Appropriate Body
NQT Induction
Handbook
The NQT Induction handbook provides guidance and
support for the induction process ensuring everyone is
aware of their roles and responsibilities and they have
a handy reference guide for all key information.
2013-2014
NQT Induction Handbook
Welcome to Salford!
Thank you for choosing to work in this vibrant city ensuring that our
children and families are provided with the highest quality education which
enables them to achieve success.
This booklet outlines the support you should receive from the LA (the
Appropriate Body), your Headteacher and your induction tutor. There is
also a website which contains all relevant forms and larger versions of
some of the forms published in this booklet.
Congratulations once again and every success in your future career.
Requirement to complete an induction period
Subject to the exemptions listed in Annex B (DfE Statutory Guidance on
Induction), a qualified teacher cannot be employed as a teacher in a
relevant school in England unless they have satisfactorily completed an
induction period in accordance with the Regulations and this guidance.
While NQTs are encouraged to start their induction as soon as possible
after gaining qualified teacher status (QTS), there is no set time limit for
starting or completing an induction period.
There is no legal requirement to complete satisfactorily an induction period
if an NQT intends to work solely in the independent sector including an
Academy, a Free School, an independent nursery school or an FE
institution. However, it may be possible for an NQT to serve a statutory
induction period in such settings as set out in the statutory guidance.
Exemptions to the requirement to serve an induction period
Annex B provides information on those categories of qualified teachers
who are exempt from the requirement to complete satisfactorily a
statutory induction period in order to be employed as a teacher in a
relevant school.
Newly qualified teachers may only serve one induction period
An NQT has only one chance to complete statutory induction. An NQT who
has completed induction, and is judged to have failed to meet the relevant
standards at the end of their induction period, is not permitted to repeat
1
NQT Induction Handbook
induction (although they may appeal against the decision). While such an
NQT does not lose their QTS, they cannot be employed lawfully as a
teacher in a relevant school, including any post where they would carry out
specified work. Their name is included on the list of persons who have
failed satisfactorily to complete an induction period held by the National
College for Teaching and Leadership.
Roles and responsibilities
Salford Local Authority recognises that NQTs are entitled to particular
support in their first year of teaching. This entitlement builds upon the
Department for Education (DFE) induction for newly qualified teacher
(England) 2012 guidance and provides the framework for school and LA
support, monitoring and assessment.
The following lists the responsibilities for Governing Bodies, Headteachers,
School Induction Tutors, NQTs and the Local Authority, in its role as the
'Appropriate Body'.
The Governing Body






The governing body has a support and monitoring role and:
should ensure compliance with statutory guidance for induction for
Newly Qualified Teachers;
should be satisfied that the institution has the capacity to support
the NQT;
should ensure the head teacher/principal is fulfilling their
responsibility to meet the requirements of a suitable post for
induction;
must investigate concerns raised by an individual NQT as part of the
institution’s agreed grievance procedures;
can seek guidance from the appropriate body on the quality of the
institution’s induction arrangements and the roles and
responsibilities of staff involved in the process;
can request general reports on the progress of an NQT.
Statutory guidance reference: Section 5.11 - Page 33
2
NQT Induction Handbook
Headteachers and Principals
The headteacher/principal is, along with the appropriate body, jointly
responsible for the monitoring, support and assessment of the NQT during
induction, and should:

check that the NQT has been awarded QTS;

clarify whether the teacher needs to serve an induction period or is
exempt;

agree, in advance of the NQT starting the induction programme,
which body will act as the appropriate body;

notify the appropriate body when an NQT is taking up a post in which
they will be undertaking induction;

meet the requirements of a suitable post for induction;

ensure the induction tutor is appropriately trained and has sufficient
time to carry out their role effectively;

ensure an appropriate and personalised induction programme is in
place;

ensure that the NQT has a reduction of timetable of no more then
10% in addition to timetable reduction in respect of planning
preparation assessments (PPA) that all teachers receive;

ensure the NQT’s progress is reviewed regularly, including through
observations and feedback of their teaching;

ensure that termly assessments are carried out and reports
completed and sent to the appropriate body;

maintain and retain accurate records of employment that will count
towards the induction period;

make the governing body aware of the arrangements that have been
put in place to support NQTs serving induction;

make a recommendation to the appropriate body on whether the
NQT’s performance against the relevant standards is satisfactory or
requires an extension;
3
NQT Induction Handbook

participate appropriately in the appropriate body’s quality assurance
procedures;

retain all relevant documentation/evidence/forms on file for six
years.
There may also be circumstances where the head teacher/principal should:

obtain interim assessments from the NQT’s previous post;

act early, alerting the appropriate body when necessary, in cases
where an NQT may be at risk of not completing induction
satisfactorily;

ensure third party observation of an NQT who may be at risk of not
performing satisfactorily against the relevant standards;

notify the appropriate body as soon as absences total 30 days or
more;

periodically inform the governing body about the institution’s
induction arrangements;

advise and agree with the appropriate body in exceptional cases
where it may be appropriate to reduce the length of the induction
period or deem that it has been satisfactorily completed;

