The induction of NQTs - Guidance for schools 2011 by h1st7S4

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									THE INDUCTION OF NEWLY
  QUALIFIED TEACHERS




 GUIDANCE FOR SCHOOLS




                  UPDATED SEPTEMBER 2011




                                      1
             NEWLY QUALIFIED TEACHERS: A GUIDE TO INDUCTION


CONTENTS
Section

1.    Introduction                                            1

2.    What is induction?                                      2

3.    Roles and responsibilities                              3
            governing body
            headteacher
            induction tutor

4.    Local Authority (LA) NQT registration form              6

5.    Assessment forms                                        8

5.    An overview of the induction process                    21

6.    An induction timetable checklist                        23

7.    What monitoring and support should be provided?         26

8.    Assessment of progress                                  27

9.    Support from the LA’s Learning Improvement Service      30

10.   Checklist: LA recommended practice in induction         35

11.   Specimen LA monitoring forms                            38

12.   Using the Career Entry and Development Profile (CEDP)   41

13.   The role of the mentor                                  43

14.   Useful contacts and links                               47

Appendix 1     Professional Standards for teachers            50
               from September 2007

Appendix 2     Extra support for NQTs in difficulty           57

Appendix 3    Frequently asked questions                      61




                                                                   1
INTRODUCTION

This booklet of information and guidance for schools has been provided to support headteachers,
and, more particularly, induction tutors, in their supervision of the continuing professional
development of the NQT. It is our view that whilst there are specific administrative procedures
to be followed during the induction process, the emphasis for the school should be on continuing
support and development for all teachers in their early years of which induction assessment is only
part.

This booklet has therefore been written, as has the booklet provided by the LA for all NQTs, to
reflect that emphasis. It has been revised to take into account changes in legislation introduced in
March 2008, and the statutory guidance published in August 2008. These arrangements will apply
for the 2011-2012 academic year.

It contains:

       guidance on best practice in the provision of an induction programme;
       extracts from the DFE guidance document (ref DCSF 00364-2008) on the roles and
        responsibilities of induction tutors, headteacher and governing body;
       an explanation of the LA’s roles, responsibilities, procedures and support to schools;
       a list of useful contacts and links.

Much of this advice has been extracted directly from the guidance document DCSF–00364-2008
and acknowledged as such in footnotes. Therefore, cross-references to other paragraphs and
appendices point to that document and not within this LA advice. Note that in some places, the
guidance is written as if addressing the NQT (not the induction tutor).

Finally, you can access this document and electronic forms at
http://www.cumbria.gov.uk/childrensservices/educationandlearning/informationforschools/nqts.asp

We have also included answers to our most frequently asked questions over the last two years in
the Appendices of this document. You can also find further useful information by visiting
http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-
teachers/

Please do not hesitate to contact me on 01539 713496 or dale.hill@cumbria.gov.uk if you have
any queries.



DALE HILL
General Adviser
LA NQT Induction Co-ordinator




                                                                                                  1
WHAT IS INDUCTION?

The purpose of induction1

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 Core 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 Core 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 the individual’s needs and circumstances and should
provide a reduced timetable (and 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.

NQTs will have used the Training and Development Agency for Schools (TDA) Career Entry and
Development Profile (CEDP) to support reflection. They should bring their CEDP into their first
post, where they and their induction tutor can use it when planning the NQT’s induction
programme. The CEDP can be used beyond the induction period as well as during it.

How long does induction last?

An induction period must last for three terms, for an NQT working full-time.2

Can Induction be shortened?

Only in certain circumstances. You will need to discuss these with Dale Hill.

Registering for induction

Once the teacher has been appointed, the headteacher 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 may, particularly where there has been a
significant interval, 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.




1   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 paragraph 1.8ff.
2   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 paragraph 2.35ff.
                                                                                                                2
It is the school’s responsibility to put these arrangements in place, but the NQT can help the
school by ensuring that they provide the information school’s require to complete the registration
form (example on page 6). NQTs will need to provide evidence that they have obtained QTS and
have registered with the GTCE.


ROLES AND RESPONSIBILITIES

The governing body3

When appointing new staff, the governing body should take into account the school’s
responsibility to provide the necessary monitoring support and assessment for NQTs. The
governing body should be able, if it wishes, to seek guidance from the Local Authority (LA) on the
induction arrangements and the roles of those school staff with responsibility for implementing
them.

The headteacher4

As the headteacher of a school taking on NQTs after 1 September 1999, you are responsible with
Appropriate Bodies for the supervision and training of NQTs ensuring that the NQT has an
appropriate induction support programme.

You should inform your LA if an NQT who qualified after 7 May 1999, and who has not yet
completed an induction period, either joins or leaves your school. This includes an NQT working
in the school for at least one term or more on a supply basis, as such an NQT must be provided
with an induction support programme.

A supply teacher, on a contract of one term or more, should be treated in the same way as a
permanent employee for the purposes of induction.

NQTs must have a timetable of no more than 90% of the timetable of other mainscale 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 NQTs’
teaching time does not exceed 90% of the average.

The time released by the NQT’s reduced timetable may be used in whatever way is most
appropriate to the professional development needs of the individual NQTs, taking account of the
school’s context in which they are undertaking induction. However, it is important to ensure that
the time is protected, and that it is not used simply as ‘non-contact’ time. It must be used as part
of a coherent induction support programme and distributed appropriately throughout the
induction period as best suits both the NQT and their school.

The reduced teaching load will apply equally to those NQTs completing induction while working
as long tem supply teachers (in a post for at least one term) and, on a pro rata basis, to NQTs
working part time.

You are responsible for keeping the governing body informed about arrangements for the
induction of NQTs in your school and the results of the formal assessment meetings which are
held termly.



3   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008; paragraph 6.10.
4   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 paragraph 6.5ff.
                                                                                                               3
You must also recommend to the LA whether the NQT has met the requirements for
satisfactory completion of their induction support programme. While you may not delegate these
responsibilities, many of the associated tasks will be carried out by an induction tutor or other
suitably experienced colleague who has considerable contact with the NQT.

As the headteacher you should identify a member of staff as the NQT’s induction tutor to provide
day to day monitoring and support.

You will also need to ensure that all NQTs have appropriate workloads, in support of a
reasonable work/life balance, having regard to their health and welfare.

You must ensure that all NQTs understand the duties and responsibilities schools now have
under the Disability Discrimination Act 1995, to provide protection for disabled pupils by
preventing further discrimination against them on the grounds of disability. For further
information please see ‘Useful contacts and links’.

You should be aware that when considering leadership and management an Ofsted inspection will
evaluate and report on the extent to which there is a commitment to staff development that is
reflected in effective induction and professional development strategies, and where performance
management is thorough and effective in bringing about improvement. Further information is
available on the Ofsted website at: www.ofsted.gov.uk.

The induction tutor5

You should provide, or co-ordinate, guidance and effective support for the NQT’s professional
development.

You should have the necessary skills, expertise and knowledge to work effectively in this role. In
particular, you should be able to make rigorous and fair judgements about the NQTs progress in
relation to the requirements for satisfactory completion of the induction period (please see the
QTS and Core Standards – all standards must be met if an NQT is successfully to complete their
induction).

You will play a key role in providing assessment throughout the NQT’s induction programme.
The support and assessment functions may be split between two or more teachers where this
suits the structures and systems of the school. In such circumstances, responsibilities should be
clearly specified at the beginning of induction and arrangements should be put in place to ensure
that monitoring and assessments are based on, and informed by, the NQT’s teaching and
professional development.

You are likely to undertake most of the observations of the NQT’s teaching. Professional
reviews of progress, based on discussions between the NQT and the induction tutor, should take
place at intervals throughout their induction support programme.

You should keep a dated copy of all reports on observations, review meetings and objectives until
the LA has decided whether the NQT has completed their induction support programme
satisfactorily and any appeal has been determined. A note should be kept of other evidence used.
The NQT should receive copies of all such written records and the LA should have access to
them.




5   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 paragraph 6.9.
                                                                                                             4
Who can be an induction tutor?

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 headteacher 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.




                                                                                                5
                                          NEWLY QUALIFIED TEACHERS

                       LA REGISTRATION FORM - TO BE COMPLETED BY HEADTEACHER Children’s Services

      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:                            Full name please

Date of Birth:

TRN (DfE) number:                       RP: NQT should provide this
                                                          QTS
Date QTS achieved?                                        certificate                                       signed
                                                          checked?
Has the teacher applied for             Yes / no Still a legal requirement as of September 2011
membership of the GTCE?                 LA to notify schools of any changes

 Section Two – Complete. Give a copy to the NQT and the induction tutor. Send a copy to the
 Learning Improvement Service within four weeks of induction commencing.
School Name & DfE No:

*Induction start date:                  Has the NQT started induction elsewhere? see below

Contract start date:                    Contract start date for your school

Contract end date: (if temp or fixed
                                        If you then extend this, you must let Dale Hill know
term)

Contract:                               Permanent                  OR        Temporary / fixed term

(complete as appropriate)               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 headteacher:
                                                                                             Date:
(unsigned forms will be returned)

*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 Dale Hill immediately with details
                          as failure to do so could impact on your NQT funding.

                                            Please Fax or Post a copy to:
                                             nd
            Dale Hill, Children’s Services, 2 Floor East, Bridge Mills, Stramongate, Kendal, LA9 4UB
                                     Tel: 01539 713496      Fax: 01539 713148


                                                                                                                     6
                                          NEWLY QUALIFIED TEACHERS

                    LA REGISTRATION FORM - TO BE COMPLETED BY HEADTEACHER                              Children’s Services

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:
                                                          QTS
Date QTS achieved?                                        certificate                                       signed
                                                          checked?
Has the teacher applied for             Yes / no
membership of the GTCE?

Section Two – Complete. Give a copy to the NQT and the induction tutor. Send a copy to the
Learning Improvement Service 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:                                Permanent                  OR        Temporary / fixed term

(complete as appropriate)                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 headteacher:
                                                                                              Date:
(unsigned forms will be returned)

*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 Dale Hill immediately with details
                          as failure to do so could impact on your NQT funding.

                                            Please Fax or Post a copy to:
                                             nd
            Dale Hill, Children’s Services, 2 Floor East, Bridge Mills, Stramongate, Kendal, LA9 4UB
                                     Tel: 01539 713496      Fax: 01539 713148
                                                                                                                     7
Please send a copy to:
Dale Hill
Learning Improvement Service, Children’s Services
2nd Floor East, Bridge Mills, Stramongate,
KENDAL, LA9 4UB
Fax 01539 713148
NQT Induction assessment for the:
     End of first assessment period.
 x   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.
 • Full guidance on statutory induction can be found at
    http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-
    qualified-teachers/nqt

 NQT’s personal details:
Full name                                           Former name(s) (where applicable)
 S
Date of birth      DfE/teacher reference number     National insurance number

                                                                      DCSF institution number (if
Name of institution (e.g. school or college)                          applicable)
                                                                                      /
Appropriate Body receiving this report
 Cumbria LA
Date of award of QTS:


Recommendation:
  The above named teacher’s progress indicates that he/she is making satisfactory progress
   towards meeting the Core Standards within the induction period.
     The above named teacher’s progress indicates that he/she may not be able to meet the Core
     Standards for the satisfactory completion of the induction period.

