the induction tutor and Head Teacher is the same person?

When the Head Teacher undertakes all the responsibilities of the induction tutor and has undertaken all the

observation of the NQT (for example, as happens in some small schools), consideration should be given to

ways in which a third party may be involved in providing evidence. The Head Teacher will need to be

confident that the assessment can be shown to be fair.

Can induction be extended?

Absence from work for 30 school days or more

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If the NQT has been absent from work for 30 school days or more during the induction period, the induction

period is extended by the aggregate total of absences. For example, if they are absent for a total of 35 days,

the extension will be for 35 days.

What if the NQT goes on maternity leave?

If the NQT has a break in their induction which includes statutory maternity leave, they may choose whether or

not to have induction extended by the equivalent of the part of their absence which was statutory maternity

leave. The final assessment should not be made until they return to work and has had the opportunity to

consider whether to extend the induction. Any such request must be granted. If the NQT chooses not to

extend their induction period following an absence of maternity leave they will be assessed on the same basis

as any other NQT. Remember, the choice as to whether to extend their induction is down to the NQT in this

instance. For further information on maternity leave please see website at:

http://www.direct.gov.uk/en/Diol1/EmploymentInteractiveTools/DG_065384

Can the length of induction be shortened?

Only in particular circumstances possibly linked to previous experience, or for example, if the NQT will be within

29 days of completion and the post is coming to an end. The school will need to discuss these with the lead

person for the chosen Appropriate Body.

If the NQT is granted an extension, must it be in the school where they were working when an extension was

granted?

It is possible that NQTs who have been offered an extension to induction will not have continued employment

in the school, in which case they need to find other employment in which to complete their induction support

programme for the remainder of their induction period.

If an NQT in this position has not reached the end of their contract in the school in which the original induction

period was carried out, but that school does not wish to continue to employ the teacher following an extension

of their induction support programme, this would not be dismissal following failure of induction. The school

would need to complete the appropriate procedures under Schedules 16 or 17 of the Schools Standards and

Framework Act 1998, to terminate the employment on grounds of competence (if appropriate).

What are the rules about supply teaching?

There are two key regulations that need to be borne in mind when schools employ NQTs as supply cover. The

first is that a NQT cannot complete induction while working in short-term supply posts. Only those periods of

employment, whether full-time or part-time, that are of at least one term (13 weeks) in length can be counted.

For example, if they were appointed at half term, they would have to continue until the end of the following

half term for the employment to count as part of their induction.

The second is that an NQT is permitted to work for a period of five year on short-term supply. This period counts

from the first day of their employment as a supply teacher.

This means that if the NQT has not completed induction within five years of the first day of supply employment,

they can only be employed in a maintained school in a post that can count towards induction. They cannot

do short-term supply work at all.

It is not possible for the Appropriate Body to grant an extension to the five year period.

If schools seek to appoint an NQT who is already part way through induction, it is for the Head Teacher,

induction tutor and the NQT to calculate and agree how much induction remains to be completed, and the

date when induction should end, and for the Head Teacher to indicate this when the NQT is registered with the

chosen Appropriate Body (by sending the registration form to the lead person at the chosen Appropriate

Body).

Who is the ‘Appropriate Body’?

Schools in Cumbria are free to choose from any of the Appropriate Bodies. They will offer the same level of

support. As detailed in the NQT regulations (2013), Appropriate Bodies are allowed to levy a ‘reasonable

charge’. This will cover the cost of administration, forms, visits and registration with the NCTL.

Can a NQT do induction in an Academy/ Independent school?