provide interim assessment reports for staff moving in between
formal assessment periods;

notify the appropriate body when an NQT serving induction leaves
the institution.
In addition to the above, head teachers/principals of FE institutions,
independent schools and nursery schools must also ensure the NQT’s post
and responsibilities comply with the specific requirements for statutory
induction in these settings.
Statutory guidance reference: Sections 5.3, 5.4, 5.5 - Pages 29/30/31
4
NQT Induction Handbook
School Induction Coordinators/Tutors
The induction coordinator (or the head teacher if carrying out this role)
should:

provide, or co-ordinate, guidance and effective support including
coaching and mentoring for the NQT’s professional development
(with the appropriate body where necessary);

carry out regular progress reviews throughout the induction period;

undertake three formal assessment meetings during the total
induction period co-ordinating input from other colleagues as
appropriate (normally three termly, or pro rata for part-time staff);

inform the NQT during the assessment meeting the judgements to be
recorded in the formal assessment record and invite NQTs to add
their comments;

ensure that the NQT’s teaching is observed and feedback provided;

ensure NQTs are aware of how, both within and outside the
institution, they can raise any concerns about their induction
programme or their personal progress;

take prompt, appropriate action if an NQT appears to be having
difficulties.
For further information:
A Guide for Induction Tutors
Statutory guidance reference: Section 5.6 - Page 31
The NQT monitoring and assessment schedule from September 2012 is no
longer prescribed as previously, though there should be ‘regular’
observations with prompt, constructive feedback given throughout the
induction process; the induction tutor should review the NQT’s progress at
‘regular’ intervals, and formal assessments ‘could’ be undertaken on a
termly basis so that there are 3 over the induction period.
Statutory guidance reference: 2.36, 2.38 and 2.39 - Page 17
5
NQT Induction Handbook
The Newly Qualified Teacher
The NQT should:

provide evidence that they have QTS and are eligible to start
induction;

meet with their induction tutor to discuss and agree priorities for
their induction programme and keep these under review;

agree with their induction tutor how best to use their reduced
timetable allowance;

provide evidence of their progress against the Teachers’ Standards.
These will be used to assess an NQT’s performance at the end of
their induction period. The decision about whether an NQT’s
performance against the Teachers’ Standards is satisfactory upon
completion of induction should take into account the NQT’s work
context and must be made on the basis of what can be reasonably
expected of an NQT by the end of their induction period within the
framework set out by the standards. Judgements should reflect the
expectation that NQTs have effectively consolidated their initial
teacher training (ITT) and demonstrated their ability to meet the
relevant standards consistently over a sustained period in their
practice.

participate fully in the agreed monitoring and development
programme;

raise any concerns with their induction tutor as soon as practicable;

consult their appropriate body named contact at an early stage if
there are or may be difficulties in resolving issues with their
tutor/within the institution;

keep track of and participate effectively in the scheduled classroom
observations, progress reviews and formal assessment meetings;

agree with their induction tutor the start and end dates of the
induction period/part periods and the dates of any absences from
work during any period/part period;

retain copies of all assessment forms.
Statutory guidance reference: Section 5.2 - Page 29
6
NQT Induction Handbook
The Local Authority in its role as Appropriate Body
The appropriate body has the main quality assurance role within the
induction process. Through quality assurance the appropriate body should
assure itself that:

head teachers/principals (and governing bodies where appropriate)
are aware of, and are capable of meeting their responsibilities for
monitoring support and assessment. This includes ensuring that an
NQT receives a personalised induction programme, designated tutor
support and the reduced timetable;

the monitoring, support, assessment and guidance procedures in
place are fair and appropriate.
The appropriate body should on a regular basis consult with head
teachers/principals on the nature and extent of the quality assurance
procedures it operates, or wishes to introduce. Institutions are
required to work with the appropriate body to enable it to discharge
its responsibilities effectively.
The appropriate body must ensure that:

head teachers/principals (and governing bodies where appropriate)
are meeting their responsibilities in respect of providing a suitable
post for induction;

the monitoring, support, assessment and guidance procedures in
place are fair and appropriate;

where an NQT may be experiencing difficulties action is taken to
address areas of performance that require further development and
support;

where an institution is not fulfilling its responsibilities, contact is
made with the institution to raise its concerns;

induction tutors are trained and supported including being given
sufficient time to carry out the role effectively;

head teachers/principals are consulted on the nature and extent of
the quality assurance procedures it operates, or wishes to introduce;
7
NQT Induction Handbook

any agreement entered into with either the FE institution or the
independent school’s governing body is upheld;

the head teacher/principal has verified that the award of QTS has
been made;

the school is providing a reduced timetable in addition to PPA time;

the NQT is provided with a named contact(s) within the appropriate
body with whom to raise concerns;

FE institutions (including sixth form colleges) are supported in finding
schools for NQTs to spend their mandatory ten days teaching
children of compulsory school age in a school;