                                                                                             8
      I confirm that the NQT has experienced support and monitoring in line with the statutory guidance



    Date of the beginning of this assessment period:                                 5/1/2010

    Number of terms completed during this assessment period (usually one term or 2
    two terms – see statutory guidance paragraphs 2.45 and 2.46):
    or
    Number of days completed during this assessment period (where the period is
    calculated in days – see statutory guidance paragraph 2.47 – 2.53):

    Date of end of this assessment period:                                           15/7/10

    Does the NQT work:            Full time       Part time (0.6)

    Number of days of absence during this assessment period                          0


    Assessment of progress against the Core Standards:

          The Head teacher/principal or induction tutor should record, in the box below, brief details of
    the NQT’s progress against the Core Standards including:
        strengths;
        areas requiring further development, even where progress is satisfactory (for example aspects
          of the Core Standards which the NQT has yet to meet);
        evidence used to inform the judgements; and,
        targets for the coming term. – MAKE SURE YOU INCLUDE THESE

    In completing this box, use as headings either the three areas of the new Professional Standards
    Framework or the five themes as outlined in Supporting the induction process: TDA guidance for
    newly qualified teachers
    http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-
    teachers/nqt

          Comments must be in the context of and make reference to specific Core Standards.
          Please continue on a separate sheet if required.

     The three areas of the new Professional           The five Themes from Supporting the induction
     Standards Framework:                              process: TDA guidance for newly qualified
       Professional Attributes                        teachers:
       Professional Knowledge and                         Developing Professional and Constructive
         Understanding                                       Relationships
       Professional Skills                                Working within the Law and Frameworks
                                                           Professional Knowledge and Understanding
                                                           Professional Skills
                                                           Developing Practice




                                                                                                    9
   If you have concerns about progress please be very clear – do not give mixed
    messages

   Theme 1 – Developing professional and constructive relationships
   C1, C4a, C38a, , C39 – Using formal and informal observation of S, it is obvious that she has
    built up excellent relationships with the children throughout the school, from Reception to Year
    6. She has high expectations and communicates effectively with each year group. She has
    high expectations of their behaviour and has established clear rules and boundaries. The
    children are encouraged to be independent and to co-operate using a variety of circle time
    activities. There have been some agreed challenges in adapting behaviour management to
    meet individual needs and this is an agreed area for continued development. (see targets)
   C4b, C4c – S communicates effectively with parents, e.g. she set up an after school netball
    club; and dealt effectively with a parent’s query about their child’s behaviour.
   C6, C40, C41 – S works very well as part of a team and carries out joint planning with all the
    teachers. Her planning also indicates the roles of the classroom support. However, on
    occasions, support staff within lessons could have a greater impact on learning if tasks were
    clearly understood. S is always prepared to ask for support and has benefited from observing
    other teachers. – (see lesson observations)

   Targets
   C38b To further develop and use a range of behaviour management strategies and
    techniques, adapting them to the needs of individuals.
   C41 To ensure that other adults in lessons are fully utilised to support learning.

   Theme 2 – Working within the law and frameworks
   C3, C16, C21 – S has undertaken professional development to update her knowledge about
    the primary strategies, safeguarding, first aid and assessment for learning. She has also
    undertaken training for 1 to 1 tuition for maths and English. She has made good use of the
    expertise of colleagues for the children in school who have special needs. As a school we
    have had advice about maths planning using the new framework and S planning has benefited
    from this.
   C22, C23, C24, C3, C16, C37b – S is up-to-date with the safeguarding policies and
    procedures and has undertaken child protection training online (along with the rest of the
    school). She knows who to ask for support. S has established safe and purposeful learning
    environments in which the children feel confident and secure. She will be undertaking maths
    recovery training this year and tutor training for ECaW.

   Theme 3 – Professional knowledge and understanding
         i)     Pedagogic practice
   C10 – Through further training and whole school support, S has continued to develop her
    understanding of teaching, learning and behaviour management strategies and is able to
    differentiate effectively. She would like further training on behaviour management across all
    the key stages. This is an appropriate target fro further development.
   C12 – S uses a range of assessment within each class and is able to give children immediate
    feedback verbally and using mini plenary within the lessons. Following the AfL training she has
    a better understanding and uses lesson evaluation effectively to inform her planning. She has
    begun to collect evidence for APP in her guided reading sessions.
   C15 – She has a secure knowledge of the different curriculum areas and has had more
    opportunities to make cross-curricular links.
   C17 –S makes good use of the IWB to support literacy, numeracy and other activities. She
    also makes good use of ICT in her planning and preparation.
                                                                                                  10
C19 –S has provided 1 to 1 tuition in English and maths for three children this year which had a
positive outcome on their SATs results. She also provides effective learning for children with special
needs
    C5 – S has had discussions with colleagues about the well-being of the children and how to
       raise their attainment, especially in numeracy.
    C18 – S has to teach the whole age range from 4 to 11 and has a good understanding of how
       they develop and make progress.
    C20 – S understands the roles of colleagues and has consulted the SENCO for those learners
       in her classes who have special needs. She will also begin maths recovery training in the
       autumn term.
    C25 – S was able to identify and support children whose well-being was affected by transition
       anxieties (she picked up on this during 1 to 1 tuition sessions) and she was able to make them
       feel more comfortable and confident.

    Theme 4 – Professional skills
   i)      Planning and assessment
    C26, C27 –S planning is very thorough, with effective learning sequences and an awareness
       of progression across a series of lessons. She also makes good use of ICT. Her numeracy
       and literacy plans show good differentiation.
    C31 – S is making effective use of assessment and monitoring strategies to set challenging
       learning objectives and is planning effectively for maths with another teacher for a shared
       class.
    C32, C33, C36 – S provides accurate and constructive feedback to learners, both verbally and
       through her marking and she also has to give feedback to colleagues. Feedback to learners is
       immediate in most lessons because of the nature of the lesson. There is an agreed need to
       further develop pupil responsibility in the application of their learning.
   ii)     Teaching
    C29a, C29b, C29d, C29e, C30 – Through formal and informal observations S has
       demonstrated a good range of teaching strategies and resources and uses questions and
       explanations effectively. She is able to modify and adapt her teaching very well to suit the
       needs of the learners across the whole age range. Her pace is good and she teaches
       engaging and motivating lessons.
    C34 – S is using assessment for learning strategies (giving verbal and written feedback) to
       ensure that she is diagnosing the children’s needs and to inform her future planning.
    C29c – S is beginning to develop her skills to enable learners to apply their new knowledge
       and skills in maths.

      Target
      C29C To further review and plan opportunities for pupils to apply and extend their learning in a
       range of contexts.

      Theme 5 – Developing practice
      C7, C8, C9, C35 –S evaluates her lessons and planning very carefully and is constantly
       looking for ways to improve her performance, either through consultation with colleagues or
       through other professional development. She is very quick to act upon advice and is not afraid
       to ask for help. She reviews her teaching and how it relates to the pupils’ progress and she is
       beginning to adapt her strategies accordingly. To build further on progress made, S needs to
       develop even more innovative ways to deliver key concepts.

      Target
      C35- To explore creative and alternative strategies to deliver key concepts.
                                                                                                    11
              S has been a real asset to the school this year. She is flexible and adaptable and is always
               enthusiastic about whatever she is asked to do.

    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
      •       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:
     Pease encourage comments!



    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 Headteacher/principal's mailbox and copied to the NQT and Induction Tutor.

    Signed: Head teacher/principal                                             Date



    Full name (CAPITALS)


    Signed: NQT                                                                Date



    Full name (CAPITALS)


    Signed: Induction tutor (if different from Head teacher/principal)         Date



    Full name (CAPITALS)



                                                                                                               12
Please send a copy to:
Dale Hill
Learning Improvement Service, Children’s Services
2nd Floor East, Bridge Mills, Stramongate,
KENDAL, LA9 4UB
Fax 01539 713148
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.
 • Full guidance on statutory induction can be found at:
    http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-
    qualified-teachers/nqt

 NQT’s personal details:
Full name                                            Former name(s) (where applicable)

Date of birth       DCSF/teacher reference number    National insurance number
                                 /
                                                                       DCSF institution number (if
Name of institution (e.g. school or college)                           applicable)
                                                                                       /
Appropriate Body receiving this report


Date of award of QTS:


Recommendation:
     The above named teacher’s progress indicates that he/she is making satisfactory progress
     towards meeting the Core Standards within the induction period.

                                                                                                   13
         The above named teacher’s progress indicates that he/she may not be able to meet the Core
         Standards for the satisfactory completion of the induction period.

         I confirm that the NQT has experienced support and monitoring in line with the statutory
         guidance.

    Date of the beginning of this assessment period:

    Number of terms completed during this assessment period (usually one term or
    two terms – see statutory guidance paragraphs 2.45 and 2.46):
    or
    Number of days completed during this assessment period (where the period is
    calculated in days – see statutory guidance paragraph 2.47 – 2.53):

    Date of end of 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 Core Standards:

          The Head teacher/principal or induction tutor should record, in the box below, brief details of
    the NQT’s progress against the Core Standards including:
        strengths;
        areas requiring further development, even where progress is satisfactory (for example aspects
          of the Core Standards which the NQT has yet to meet);
        evidence used to inform the judgements; and,
        targets for the coming term.

    In completing this box, use as headings either the three areas of the new Professional Standards
    Framework or the five themes as outlined in Supporting the induction process: TDA guidance for
    newly qualified teachers

          Comments must be in the context of and make reference to specific Core Standards.
          Please continue on a separate sheet if required.

     The three areas of the new Professional            The five Themes from Supporting the
     Standards Framework:                               induction process: TDA guidance for newly
       Professional Attributes                         qualified teachers:
       Professional Knowledge and                          Developing Professional and Constructive
         Understanding                                        Relationships
       Professional Skills                                 Working within the Law and Frameworks
                                                            Professional Knowledge and Understanding
                                                            Professional Skills
                                                            Developing Practice



                                                                                                       14





        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.
         •   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?
    

                                                                                                              15
I have discussed this report with the induction tutor and/or head teacher:       Yes          No
I have the following comments to make:




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 Headteacher/principal's mailbox and copied to the NQT and Induction Tutor.