The DfE statutory guidance makes clear that NQTs can complete their induction in independent schools,

provided that certain conditions are met. One of the conditions is that before induction begins, the school has

arranged for an “Appropriate Body” to validate the quality of the induction and to make the final decision on

successful completion. Any independent school wishing to ask the Appropriate Body to take on the role must

first ensure that the conditions of the NQT’s employment will enable a complete and thorough assessment of

an NQT’s progress against the Teachers’ Standards. A separate written request should be made to the

Appropriate Body for each NQT to be registered. On receipt of the request, the Appropriate Body will issue

http://www.direct.gov.uk/en/Diol1/EmploymentInteractiveTools/DG_065384

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details of the service provided, the expectations to be met for an induction to be deemed appropriate, and

the charges we make. Typically, our service will include:

an induction visit carried out by an appropriate adviser;

administration and liaison with the NCTL and DfE as appropriate;

work by the NQT Monitoring Group to monitor and approve the induction period;

hard copy of the advice and guidance files provided to NQTs and induction tutors;

access to published programmes of CCPD opportunities (for which separate charges are made).

An induction visit comprises:

discussions with the Head Teacher, induction tutor and NQTs;

a lesson observation of one NQT of not less than thirty minutes duration.

a written report on the quality of the school’s induction processes and feedback to the NQT on their

teaching.

How does the Appropriate Body decide whether the NQT has passed their induction?

To support this process, the NQT Monitoring Group will meet at least once a term to:

monitor the quality of induction provided by schools, and the progress of NQTs as notified to the

Appropriate Body through the assessment forms;

monitor the support provided by the Appropriate Body in response to requests from schools for further

information, advice, guidance and support to their NQTs;

carry out the duty of the Appropriate Body to make the final decision, based on schools’

recommendations as to whether an NQT has successfully completed induction.

This will comprise of representatives from each Appropriate Body, one Head Teacher/ induction tutor

representative from a primary and one from a secondary school, one Workforce Development Officer and a

representative from Human Resources to advise on employment matters. A Senior Officer from an Appropriate

Body may also attend if requested by the group.

For this group to be effective, schools will need to ensure that they complete interim and final assessment forms

and submit them to their chosen Appropriate Body according to the timescales in the DfE guidance.

It is particularly important that the form carries a clear recommendation as to whether an NQT is making

satisfactory progress. If the available evidence suggests that the NQT is not making satisfactory progress, then

it is better that this is made clear to the NQT so that further action can be taken. Such a recommendation is not

regarded as a final, irrevocable decision. If a recommendation is delayed, the NQT can be left assuming the

best or fearing the worst.

Who is the ‘named contact’ and what do they do?

The ‘named person’ for NQTs should be contacted if the NQT has concerns about his/her induction. NQTs

should be reminded that the role of the contact is to offer a listening ear, and to provide appropriate support

to resolve problems. The named person will also work with the monitoring group in an advisory capacity, but

will not be responsible for taking decisions about NQT competence, nor carry out NQT observations. NQTs

should be reassured that making contact will not in any way prejudice the decisions made about their

progress.

Your Named Contact:

Janine Pierce – Teaching School Director & Headteacher

Yarlside Academy, Redoak Avenue, Barrow-in-Furness, Cumbria, LA13 0LH


Telephone: 01229 840930

Does the school get funding to support NQT induction?

Following alterations to school funding through the National Funding Formula, the DfE has decided that funding

for Newly Qualified Teachers will no longer be given to Local Authorities to delegate to schools with such

teachers or to carry out the administration of this process. Instead this funding has been delegated to all

schools through the age weighted pupil unit (AWPU). As a result there will no longer be any additional funding

delegated to schools with Newly Qualified Teachers.


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How long must induction last, and how is it calculated?

Normally, an induction period lasts for three terms. However, there are variations to this dependent on the start

and finish dates, length of contract and part time working, these may need more detailed explanation (see

paragraph 2.27 of the DfE guidance). If the NQT starts on a full time basis in September, assessments are sent in

towards the end of each term. However, if the NQT is less than full time or starts at other points during the year,

the school will need to ensure that the NQT is at the school for at least 13 weeks continuously and will need to

send in assessment forms every 65 school days (not holidays) worked. If the Full Time Equivalent (FTE) is

changed, please advise your contact person at the Appropriate Body immediately so that the data can be

changed

What happens if the school fails to register an NQT with the Appropriate Body?

There may be a delay to the start of the induction period (see paragraph 2.24 of the DfE guidance).