Signed: Head teacher/principal                                         Date



Full name (CAPITALS)


Signed: NQT                                                            Date



Full name (CAPITALS)


Signed: Induction tutor (if different from Head teacher/principal)     Date



Full name (CAPITALS)



                  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
                                                                                                      16
Please send a copy to:
Dale Hill
Learning Improvement Service, Children’s Services
2nd Floor East, Bridge Mills, Stramongate,
KENDAL, LA9 4UB
Fax 01539 713148
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.
 • Full guidance on statutory induction can be found at
    http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-
    teachers/nqt
Recommendation:
     The teacher named below has met the Core Standards for the satisfactory completion of induction

     The teacher named below has not met the Core Standards for the satisfactory completion of
     induction

NQT’s personal details:
Full name                                               Former name(s) (where applicable)

Date of birth      DCSF/teacher reference number        National insurance number
                                 /
                                                                         DCSF institution number (if
Name of institution (e.g. school or college)                             applicable)
                                                                                         /

Appropriate Body receiving this report



Date of the beginning of the final assessment period:
Number of terms completed during the final assessment period (usually one term or
two terms – see statutory guidance paragraphs 2.45 and 2.46):

or

                                                                                                   17
    Number of days completed during the final assessment period (where the period is
    calculated in days – see statutory guidance paragraph 2.47 – 2.53):
    Date of end of 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 experienced support and monitoring in line with statutory
    guidance

    If a reduction to the number of days to be served by the NQT has been agreed with
    the appropriate body please include the number of days here (for more information
    on reductions see paragraph 3.2 of the guidance on statutory induction.


    Assessment of progress against the Core Standards:
    The Head teacher/principal or induction tutor should record, in the box below, brief details of the
    NQT’s progress against the Core Standards including:
       strengths;
       areas for further development
       evidence used to inform the judgements; and
       where appropriate, targets to be met.

    In completing this box, use as headings either the three areas of the new Professional Standards
    Framework, or the five themes as outlined in Supporting the induction process: TDA guidance for
    newly qualified teachers.

          Comments must be in the context of and make reference to specific Core Standards.
          Please continue on a separate sheet if required.

      The three areas of the new Professional           The five Themes from Supporting the
      Standards Framework:                              induction process: TDA guidance for newly
        Professional Attributes                        qualified teachers:
        Professional Knowledge and                         Developing Professional and Constructive
          Understanding                                       Relationships
        Professional Skills                                Working within the Law and Frameworks
                                                            Professional Knowledge and Understanding
                                                            Professional Skills
                                                            Developing Practice




                                                                                                          18





    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.
     •   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.

                                                                                                            19

    I have discussed this report with the induction tutor and/or head                Yes          No
    teacher/principal:
    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 Headteacher/principal's mailbox and copied to the NQT and Induction Tutor.

    Signed: Head teacher/principal                                         Date



    Full name (CAPITALS)


                                                                           Date
    Signed: NQT



    Full name (CAPITALS)


    Signed: Induction tutor (if different from Head teacher/principal)     Date



    Full name (CAPITALS)



                      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


                                                                                                         20
AN OVERVIEW OF THE INDUCTION PROCESS

Within four weeks of starting induction

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

        the school ensures that the LA’s NQT registration form is completed and that:

         o        you have proof of QTS (certificate of skills tests and QTS from the GTCE);

         o        the induction period and end date have been calculated (or, if you are unlikely to
                  finish induction in this post, a calculation of how much induction you will have
                  completed).

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

        the induction tutor has met with you and used your Career Entry and Development Profile
         (CEDP) as a starting point for planning your induction programme;

        key dates are established for regular induction meetings and formal assessment meetings;

        within four weeks of starting, you should be observed teaching and given feedback on your
         performance.

Within each half term, you should be:

        observed by the induction tutor;

        given feedback on your performance and the opportunity to discuss your progress;

        given the opportunity to observe an experienced teacher.

Just before the end of each term:6

        the ‘formal assessment’ meeting should take place;

        the appropriate assessment form should be completed;

        the form should be sent to the LA within 10 days of the meeting.

Just before the end of the induction period:

        the final assessment meeting takes place;

        the headteacher makes the final recommendation on the success of your induction year;

        the final form is completed, signed by the induction tutor, the headteacher and you;


6 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.
                                                                                                                        21
      the form is sent to the local authority which decides whether you have passed;

      the local authority writes to you shortly afterwards with the result
      the GTCE sends a certificate of induction a few months later.

During the year, a LA General Adviser (GA) may visit the school to discuss induction procedures
with the induction tutor and/or headteacher. If the school requests are if there are identified
concerns, they may observe you teach, give you feedback and provide a summary report to the
school which you are entitled to see. (Not all schools are visited).

During the year, it is recommended that you have at least one opportunity to observe an
experienced teacher in another school.

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.




                                                                                                  22
AN INDUCTION TIMETABLE CHECKLIST

Induction period one

Within the first four weeks

1.        The school completes the NQT registration form and sends it to Dale Hill, Learning and
          Improvement Service, Children’s Services, 2nd Floor East, Bridge Mills, Stramongate,
          Kendal, LA9 4UB, fax 01539 713148.
2.
          A ‘professional progress review’7 meeting where Career Entry and Development Profile
          (CEDP) and Transition Point Two materials are used to plan for the NQT’s development.
3.
          NQT is observed teaching at least once.

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

Before end of first term

5.        Second ‘professional progress review’ meeting.

6.        NQT is observed teaching at least once more.

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

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

9.        The first ‘formal assessment meeting’8 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 Learning Improvement Service within
                   10 working days of the assessment meeting.

                  Any concerns about the progress of the NQT are discussed with the link
                   General Adviser and/or the LA NQT Induction Co-ordinator.

Induction period two

Before end of first half term in second term/period

10.       At least one ‘professional progress review’ meeting with headteacher and/or induction
          tutor.

11.       NQT is observed teaching at least once.



7   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 paragraph 2.73ff.
8   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 paragraph 2.84ff.

                                                                                                                23
12.   Observation is discussed, a record kept and copied to the NQT.

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

Before end of second term/period

14.   At least one ‘professional progress review’ meeting with headteacher and/or induction
      tutor.

15.   NQT is observed teaching at least once.

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

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

18.   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 Learning Improvement Service within
             10 working days of the assessment meeting.

            Any emerging or continuing concerns about the progress of the NQT are
             discussed with the link General Adviser and/or the LA NQT Induction Co-
             ordinator.

Induction period three

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

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

20.   NQT is observed teaching at least once.

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

22.   NQT is given opportunity to observe teaching of experienced colleague(s) (in another
      school).

23.   NB Any continuing concerns that the NQT is unlikely to successfully
      complete induction are notified to the link General Adviser and the LA
      NQT Induction Co-ordinator. This must allow for at least six weeks for
      remedial action to be taken in conjunction with the LA.

Before end of third term/period

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

25.   NQT is observed teaching at least once.


                                                                                              24
26.   Observation is discussed, a record kept and copied to the NQT.

27    NQT is given opportunity to observe teaching of experienced colleague(s) (in another
      school).

28    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 Learning Improvement Service within 10 working days of the
             assessment meeting.

Completion of induction: LA tasks


29.   The NQT Monitoring Group will meet within 20 working days of receipt of induction
      final assessment form from school, the LA will decide whether 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 to the LA,
             written comment on headteacher’s recommendation up to 10 days after the
             completion of the form by the headteacher.

            Within three days of the decision, LA will inform in writing, the NQT, the
             headteacher, and the GTCE.

            If the decision is that the NQT has failed the induction year, then the appeals
             process will begin and the NQT will either be dismissed within 10 working days
             or retained until the result of the appeal is known.

For detail about procedures in the event that a school has recommended that the NQT has not
met the standard, refer to Statutory Guidance on Induction for Newly Qualified Teachers in England
DCSF-00364-2008 paragraph 2.106ff and Section 5, The Appeals Procedure.




                                                                                               25
WHAT MONITORING AND SUPPORT SHOULD BE PROVIDED?9

When compiling a programme of support, the induction tutor will need to consider arrangements
for you to:

        receive information about the school, the specific post and the arrangements for induction,
         in advance of the first day in post;

        meet with you to discuss your Career Entry and Development Profile (CEDP), and your
         individual strengths and development needs, and be given/agree a timetable of
         observations, reviews and assessment meetings;

        receive information about your rights and responsibilities and those of others involved and
         the nature and purpose of assessment in the induction period;

        participate in the school’s general induction arrangements for new staff;

        take part in any appropriate programme of staff training at the school, eg on the national
         literacy or numeracy strategies;

        know about any whole school 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;

        contribute, with other teachers and school staff, to specific school improvement activities;

        spend time with the school’s SENCO to focus on specific and general SEN matters;

        receive, where appropriate, training, development or advice from professionals from
         outside the school, eg from other schools, LAs, higher education institutions, Diocesan
         authorities, professional bodies and subject associations;

        take part in external training events that are relevant to your identified individual needs;

        be made aware of the school’s grievance procedures and locally agreed capability policy.

The monitoring and support programme for an NQT must include:10

        support and guidance from a designated induction tutor;

        the tutor should have the time and experience to provide the necessary support;

        observation of your teaching and follow-up discussion;

        professional reviews of progress;

        observation of experienced teachers.



9Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 paragraph 2.60ff.
10 See the checklist on page 35 onwards for a quick reference guide.




                                                                                                             26
            You should be given opportunities to observe experienced teachers to help develop good
            practice in specific areas of teaching. This could be in your own school or in another
            school where effective practice has been identified. The focus for the observation should
            relate to the requirements for satisfactory completion of the induction support programme
            and your objectives for development.

           Other targeted professional development activities

            Planned professional development activities should be based on your priorities for
            professional development during induction, taking into account the need to build on
            strengths, address new areas of need due to the particular post, and work towards meeting
            the Core Standards. In planning the activities that are needed to help you meet your
            objectives, you and your induction tutor will want to draw on your thinking at the end of
            initial teacher training, using the Career Entry and Development Profile. Your induction
            tutor should be focused on helping you to meet the Core Standards.


ASSESSMENT OF PROGRESS

Assessment observations11

How often should observations take place and what should be observed?

Your teaching should be observed during the first four weeks in post and thereafter at least once
in any six to eight week period, for example, once each half term. Where an NQT works part-
time, the interval between observations should be adjusted accordingly, but the first observation
should take place in the first half term. Observations should focus on particular aspects of your
teaching which are agreed in advance between you and the observer. The choice of focus for the
observations should be informed by (i) the requirements for the satisfactory completion of
induction and (ii) your objectives for career development.

Who can undertake observations apart from the induction tutor?

The induction tutor is likely to undertake most of the observations of your teaching. Other
people from within or outside the school who hold QTS may also be involved in observations: for
example teachers with particular specialisms or responsibilities such as Advanced Skills Teachers.
Such observations should be co-ordinated by the induction tutor and/or the headteacher.

What should follow an observation?

You and the observer should have a follow up discussion to analyse lessons observed.
Arrangements for follow up discussions to observations should be made in advance and a brief
written record should be made on each occasion. This record should relate to your objectives for
development and indicate where action should be taken. It should show any revisions of
objectives.




11   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 paragraph 2.70ff.



                                                                                                                 27
Professional reviews of progress12

How often should these take place?

Professional reviews of progress, at a discussion between you and the induction tutor, should take
place at intervals throughout the induction period. There should be at least one scheduled
professional review meeting in any six to eight week period, for example, every half term. (Where
an NQT works part-time, the intervals between professional review meetings should be adjusted
accordingly, but the first meeting should take place in the first half term and after that there should
be a meeting at least once a term).

What should these reviews involve?

These reviews should be informed by evidence of your work, for example, observation of
teaching. Objectives should be reviewed and revised in relation to the Core Standards and your
needs and strengths. A written record should be kept of progress towards objectives and any
new objectives set, as well as identification of the steps to be taken to support you in meeting the
objectives.

Formal assessment meetings13

How often should these meetings take place and who is involved?

Three formal assessment meetings should take place in the total induction period between you
and either the headteacher or the induction tutor acting on behalf of the headteacher. For full-
time NQTs in schools operating a standard three-term year, the assessment meetings should be
held towards the end of each term. In schools with a different pattern of terms, the assessment
meetings should be held at equivalent intervals (for NQTs working part-time and therefore
undertaking a longer period of induction, the first and second formal assessment meetings should
be distributed evenly and a review meeting should be held at least once each term).

What evidence should be used as the basis of evaluation in formal assessment meetings?

These meetings should be informed by written reports from at least two observations and two
progress review meetings that have taken place during the assessment period. Judgements should
be based on evidence that has been gathered systematically during the induction period and should
relate directly to the Standards for the award of QTS and the Core Standards. These can be
found in Appendix 1. Remember, you should be kept updated on how the induction tutor sees
your progress – there should be no surprises! Induction tutors must ensure that they tell the
NQT during the assessment meeting, the judgements to be recorded in the formal assessment
sent to the LA.

In addition to the reports and records mentioned above, further sources of evidence could
include:

           formal and informal assessment records for pupils for whom you have had particular
            responsibility, including test and/or examination results;

           information about liaison with others, such as colleagues and parents;

12   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 paragraph 2.73ff.
13   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 paragraph 2.84ff.



                                                                                                                 28
           your lesson plans, records and evaluations;

           your self-assessment and records of professional development.

This evidence should emerge from your everyday work as a teacher and from your support
programme, rather than being compiled solely for assessment purposes: there is no requirement
or expectation that you maintain a file of detailed evidence against each of the standards.
However, the school and you may agree that you will want to collect more evidence in areas
where you or your induction tutor are concerned about your progress, so that any additional
support that may be needed can be better identified.

Completing NQT induction assessment forms14

Following the first two formal assessment meetings, the prepared form should be completed by
the headteacher (or the induction tutor acting on behalf of the headteacher). These reports
should clearly indicate whether, at the time of each assessment, you are judged to be making
satisfactory progress toward completing your induction support programme successfully by the
end of the induction period.

The judgement at the end of each term is a summary of progress being made at the time of the
assessment. It is not a declaration that you have either ‘passed’ or ‘failed’ that period of induction,
so there is no system of ‘two fails and you’re out’: provided you are meeting the standards by the
end of the induction period, you can still be recommended to pass.

You are encouraged to add your comments on the summary of progress presented in the form in
the section entitled “NQT’s comments.”

The headteacher, the induction tutor and you should sign the assessment form (signing the form
indicates that the school has shared the form with you, not that you agree with everything they
say!). It should be sent to the Appropriate Body within ten working days of each summative
assessment meeting. If, for any reason, any of the parties should refuse to sign the form, the
headteacher should still send it to the Appropriate Body within ten working days, with a note
explaining why the form has not been signed.

A copy of the completed report should be given to you and one is retained by the headteacher.

Where you are deemed not to have completed your induction satisfactorily, the school should
retain the evidence for that judgement until any appeal process is completed, and the General
Teaching Council for England (GTCE) has confirmed that you have either had full registration
confirmed, been de-registered, or have had your induction period extended.

Please ensure that all assessment forms are completed in full. Missing or inaccurate
information may cause a delay in the LA’s decision.




14   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 paragraph 2.92ff.



                                                                                                                 29
What if I leave before I have completed my induction?15

The school must complete an interim assessment form before you leave so that the information
can be used by your new school to help ensure your induction programme meets your needs. All
the induction assessment forms can be downloaded from the Cumbria website at:
http://www.cumbria.gov.uk/childrensservices/educationandlearning/informationforschools/nqts.asp
They are also included in this booklet


SUPPORT FROM THE LOCAL AUTHORITY’S LEARNING IMPROVEMENT
SERVICE

In its role as Appropriate Body the LA has two key responsibilities:

      to assure itself that the schools for which it is the Appropriate Body understand, and are able
       to meet, their responsibilities for monitoring, support and guidance and for undertaking a
       rigorous and equitable assessment of the NQT; and

      to decide, in the light of the headteacher’s recommendation, whether an NQT has
       satisfactorily completed the induction period, and to communicate this decision to the NQT,
       the headteacher and the GTCE. (until 31 March 2012)

The LA has the responsibility of deciding whether you have successfully passed your induction
year. This decision is based largely on the recommendation the LA receives from the school,
along with the assessments and other information supplied by the school during the year.

To help it make this decision, the LA monitors the induction programme provided by schools, and
offers advice, support and training to induction tutors and NQTs, as well as other staff involved in
the process, such as mentors and headteachers.

What does the local authority do?

The LA carries out the following in all schools where there is a registered NQT:

           keeps a record of the name, DFE reference number, date of birth and national insurance
            number of each NQT for whom it is the Appropriate Body, and the stage of the induction
            period which each NQT has reached, based upon information from headteachers;

           carries out termly checks that any NQTs employed by the school are registered for their
            induction period and ensure their eligibility for induction;

           liaises with other LAs as appropriate about an NQT employed on a part-time basis in more
            than one school at the same time;

           provides a CCPD programme for the development of induction practice and for NQTs’
            professional development;

           ensures provision of additional support to any school which needs it where an NQT is
            struggling to meet the required standards;


15   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 paragraph 2.89ff.



                                                                                                                 30
      provides a named contact on induction matters at the LA, with whom NQTs may raise
       issues about their induction programme where these cannot be resolved satisfactorily
       within the school; (Hilary Peatfield)

      makes sure that it is fully aware of the circumstances where any assessment forms have not
       been submitted or signed;

      retains the assessment reports received on an NQT until the GTCE has confirmed that the
       NQT will remain registered or has been removed from the register, following the end of
       the induction period and, where relevant, any appeal process;

What happens when the LA carries out a monitoring visit?

In a sample of schools, the LA carries out monitoring visits to check the quality of the induction
process. This may include an observation of your teaching, if the school has requested this at an
additional cost or if there are concerns about the induction or your progress. Please note that if
you are in an academy which has an agreement with the LA to act as the Appropriate Body, a
monitoring visit will be compulsory.

      Induction visits usually take place in the spring or summer terms.

      NQT visits are usually carried out by one of the General Advisers attached to the area
       team. Where necessary, the visit is carried out by a relevant subject specialist.

      The General Adviser contacts the school to arrange a visit, and to negotiate with the
       school, a timetable that will allow for:

       o      scrutiny of NQT records – registration records, assessment forms, a sample of the
              induction tutor’s lesson observation records, the timetable for induction support,
              the induction programme itself;

       o      discussion with the headteacher about key aspects of induction as a leadership and
              management issue, and to monitor the use of devolved funding;

       o      discussion with the induction tutor (where this is not the headteacher) about the
              detail of induction processes and the assessment of NQT progress;

       o      discussion with the induction co-ordinator (where one is in post) about their role
              in supervising induction tutor/mentor practices;

       o      if an observation is required, a joint SIO/induction tutor lesson observation of one
              NQT of not less than 30 minutes. The main purpose is to validate the accuracy of
              the tutor’s judgement, rather than provide a definitive external judgement of the
              NQT’s competence. Time will need to be allowed for moderation of judgements
              before feeding back to the NQT. Primary teachers should choose the session.
              Secondary teachers should choose their preferred subject;

       o      a review of the lesson with the teacher and a discussion about induction support (at
              least 30 minutes, preferably not during the teacher’s break or lunch);

       o      Summary feedback to the headteacher to confirm the outcomes of the visit;




                                                                                               31
       o      Provision of a written report which will focus on the quality of induction processes,
              although there will be reference as appropriate to the quality of the NQT’s teaching
              where this has been observed (and a separate copy of the observation record
              provided for the NQT). Induction will be signed off as ‘secure’ or ‘not secure’ and
              become an issue for improvement and support where it is not. If the General
              Adviser has concerns these will be shared with the school and the NQT and a
              second visit will be made.

      It must be emphasised that where the LA believes, as a result of monitoring activity in the
       school that an NQT should be observed in the classroom, this overrides the sampling
       criteria.

      If a school requests an observation, this should be negotiated as part of the support for
       that school. General Advisers would not routinely agree to observe an NQT, simply
       because a school has requested it.

      The discussions with senior staff could be carried out together. Discussions with NQTs
       must be carried out with each one separately.


Monitoring Group

To support this process, the LA has established the NQT Monitoring Group which 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 LA through the assessment forms;

      monitor the support provided by the LA in response to requests from schools for further
       information, advice, guidance and support to their NQTs;

      carry out the duty of the appropriate body (the LA) to make the final decision, based on
       schools’ recommendations as to whether an NQT has successfully completed induction.

This will comprise at least two General Advisers, , one headteacher/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 may
also attend if requested by the group.

For this group to be effective, schools will need to ensure that they accurately complete interim
and final assessment forms and submit them to the LA according to the timescales in the DCSF
guidance (2008).

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 “may not be able to meet the requirements…” (page 1, DCSF
assessment form) then it is better that this is made clear to the NQT so that further
action can be taken, than that a recommendation is delayed and an NQT be left
assuming the best or fearing the worst. Such a recommendation is not regarded as a
final, irrevocable decision.




                                                                                                32
Role of the LA “named person”

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 carrying out NQT observations. NQTs should be reassured that making
contact will not in any way prejudice the decisions made about their progress.

Contact details are as follows:

Hilary Peatfield, Workforce Development Adviser, Children’s Services. Telephone: 01539 713450,
fax: 01539 713148, e-mail: hilary.peatfield@cumbria.gov.uk

Funding

Each school receives £157216 per term per full-time NQT to help cover the costs of the induction
programme. This funding will be paid directly to schools at the beginning of the financial year, thus
reimbursing expenditure incurred in providing statutory support for the NQT. At the time of
producing this guidance, funding arrangements are under review and any changes will be
communicated to schools. Expenditure might comprise:

          release of the NQT from timetable for the equivalent of an additional 10% per week;
          allowing the NQT to visit and observe other teachers teaching;
          visiting other schools;
          attending relevant CCPD;
          regular meetings with a nominated induction tutor;
          give time to the headteacher and/or the induction tutor to work with, support and observe
           the NQT.

Additional support and guidance

The first point of contact for schools needing assistance with supporting their NQT is the school’s
link General Adviser (GA). This officer will consult with the school and assist with any
arrangements that need to be made to secure the best support available. For example, an
Advanced Skills Teacher, or General Adviser may be able to work alongside the NQT, or provide
advice to the induction tutor. Where issues arise about induction processes and procedures,
these may be referred to the LA’s NQT induction co-ordinator who is also a General Adviser.

Additionally, the LA will provide professional development opportunities through conferences,
meetings and briefings to NQTs and their induction tutors. The programme of conferences and
support sessions currently planned is published at:
http://www.cumbria.gov.uk/childrensservices/educationandlearning/informationforschools/ccpd.asp
All NQTs are entitled to access the same range of professional development opportunities as
other staff in the school.




16
     Figure for 2009-2010 academic year.



                                                                                                  33
It is essential that where a school believes that an NQT is not making progress and is
at risk of failing to meet the standards, this is discussed with either the school’s link
General Adviser or the LA NQT Induction Co-ordinator. The purpose of the
discussions would be to:

     plan for a higher level of support from the school;

     arrange for any relevant additional support from the LA;

     ensure the NQT fully understands their progress, the consequences of failure
      to reach the standard, and their options prior to, and following failure.




                                                                                      34
         CHECKLIST: LA RECOMMENDED PRACTICE IN INDUCTION

My job

1. I received the following information before I started at the school:

          school timetables;

          schemes of work;

          copies of strategy frameworks;

          information about the pupils (assessments/records etc);

          staff handbook;

          other information about the school.

2.   I have a contract that is clear and straightforward to understand.

3.   For part-timers (and those who started mid-term): I know when I will finish my
     induction period.

4.   I have a clear and appropriate job description.

5.   I have a timetable that includes 10% NQT time and 10% PPA time.

6.   I have been given appropriate support for any extra responsibilities I agreed to take
     on.

7.   I have been given time to read and discuss these ‘staff handbook’ policies and
     procedures:

          safeguarding and child protection (I know who the child protection co-
           ordinator is and what to do about concerns);

          parent contact procedures;

          behaviour policy (rules/rewards/sanctions);

          sickness and absence policy (I know what to do when I have to report in
           sick/request an absence);

          health, safety and emergency (first aid/fire drill/risk assessments).

My induction tutor

8.   I have been assigned an induction tutor and/or mentor.

9.   My induction tutor and I have had formal assessment meetings.

10. I have regular planned contact with my induction tutor.


                                                                                             35
11. Meetings with my induction tutor are arranged in advance to an agreed timetable.

12. I have easy informal access to my induction tutor.

13. My induction tutor is supportive, constructive and sympathetic to my needs.

14. I have been observed teaching by my induction tutor (and/or other experienced staff
    as appropriate) and given helpful feedback.

Assessment and progress

15. My initial development targets were built on the CEDP I had brought from college.

16. I clearly understand what my strengths are and what areas I have to develop.

17. It has been made clear to me how I need to improve, and support has been planned to
    help me get there.

18. It has been made clear to me that I am/am not making appropriate progress towards
    successful completion of my induction.

My professional development

19. I have observed others teach and learned from it.

20. I have been taking part in and learned from in-school professional development
    activities, for example, twilights, development days etc.

21. I have the same opportunity to attend courses as other staff.

22. I have had support to plan for my development next year (if appropriate).

Other support

23. I have easy access to the resources that were in school.

24. I am provided with support for planning.

25. I am able to access a network of other NQTs.

26. My headteacher is available and supportive.

27. I feel able to turn to other colleagues for advice as well as my induction tutor.

28. My contributions to school and staff activities, and to staff meetings are welcomed.

29. When I have a problem, I feel it is dealt with fairly.

30. The LA induction booklet contains useful information.




                                                                                           36
31. I have begun to maintain a portfolio that helps me record and plan for my professional
    development.

32. As appropriate, I have had access to additional LA advice and support, for example,
    advanced skills teachers, school improvement officers, leading teachers.

33. I feel that I can have access to the LA ‘named contact’ if I need it.




                                                                                             37
LEARNING IMPROVEMENT SERVICE

NQT INDUCTION AND SUPPORT: MONITORING VISIT RECORD



School:                                                                   DCSF number:

LA officer:                                                               NOR:
SIP                                                                       Support level:
No of registered NQTs:                                                    Date of visit:

SUMMARY JUDGEMENTS

Has the school verified the information provided on the NQT registration forms?
Eg that the NQT has passed the skills tests, does have QTS and agreed the date when the induction period will end




Does the school have any concerns about any of the NQT(s)?
Provide details as necessary




Does the school’s induction programme provide appropriate support to the NQT(s)?
Give details where there are shortcomings




Does the school monitor effectively, the progress of the NQT(s) against the Standards?
Give details where there are shortcomings




Where there has been an NQT lesson observation, do the school and LA judgements
broadly agree? Give details where there is a discrepancy



Details of additional support to be provided from LIS for any NQT(s) who are not making
satisfactory progress (include date for second visit)



Agreed actions – school



Agreed actions – LA




                                                                                                           38
 COMMENTARY

 The arrangements for providing for NQT induction and PPA time:
 Induction time clearly written into timetable? Cover arrangements? Any shortfall in what is required?




The induction and professional development programme:
Use the attached checklist as a prompt for discussion and evaluation with both the headteacher / induction tutor and the NQT




Evidence of school’s monitoring of progress towards meeting the Core Standards:
What evidence is there? Comment on the quality of the evidence and the judgements the school has made.




Summary of discussion with the NQT:
Use the attached checklist as a prompt for discussion and evaluation with the NQT




The use of devolved funding
Equivalent to approx £4600 per full-time NQT, pro rata for part-timers: can be spent on the NQT and on other staff
carrying out duties or receiving training for induction purposes.




                                                                                                                          39
                                      NQT LESSON OBSERVATION


Name of NQT:

School:

Subject / content / topic observed:

LA officer:                                                                      Date:
                                          Size   of                              Ability       of
Year group:                               class:                                 pupils:


Summary of feedback to the NQT (and to the school) after the lesson observation
(Use the QTS and Core Standards aide-memoire as a basis for judgements)




Strengths     (where at least satisfactory progress towards the Standards is observed)




Areas for development           (to ensure satisfactory progress towards the Standards, or better)




Are any of the areas for development a cause for concern that the NQT may not meet
the standard?




                                                                                                     40
USING THE CAREER ENTRY AND DEVELOPMENT PROFILE

The NQT’s college should have provided them with the latest version of the TDA’s CEDP. This
takes the form of a ring binder and card dividers, together with guidance on how to make best use
of the CEDP material (which is only available online).

The online CEDP can be found at http://www.tda.gov.uk/teacher/nqt-induction.aspx

Some of the material has been extracted here to provide induction tutors with some initial
guidance about using the CEDP.

What is the CEDP?17

The CEDP is primarily available as a package of online materials. These webpages provide
information on the CEDP and induction in general. Here the NQT can find descriptions of the
processes that they will be undertaking at each of the three transition points, as well as prompt
questions to help guide their thinking.

In addition, these online materials have interactive elements. Transition points one, two and
three; as well as sample formats for recording the NQT’s responses, setting objectives, and
writing action plans can all be downloaded as Microsoft Word documents.

The NQT can use these to record their responses to the questions posed by the profile. They
can save drafts, cut and paste from other documents, and attach them to e-mail.

The NQT may want, as part of this process, to produce new material or collect existing evidence.
The online package is therefore supported by a structured hard-copy folder, into which the NQT
can “build” their profile. In this folder the NQT can keep their responses at each transition point,
collect evidence from existing sources, or record where evidence can be found elsewhere.

The profile:

        is focused on the NQT;
        supports the ongoing process of reflection and review;
        is structured as a working resource;
        suggests prompt questions that can be asked at key transition points;
        encourages flexibility; and
        can be used as part of other profiling or recording systems that the NQT’s ITT
         provider/school/LA or other organisation might introduce them to.

It helps the NQT to:

        build on their achievements and identify their professional development needs;
        make links between their ITT, induction and continuing professional development;
        prepare for meetings with their tutors and induction tutor; and
        set their current priorities in the wider context of career and professional development..



17This advice taken from the TDA website and the recently revised documents Supporting Induction for Newly Qualified Teachers
(October 2003) and The Role of the Induction Tutor (October 2003). Schools should use the links to refer to the detail of each
booklet and to explore the online resources produced by the TDA to assist schools in making the best use of the CEDP.



                                                                                                                          41
It helps their ITT provider to:

       prepare the NQT to play an active role in their induction period.

It helps the NQT’s school to:

       understand their strengths and experiences by the end of ITT;
       support their professional development;
       support constructive dialogue between NQTs and induction tutors; and
       make links between induction, continuing professional development and performance
        management.

The Career Entry and Development Profile is not:

       the record of their progress towards meeting the QTS or Core Standards. It should not
        be used as an assessment tool;
       a reference or testimonial; or
       an isolated document. The NQT’s Profile should be used as part of, and to support, the
        other professional development processes, tools and records the NQT will use.

Using the CEDP

The Career Entry and Development Profile (CEDP) helps the NQT to make constructive
connections between initial teacher training, induction and the later stages of their professional
development as a teacher.

Specifically it:

       helps the NQT focus their reflection on their achievements and goals in the earliest stages
        of their teaching career; and
       helps to guide the processes of reflection and collaborative discussion about the NQT’s
        professional development needs which will take place as part of their initial teacher training
        and induction programmes.

It therefore plays a central role in the statutory induction requirements for NQT’s and is part of a
framework within which individual teachers can plan their professional development through their
careers.

NQTs are expected to use Transition Point One of the CEDP at the end of initial teacher training
to review their progress and think about future development. They are similarly expected to
share their CEDP with their school at the start of induction, and to use Transition Point Two for
discussing their professional development with their induction tutor.

At the end of their induction period, Transition Point Three can be used to reflect on the
induction period and think about the future. The NQT may wish to continue using the CEDP
approach in their ongoing professional learning and development.




                                                                                                   42
Transition Point One

Towards the end of their initial teacher training (ITT) programme, they will already have used
Transition Point One of the CEDP to reflect on their progress to that point, to identify the
strengths in their practice, and to think about where they would most value additional experience
and development opportunities in the future. The CEDP asks them to record the key points from
these discussions in some form, and this record will be useful in thinking about NQTs’ needs
during induction.

Transition Point Two

NQTs and their induction tutor should then revisit these issues at the start of the induction
period in the light of:

      the particular knowledge, understanding and skills needed to perform well in this specific
       teaching post;
      the requirements for the satisfactory completion of the induction period;
      the NQT’s personal aims for longer-term professional development.

Transition Point Two of the CEDP can be used to prepare for and to structure this discussion.

Transition Point Three

Towards the end of induction, you will support the NQT to look back on their induction period,
reflect on their progress during induction and think about their aspirations for their continuing
professional development.


THE ROLE OF THE MENTOR

It is important to distinguish between the related roles of mentor and induction tutor even though
these roles may be carried out by the same individual. The induction tutor has a specific set of
responsibilities and tasks to undertake and these have been clearly identified in the earlier sections
of this guidance document. The purpose of this section is to explore those professional
characteristics which are usually associated with the role of mentor. Much of this guidance is
extracted from the 2001 version of the TDA’s The Role of the induction tutor. The revised version
can be obtained from the TDA by quoting the ref TEA0150 and should be ordered along with the
four booklet pack Supporting Induction for NQTs. These documents can also be downloaded from
the following TDA website address:

http://www.tda.gov.uk/teacher/nqt-induction.aspx.

The teacher-mentor link can have a profound impact on professional development and
professional satisfaction:

      ideally, all teachers should have a named professional mentor for in-school support;

      the role of the mentor is to oversee and guide the teacher’s professional development but
       not to overtly monitor or evaluate performance (though this may be agreed as an aspect of
       performance management if appropriate);




                                                                                                  43
     the mentor should allow the teacher’s own professional needs to lie at the heart of the
      support provided;

     the school/mentor/teacher should negotiate and agree how the teacher-mentor support is
      to be provided and how any funding for support is to be best used;

     the mentor/teacher should agree a professional development plan at the start of each year
      to outline the support to be provided;

     these processes and plans should be merged with those for performance management
      wherever this is appropriate and agreed by the teacher.

Mentoring: qualities of effective mentors

     Confident in their understanding of the characteristics of high quality learning and teaching
      in the classroom.

     Aware of how different learners learn and able to recognise the different learning styles.

     Confident about their own teaching.

     Open minded and receptive to new ideas and approaches.

     Experienced in evaluating, including through classroom observation.

     Good communicators who are genuinely committed to supporting the development of
      others.

     Prepared to acknowledge their own development needs and take steps to address them.

     Able to use a range of helping strategies, including providing constructive feedback and
      engaging in positive dialogue.

     Respect new teachers as professionals.

     Encourage and enable teachers to take increasing responsibility for their own development.

     Recognise and celebrate achievements.

     Are open and honest about areas for improvement.

     Support teachers in making the identified improvements.

     Are aware of the strategies that can be used to provide additional support if a teacher is
      experiencing difficulties.

     Support the process by efficient time management and record keeping.




                                                                                                   44
Mentoring: qualities valued by teachers

     Friendly, approachable.

     Open and honest.

     Trustworthy.

     Good listeners.

     Knowledgeable.

     Well organised.

     Well informed.

     Objective.

     Proactive.

Mentoring: effective review prompts

     I was interested to see …

     I was impressed with the way you …

     Talk me through …

     It was effective when you …

     What do you think was the effect of …?

     What would help you to …?

     Have you considered …?

     How else might you …?

     Would it be a good idea to …?

     So do we both agree that …?

     Let’s summarise what went well and what needs to happen to support you now …




                                                                                     45
Skills for mentoring

     Listening.

     Giving feedback.

     Observing practice.

     Coaching.

     Counselling.

     Motivating.

     Diagnosing feedback.

     Assessing materials for suitability.

     Encouraging review and reflection.

     Encouraging professional independence.

     Constructive evaluation.

     Guiding.

     Advising.

     Leading by example.

     Supporting.

     Praising.




                                               46
USEFUL CONTACTS AND LINKS

Department for Education (DFE)

   For general enquiries regarding this guidance please contact:

    Tel: 0870 000 2288
    Web: http://www.education.gov.uk/schools/careers/traininganddevelopment


   For information on Teachers’ Pay and Conditions, please contact:

    Tel: 0870 001 2345
    Web: http://www.education.gov.uk/schools


   For information on the legal duties of schools not to discriminate against disabled
    children please visit the website below:

    http://www.equalityhumanrights.com/


The Training and Development Agency (TDA):

   For information and publications regarding induction you can contact the TDA at:

    Tel (enquiries): 0300 065 6526
    Tel (publications): 0845 6060 323
    Email: induction@tda.gov.uk
    Web (general): www.tda.gov.uk
    Web (induction): http://www.tda.gov.uk/teachers/induction.aspx

   For information on assessment against the QTS and Core Standards, by teachers
    who have qualified outside of the European Economic Area, please contact the
    TDA Overseas advice line on:

    Tel: 0845 6000 991
    http://www.tda.gov.uk/get-into-teaching/teacher-training-options/overseas-trained-teacher-
    programme.aspx

General Teaching Council for England:

   For information regarding your induction certificate; registration as a teacher with QTS;
    and applications (by teachers who are European Economic Area nationals) for the
    award of QTS, please contact:
    Tel: 0370 001 0308
    Fax: (0121) 345 0100
    E-mail: tqanswer@gtce.org.uk
    Web: www.gtce.org.uk/




                                                                                                 47
    If you are the employer of a teacher(s) and wish to check that they have been awarded QTS, please
    contact the email address below to receive the relevant forms:
    employeraccess@gtce.org.uk

   For information on teaching and induction in Scotland, please contact the General
    Teaching Council for Scotland (GTCS)
    Tel: 0131 314 6000
    Fax: 0131 314 6001
    Email: gtcs@gtcs.org.uk
    Web: http://www.gtcs.org.uk


   You can also contact the General Teaching Council for Wales (GTCW) at:

    Tel: 029 2055 0350
    Fax: 029 2055 0360
    e-mail: information@gtcw.org.uk
    Web: www.gtcw.org.uk

Education Departments Outside of England:

   You can contact the Department for Education Northern Ireland at:

    Tel: 028 9127 9279
    Fax: 028 9127 9100
    Email: mail@deni.gov.uk
    Web: www.deni.gov.uk

   For information on teaching and induction in Wales, please contact:

    Tel: 029 2082 3205 or 029 2080 1389
    Email: inductioninfo@wales.gov.uk
    Web: www.cymru.gov.uk

Teaching unions:

   National Association of Head Teachers (NAHT)
    Tel: 01444 472472
    Email: info@naht.org.uk
    Web: www.naht.org.uk

   National Union of Teachers (NUT)
    Tel: 020 7388 6191
    Web: www.teachers.org.uk/index.php

   National Association of School Masters Union of Women Teachers (NASUWT)
    Tel: 0121 453 6150
    Email: nasuwt@mail.nasuwt.org.uk
    Web: www.teachersunion.org.uk/homepage.asp?NodeID=42710




                                                                                                  48
   Association of School and College Leaders (formerly Secondary Heads Association
    (SHA))
    Tel: 0116 299 1122
    Email: info@ascl.org.uk
    Web: http://www.ascl.org.uk

   Association of Teachers and Lecturers (ATL)
    Tel: 020 7930 6441
    Email: info@atl.org.uk
    Web: www.askatl.org.uk

   Voice
    Tel: 01332 372337
    Email: enquiries@voicetheunion.org.uk
    Web: http://www.voicetheunion.org.uk/

Other useful sites:

   The Independent Schools Council Teacher Induction Panel (ISCTIP):
    Tel: 020 7766 7070
    Web: www.isc.co.uk

   For practical and emotional support for teachers and lecturers (both serving and
    retired) and their families, regardless of age, length of service or union affiliations
    you can contact the Teacher Support Network:
    Tel: 08000 562 561
    Web: http://www.teachersupport.info/

   Cumbria Continuing Professional Development

    Tel: 01228 226089
    Website:
http://www.cumbria.gov.uk/childrensservices/educationandlearning/informationforschools/ccpd.asp

    Cumbria County Council – NQT information

    Contact: Dale Hill, General Adviser
    Tel: 01539 713496
    Fax: 01539 713148
    Website:
    http://www.cumbria.gov.uk/childrensservices/educationandlearning/informationforschools/nqts.
    asp

   For frequently asked questions:

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




                                                                                              49
                                                                                                         Appendix 1


PROFESSIONAL STANDARDS FOR TEACHERS IN ENGLAND FROM SEPTEMBER 2007

Introduction

What the standards cover

The framework of professional standards for teachers defines the characteristics of teachers at each career
stage. Specifically it provides professional standards for:

        The award of Qualified Teacher Status (QTS) (Q).
        Teachers on the main scale (core) (C).
        Teachers on the upper pay scale (post threshold teachers) (P).
        Excellent teachers (E).
        Advanced Skills Teachers (ASTs) (A).

Professional standards are statements of a teacher’s professional attributes, professional knowledge and
understanding, and professional skills. They provide clarity of the expectations of each career stage. The
standards are not to be confused with and do not replace the professional duties contained in the
School Teachers’ Pay and Conditions document, which sets out the roles and responsibilities of teachers.

Set out over the next few pages are the Core Standards, arranged in three interrelated sections covering:

a. professional attributes
b. professional knowledge and understanding
c. professional skills

How the standards will be used

The standards will provide the framework for a teacher’s career and clarify what progression looks like. As
now, to access each career stage a teacher will need to demonstrate that he/she has met the relevant
standards.

The standards clarify the professional characteristics that a teacher should be expected to maintain and to
build on at their current career stage. After the induction year, teachers would be expected to continue to
meet the core standards and to broaden and deepen their professional attributes, knowledge, understanding
and skills within that context.

The standards will support teachers in identifying their professional development needs. Where teachers
wish to progress to the next career stage, the next level of the framework provides a reference point for all
teachers when considering future development. Whilst not all teachers will necessarily want to move to the
next career stage, the standards will also support teachers in identifying ways to broaden and deepen their
expertise within their current career stages.

All teachers should have a professional responsibility to be engaged in effective, sustained and relevant
professional development throughout their careers and all teachers should have a contractual entitlement to
effective, sustained and relevant professional development throughout their careers. There should be a
continuum of expectations about the level of engagement in professional development that provides clarity
and appropriate differentiation at each career stage. The expectations about the contribution teachers
make to the development of others should take account of their levels of skills, expertise and experience,
their role within the school, and reflect their use of up-to-date subject knowledge and pedagogy18.


18Extract from the Rewards and Incentives Group (RIG) evidence (Section 9 ‘The New Teacher Professionalism) to the STRB on
25 May 2005.

                                                                                                                      50
All qualified teachers in maintained schools and non-maintained special schools are required to be registered
with the GTCE. To maintain registration they must uphold the GTCE’s Code of Conduct and Practice for
Registered Teachers.

The recommendation for the award of qualified teacher status and registration with the GTCE is made by an
accredited Initial Teacher Training (ITT) provider following an assessment which shows that all of the QTS
standards have been met. The newly qualified teacher (NQT) may then begin the induction period. NQTs
will not be required to meet fully the core standards until the end of their induction period. The core
standards underpin the all the subsequent standards and, where there is no progression at subsequent
career stages, are valid at all points of teachers’ careers within both their immediate workplace and the
wider professional context in which they work. Each set of standards builds on the previous set, so that a
teacher being considered for the threshold would need to satisfy the post-threshold standards (P) and meet
the core standards (C).

The framework of standards is progressive, reflecting the progression expected of teachers as their
professional attributes, knowledge and understanding and skills develop and they demonstrate increasing
effectiveness in their roles.

All the standards are underpinned by the five key outcomes for children and young people identified in
Every Child Matters and the six areas of the Common core of skills and knowledge for the children’s workforce.
The work of practising teachers should be informed by an awareness, appropriate to their level of
experience and responsibility, of legislation concerning the development and wellbeing of children and young
people expressed in the Children Act 2004, the Disability Discrimination Acts 1995 and 2005 and relevant
associated guidance, the special educational needs provisions in the Education Act 1996 and the associated
Special Educational Needs: Code of Practice (DfES 2001), the Race Relations Act 1976 as amended by the Race
Relations (Amendment) Act 2000, and the guidance Safeguarding children in education (DfES 2004).

The professional 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.

Note on the terminology used in the standards

       The term ‘learners’ is used instead of ‘children and young people’ when learning per se is the main
        focus of the standard. It refers to all children and young people including those with particular
        needs, for example, those with special educational needs, looked after children, those for whom
        English is an additional language, those who are not reaching their potential or those who are gifted
        and talented.

       The term ‘colleagues’ is used for all those professionals with whom a teacher might work. It
        encompasses teaching colleagues, the wider workforce with an educational establishment, and also
        those from outside with whom teachers may be expected to have professional working
        relationships, for example early years and health professionals and colleagues working in children’s
        services.

       The term ‘classroom’ is used to encompass all the settings within and beyond the workplace where
        teaching and learning takes place.

       The term ‘workplace’ refers to the range of educational establishments, contexts and settings (both
        in and outside the classroom) where teaching takes place.

       The term ‘subjects/curriculum areas’ is used to cover all forms of organised learning experienced
        across the curriculum. For example, areas of learning in the foundation stage, broad areas of
        curricular experience and learning through play in the early years, thematically structured work in
        the primary phase, single subjects vocational subjects and cross-curricular work in the 14-19 phase.


                                                                                                         51
      The term ‘lessons’ or ‘sequences of lessons’ are used to cover teaching and learning activities
       wherever they take place, whatever their nature and length, and however they might be organised,
       and are applicable to all educational phases and contexts.

      Where the phrase ‘parents and carers’ is used, it is understood that the term ‘parents’ includes both
       mothers and fathers.

      The term ‘wellbeing’ refers to the rights of children and young people (as set out, and consulted
       upon in the Every Child Matters Green Paper and subsequently set out in the Children Act 2004), in
       relation to:

       o     Physical and mental health and emotional wellbeing.
       o     Protection from harm and neglect.
       o     Education, training and recreation.
       o     The contribution made by them to society.
       o     Social and economic wellbeing.

       The term ‘personalised learning’ means maintaining a focus on individual progress, in order to
        maximise all learners’ capacity to learn, achieve and participate. This means supporting and
        challenging each learner to achieve national standards and gain the skills they need to thrive and
        succeed throughout their lives. ‘Personalising leaning’ is not about individual lesson plans or
        individualisation (where learners are taught separately or largely through a one to one approach).

The TDA has provided a separate guidance document showing how the standards can be used to help
identify specific aspects of professional development.


Teachers should meet the following core standards (C) at the end of the induction period and continue to
meet them throughout their teaching career:

Professional attributes

Relationships with children and young people

C1     Have high expectations of children and young people including a commitment to ensuring that they
       can achieve their full educational potential and to establishing fair, respectful, trusting, supportive
       and constructive relationships with them.

C2     Hold positive values and attitudes and adopt high standards of behaviour in their professional role.

Frameworks

C3     Maintain an up to date knowledge and understanding of the professional duties of teachers and the
       statutory framework within which they work, and contribute to the development, implementation
       and evaluation of the policies and practice of their workplace, including those designed to promote
       equality of opportunity.

Communicating and working with others

C4a)   Communicate effectively with children, young people and colleagues.

C4b)   Communicate effectively with parents and carers, conveying timely and relevant information about
       attainment, objectives, progress and wellbeing.

C4c)   Recognise that communication is a two way process and encourage parents and carers to participate
       in discussions about the progress, development and wellbeing of children and young people.


                                                                                                          52
C5     Recognise and respect the contribution that colleagues, parents and carers can make to the
       development and wellbeing of children and young people, and to raising their levels of attainment.

C6     Have a commitment to collaboration and co-operative working.

Personal professional development

C7     Evaluate their performance and be committed to improving their practice through appropriate
       professional development.

C8     Have a creative and constructively critical approach towards innovation, being prepared to adapt
       their practice where benefits and improvements are identified.

C9     Act upon advice and feedback and be open to coaching and mentoring.

Professional knowledge and understanding

Teaching and learning

C10    Have a knowledge and understanding of a range of teaching, learning and behaviour management
       strategies and know how to use and adapt them, including how to personalise learning and provide
       opportunities for all learners to achieve their potential.

Assessment and monitoring

C11    Know the assessment requirements and arrangements for the subjects/curriculum areas they are
       trained to teach, including those relating to public examinations and qualifications.

C12    Know a range of approaches to assessment, including the importance of formative assessment.

C13    Know how to use local and national statistical information to evaluate the effectiveness of their
       teaching, to monitor the progress of those they teach and to raise levels of attainment.

C14    Know how to use reports and other sources of external information related to assessment in
       order to provide learners with accurate and constructive feedback on their strengths, weaknesses,
       attainment, progress and areas for development, including action plans for improvement.

Subjects and curriculum

C15    Have a secure knowledge and understanding of their subjects/curriculum areas and related
       pedagogy including: the contribution that their subjects/ curriculum areas and other relevant
       initiatives across the age and ability range they teach.

C16    Know and understand the relevant statutory and non-statutory curricula and frameworks,
       including those provided through the National Strategies, for their subjects/curriculum areas and
       other relevant initiatives across the age and ability range they teach.

Literacy, numeracy and ICT

C17    Know how to use skills in literacy, numeracy and ICT to support their teaching and wider
       professional activities.


Achievement and diversity




                                                                                                      53
C18     Understand how children and young people develop and how the progress, rate of development
        and wellbeing of learners are affected by a range of developmental, social, religious, ethnic, cultural
        and linguistic influences.

C19     Know how to make effective personalised provision for those they teach, including those for
        whom English is an additional language or who have special educational needs or disabilities, and
        how to take practical account of diversity and promote equality and inclusion in their teaching.

C20     Understand the roles of colleagues such as those having specific responsibilities for learners with
        special educational needs, disabilities and other learning needs, and the contributions they can
        make to the learning, development and wellbeing of children and young people.

C21     Know when to draw on the expertise of colleagues, such as those with responsibility for the
        safeguarding of children and young people and special educational needs and disabilities, and refer
        to sources of information, advice and support from external agencies.

Health and wellbeing

C22     Know the current legal requirements, national policies and guidance on the safeguarding and
        promotion of the wellbeing of children and young people.

C23     Know the local arrangements concerning the safeguarding of children and young people.

C24     Know how to identify potential child abuse or neglect and follow safeguarding procedures.

C25     Know how to identify and support children and young people whose progress, development or
        wellbeing is affected by changes or difficulties in their personal circumstances, and when to refer
        them to colleagues for specialist support.

Professional skills

C26     Plan for progression across the age and ability range they teach, designing effective learning
        sequences within lessons and across series of lessons informed by secure subject/curriculum
        knowledge.

C27     Design opportunities for learners to develop their literacy, numeracy, ICT and thinking skills
        appropriate within their phase and context.

C28     Plan, set and assess homework, other out of class assignments and coursework for examinations,
        where appropriate, to sustain learners’ progress and to extend and consolidate their learning.

Teaching

C29     Teach challenging, well-organised lessons and sequences of lessons across the age and ability range
        they teach in which they:

C29a) Use an appropriate range of teaching strategies and resources, including e-learning, which meet
      learners’ needs and take practical account of diversity and promote equality and diversity.

C29b) Build on the prior knowledge and attainment of those they teach in order that learners meet
      learning objectives and make sustained progress.

C29c) Develop concepts and processes which enable learners to apply new knowledge, understanding
      and skills.

C29d) Adapt their language to suit the learners they teach, introducing new ideas and concepts clearly,
      and using explanations, questions, discussions and plenaries effectively.

                                                                                                            54
C29e) Manage the learning of individuals, groups and whole classes effectively, modifying their teaching
      appropriately to suit the stage of the lesson and the needs of the learners.

C30    Teach engaging and motivating lessons informed by well-grounded expectations of learners and
       designed to raise levels of attainment.

Assessing, monitoring and giving feedback

C31    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.

C32    Provide learners, colleagues, parents and carers with timely, accurate and constructive feedback
       on learners’ attainment, progress and areas for development.

C33    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.

C34    Use assessment as part of their teaching to diagnose learners’ needs, set realistic and challenging
       targets for improvement and plan future teaching.

Reviewing teaching and learning

C35    Review the effectiveness of their teaching and its impact on learners’ progress, attainment and
       wellbeing, refining their approaches where necessary.

C36    Review the impact of the feedback provided to learners and guide learners on how to improve
       their attainment.

Learning environment

C37a) Establish a purposeful and safe learning environment which complies with current legal
      requirements, national policies and guidance on the safeguarding and wellbeing of children and
      young people so that learners feel secure and sufficiently confident to make an active contribution
      to learning and the school.

C37b) Make use of the local arrangements concerning the safeguarding of children and young people.

C37c) Identify and use opportunities to personalise and extend learning through out of school contexts
      where possible making links between in school learning and learning in out of school contexts.

C38a) Manage learners’ behaviour constructively by establishing and maintaining a clear and positive
      framework for discipline, in line with the school’s behaviour policy.

C38b) Use a range of behaviour management techniques and strategies, adapting them as necessary to
      promote the self-control and independence of learners.

C39    Promote learners’ self-control, independence and co-operation through developing their social,
       emotional, and behavioural skills.




                                                                                                        55
Team working and collaboration

C40    Work as a team member and identify opportunities for working with colleagues, managing their
       work where appropriate and sharing the development of effective practice with them.

C41    Ensure that colleagues working with them are appropriately involved in supporting learning and
       understand the roles they are expected to fulfil.




                                                                                                  56
                                                                                                          Appendix 2

EXTRA SUPPORT FOR NQTS IN DIFFICULTY19

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.

Action in the event of unsatisfactory progress

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

If it becomes apparent that you are 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 you and
the LA. It is especially important that you are aware of the area(s) in which you need to improve
your 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 your progress, both the headteacher and the LA should
assure themselves that:

(i) their assessment of your 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 you 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 headteacher, 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 headteacher, 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 your progress, the
headteacher should complete the relevant assessment form (this can also be downloaded from the
Cumbria website,
http://www.cumbria.gov.uk/childrensservices/educationandlearning/informationforschools/nqts.asp
and send it to the LA, indicating that at your current rate of progress you are at risk of not
completing your induction satisfactorily.



19   Statutory Guidance on Induction for Newly Qualified Teachers in England DCSF-00364-2008 Section 4.

                                                                                                                 57
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 headteacher should explain to you the consequences of failure to complete the induction
period satisfactorily (which is that you 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 LA.

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.




                                                                                                   58
Extensions of induction prior to completion

Absence from work for 30 school days or more

If you have 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 you are absent
for a total of 35 days, the extension will be for 35 days.

Unsatisfactory progress

It is for the LA to decide whether your induction support programme can be extended, and then
only after its completion, but it is recommended that an extension is only imposed in exceptional
circumstances. This may be where, for reasons unforeseen and/or beyond the control of one or
more of the parties involved, it is unreasonable to expect an NQT to meet requirements by the
end of their induction support programme, or there is insufficient evidence on which a decision
can be made about whether the Core Standards have been met.

Extensions in a separate school

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.

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 that they have failed to
satisfactorily complete induction, the Appeal Body can:


                                                                                                59
     allow the appeal;
     dismiss the appeal;
     extend the period for as long as the Appeal Body sees fit (which could be substituting a
      different extension for one originally proposed).

Notice of appeals must be sent to the Appeal Body, the GTCE, 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 DCSF guidance.




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                                                                                     Appendix 3
FREQUENTLY ASKED QUESTIONS

1.      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, ie 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 General Teaching Council for
England (GTCE). Contact details for the GTCE can be found the ‘Useful Contacts and Links’
section.


2.   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 (but they can generally only do this for 16 months) after the date of their first
       appointment as a supply teacher). Please see ‘Supply Teaching’ (Statutory Guidance on
       Induction for Newly Qualified Teachers in England DCSF-00364-2008, paragraph 3.15ff) for
       further information;

      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 you 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 (please see
              Annex B for full details on such teachers).

      they are a teacher from the European Economic Area (EEA) (please see Annex B for full
       details);

      they are an overseas-trained teacher (from outside the EEA) with at least two years’
       experience, who has obtained QTS and who has been simultaneously assessed as meeting
       the QTS and Core Standards by the Training and Development Agency (please see

                                                                                              61
      Annex B of the DCSF guidance for full details);

     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 your career;

     they are a teacher with restricted responsibilities awaiting appeal against a decision of
      failure to complete your induction support programme.


3.     Which schools can provide an induction?
Schools which can provide an induction period are:

     maintained schools;

     non-maintained special schools;

     sixth form colleges where, before the start of the induction period, the governing body of
      the college and a Local Authority (LA) have agreed that the LA shall act as the Appropriate
      Body in relation to the college (please see Statutory Guidance on Induction for Newly
      Qualified Teachers in England DCSF-00364-2008, paragraph 2.8ff for details on sixth form
      colleges);

     independent schools/academies, where:

       i)     the curriculum for any primary pupils at the school meets national curriculum
              requirements;

       ii)    the curriculum for any pupils at Key Stage 3 or 4 that you teach includes all core and
              foundation subjects;

       iii)   an agreement has been reached between the school and the LA that they will act as
              the school’s Appropriate Body. This must be arranged prior to the start of the
              induction period. If not, any periods of induction that have been completed prior to
              this agreement will not count towards your three terms, and will have to be done
              again.

       Further details of the requirements can be found in the DCSF guidance, paragraph 2.6.

     maintained nursery schools, children’s centres, and independent nursery schools that meet
      the above criteria for independent schools. There is also a diverse range of early years
      settings where it is possible to undertake induction, although it is not usually possible to
      undertake induction in a private or voluntary nursery setting (in cases of doubt, please
      check with the LA). For general guidance, induction can only be undertaken in schools
      where:

       i)     the school has a headteacher;

       ii)    your induction tutor has been awarded QTS;

       iii)   the school can satisfactorily provide an induction support programme that will allow
              you the opportunity to continue to meet the standards for the award of QTS, and
              meet all of the Core Standards.

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There is no legal requirement to complete induction unless you intend to work as a teacher in a
maintained school or non-maintained special school, where induction is statutory. However, any
induction undertaken will only be valid if the nursery/early years settings meet the
criteria described above.

      British Schools in Guernsey, Jersey, Isle of Man, Gibraltar, and Service Children’s Education
       (SCE) schools in Germany and Cyprus, which have induction arrangements identical to the
       English arrangements;

      schools in Wales which (under Welsh Regulations) can offer induction for periods of a
       term or longer. Any induction (of at least a term) undertaken in Wales will count towards
       your induction in England, and vice versa. For further information on induction in Wales,
       please visit the Welsh Assembly website at:
       http://new.wales.gov.uk/topics/educationandskills/?lang=en;

      further education institutions (see paragraph 2.8 of the DCSF guidance);


4.     Which schools cannot provide induction?

      pupil referral units;

      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 overall effectiveness of the institution or part of
       its education or training has been judged to be inadequate (category 4) except in cases
       where Ofsted has judged the institution to be suitable to host induction;20

      independent nursery schools and other early years settings that do not meet the criteria
       described above;

      Schools abroad, including British schools.

* 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 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 LA will be jointly responsible for ensuring that any necessary additional
support is in place.




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

A NQT can complete your 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 headteacher 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
headteacher and the local authority must agree that your teaching will enable the NQT to meet
and show that they are meeting the Core 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 headteacher and LA 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 headteachers should all ensure that they are fulfilling their responsibilities to
the NQT during their induction. However, it should be agreed amongst the headteachers that
one will act as the ‘lead head’ and report to the LA as appropriate, for example, informing the LA
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 headteacher should fulfil the induction functions but should:

      liaise with the other headteacher 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 LA;

      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 headteacher 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
headteacher must ensure that the school obtains copies of the relevant paperwork from the
NQT’s previous school(s), and alert their LA 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.




                                                                                                   64
6.      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 16 month rule has not expired. It would also be possible to do
supply in a school that does not require induction.


7.   When must the induction be started and completed?
There is no longer a time limit for starting or for finishing your induction.


8.    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.


9.   Can a NQT count employment as a teaching assistant or cover supervisor
towards their induction?
No.


12.    What if the induction tutor and headteacher are the same person?
 When the headteacher 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 headteacher will need to be confident that the assessment can be shown to be fair.


13.   Can induction be extended?
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,
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


14.    Can the length of induction be shortened?
Only in particular circumstances, for example, if the NQT will be within 29 days of completion and
the post is coming to an end. School will need to discuss these with Dale Hill.

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15.     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).


16.     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 only 16 months on short-term supply. This
period counts from the first day of their employment as a supply teacher. For example, an NQT
who begins work as a supply teacher on 1 September 2010 cannot continue to work in short-term
posts beyond the end of the autumn term 2011. The number of days worked within the 16
month period is irrelevant.

This means that if the NQT has not completed induction within 16 months 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 possible for the LA to grant an extension to the 16 month period for up to one year. The
NQT must write TO Dale Hill and give reasons why they have been unable to secure a post to
complete induction.

If schools seek to appoint an NQT who is already part way through induction, it is for the
headteacher, 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 headteacher to indicate this
when the NQT is registered with the LA (by sending the registration form to Dale Hill at Learning
Improvement Service).


17.   Who is the ‘Appropriate Body’?
For LA schools in Cumbria, the Appropriate Body is the local authority. The LA also acts as
Appropriate Body for some independent schools and academies, subject to agreements.


18.   Can a NQT do induction in an independent school?
The DCSF statutory guidance makes clear that NQTs can complete their induction in independent

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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 local authority to take on the role of Appropriate
Body must first ensure that the conditions of the NQTs employment will enable a complete and
thorough assessment of an NQT’s progress against all the QTS and Core Standards.

Where an NQT is teaching in circumstances similar to an average LA maintained school, this
should not prove a problem. However, where the NQT is only working with:

      very small groups of pupils;
      or, in the case of primary-aged pupils, teaching only a limited part of the curriculum, the LA
       will not act as Appropriate Body and therefore, the NQT cannot do their induction in such
       schools;
      or with pupils in a specialist behaviour school.

A separate written request for the local authority to be the Appropriate Body must be made for
each NQT to be registered. On receipt of the request, we will issue details of the service we will
provide, 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 a General Adviser;

      administration and liaison with the GCTE, TDA and DCSF as appropriate;

      work by the LA 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 the LA’s published programme of CPD opportunities (for which separate charges
       are made).

An induction visit comprises:

      discussions with the headteacher, induction tutor and NQTs;

      a lesson observation of one NQT of not less than thirty minutes duration (an additional
       charge of £325 is made for each extra lesson observations);

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

The normal charge for this service is £650, with additional charges made for attendance at any LA
courses or conferences.



19.   What about working in an academy?
The same conditions apply as for the answer to Question 18.




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20.     How does the LA decide whether the NQT has passed their induction?
To support this process, the LA has established the NQT Monitoring Group which 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 LA through the assessment forms;

      monitor the support provided by the LA in response to requests from schools for further
       information, advice, guidance and support to their NQTs;

      carry out the duty of the appropriate body (the LA) to make the final decision, based on
       schools’ recommendations as to whether an NQT has successfully completed induction.

This will comprise the lead NQT induction officer, at least one other General Adviser,
one headteacher/induction tutor representative from a primary and one from a secondary school,
the names NQT contact and a representative from Human Resources to advise on employment
matters. A Senior Adviser will be called to a meeting where there may be concerns about an
NQT.

For this group to be effective, schools will need to ensure that they complete interim and final
assessment forms and submit them to the LA according to the timescales in the DCSF 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 “may not be able to meet the requirements…” (page 1, DCSF
assessment form) then it is better that this is made clear to the NQT so that further
action can be taken, than that a recommendation is delayed and an NQT be left
assuming the best or fearing the worst. Such a recommendation is not regarded as a
final, irrevocable decision.


21.     Who is the LA’s ‘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.

Contact details are as follows: Hilary Peatfield, 01539 713450.


22.     Does the school get funding to support NQT induction?
Yes, presently each school receives £1572 per term per full-time NQT to help cover the costs of
the induction programme. This funding will be paid directly at the beginning of the financial year,
thus reimbursing expenditure incurred in providing statutory support for the NQT.

Such expenditure might comprise:

      release of the NQT from timetable for the equivalent of an additional 10% per week;

      allowing the NQT to visit and observe other teachers teaching;


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      visiting other schools;

      attending LA induction and celebration events/CCPD;

      regular meetings with a nominated induction tutor;

      the cost of time to the headteacher and/or the induction tutor to work with, support and
       observe the NQT.

The money is not allocated to the NQT, and funding arrangements are reviewed annually.


23.      How long must induction last, and how is it calculated?
Normally, an induction period lasts for three terms. However, the variations to this, dependent
on the start and finish dates, length of contract and part time working need more detailed
explanation (see paragraphs 2.35 to 2.55 of the DCSF 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 f/t 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 F/T equivalent is changed, please contact Dale
Hill immediately so that the data base can be updated.


24.    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 2.32 of the DCSF
guidance).




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