NQTs’ records and assessment reports are maintained;

agreement is reached with the head teacher/principal and the NQT
to determine where a reduced induction period may be appropriate
or is deemed to be satisfactorily completed;

a final decision is made on whether the NQT’s performance against
the relevant standards is satisfactory or an extension is required and
the relevant parties are notified;

they provide the National College for Teaching & Leadership with
details of NQTs who have started; completed (satisfactorily or not);
require an extension; or left school partway through an induction
period.
The appropriate body should also (as local capacity, resources and
agreements allow):

respond to requests from schools and colleges for guidance, support
and assistance with NQTs’ induction programmes;

respond to requests for assistance and advice with training for
induction tutors
Statutory guidance reference: Sections 5.7-5.10 - Pages 31/32/33
8
NQT Induction Handbook
On appointment to your school
Finding out about your school
This prompt sheet will help you to find out essential information about your
school. Use it to make notes.
The context of your school
What links are there with:
• parents and carers?
•
schools in other phases?
•
clusters and consortia of schools?
•
further and higher education institutions?
•
the wider community?
•
industry?
How will the established links affect your work in the school?
Notes: ________________________________________________________
_____________________________________________________________
_____________________________________________________________
Organisation for learning
Schools organise pupils and classes in a variety of different ways in order to
maximise opportunities for pupils to achieve success.
In your school, for example, are the pupils taught via:
•
mixed ability grouping?
•
mixed age classes (primary and special)?
•
setting or banding for specific subjects?
•
mixed arrangements for pupil grouping?
9
NQT Induction Handbook
Notes:________________________________________________________
_____________________________________________________________
_____________________________________________________________
Learning policies
Your school has policies for whole school issues, subjects and crosscurriculum themes; you should have been provided with these.
You will need to become familiar with these policies in order to work within
them and plan your contribution to them. You particularly need to look at
and understand the policies for:
•
the subject(s) you will be teaching;
•
assessment;
•
information and communication technology across the curriculum;
•
health and safety;
•
behaviour and discipline;
•
homework;
•
cultural and racial equality.
Notes:________________________________________________________
_____________________________________________________________
_____________________________________________________________
10
NQT Induction Handbook
Special needs provision
In making differentiated provision for the pupils you teach you will need to
know what specialist support is available to you. Find out:
•
who is the Special Educational Needs Co-ordinator (SENCO) or
Inclusion Coordinator in your school;
•
how the SEN Code of Practice is applied in the school;
•
what the procedure is for identifying and supporting pupils with
special educational needs;
•
how Individual Educational Plans (IEP) are written, used and reviewed;
•
whether pupils with special needs are withdrawn for periods of
intensive support;
•
if there is a system of classroom support from teachers and learning
support assistants and how and when you will be supported;
•
how educational psychologists and other professionals support
schools;
•
if there is a resource bank of specialist materials or equipment
available in your school to extend and support pupils of all abilities.
Notes: _______________________________________________________
_____________________________________________________________
_____________________________________________________________
11
NQT Induction Handbook
On appointment to your school
Before taking up your appointment or early in the first term you should be
provided with the following documents and information. Ask your
headteacher or induction tutor to ensure you have everything you need.
Please tick once you have the following information:
•
The aims of the school
•
School prospectus
•
Staff handbook
•
School policy documents
•
School and local safeguarding procedures
•
Subject policies, handbooks and schemes of work
•
Planning guidelines and formats
•
Assessment for marking/feedback requirements
•
Information about classes to be taught
•
Your timetable
•
Arrangements for photocopying
•
Procedures for stock distribution
•
Availability and location of resources
•
Holiday dates
•
Fire drill procedures
•
School uniform policy/staff dress code
•
Guidance on how to complete the attendance and any other register
•
School calendar and meetings schedule
•
Duty arrangements
•
Lunchtime arrangements
•
Wet break/lunchtime arrangements
•
Arrangements for the first day, for example assembly, induction of
new children/students
•
Sickness absence notification procedures
12
NQT Induction Handbook
Names and contacts
Complete this sheet as a useful record for future reference.
School name: _________________________________________________
DCSF No: _____________________________________________________
Address: ______________________________________________________
_____________________________________________________________
Telephone number: _____________________________________________
Fax number: ___________________________________________________
Email address: _________________________________________________
Headteacher: __________________________________________________
Deputy headteacher(s)/Assistant headteacher(s): _____________________
_____________________________________________________________
Your induction tutor(s): __________________________________________
Your head of department/key stage co-ordinator: ____________________
School administrative staff: _______________________________________
Caretaker/School site manager: ___________________________________
Chair of governors/NQT governor link: ______________________________
Other contacts: ________________________________________________
13
NQT Induction Handbook
As a newly qualified teacher you are advised to take up membership of a
professional association. Details of the various organisations will be
available in your school.
Evidence of professional development
The following can be used to build up evidence of your progress and
development, such as:
•
your own lesson evaluations;
•
written feedback from observers or visitors to your classroom;
•
a record of your professional development opportunities during the
year;
•
self-reviews against the Core standards for induction;
•
your termly self-reviews;
•
a list of any extra-curricular activities you have undertaken;
•
details of any further responsibilities you have taken during the year;
•
records of your professional review meetings;
•
the induction assessment forms completed at the end of each term.
Keeping evidence of progress
Although your induction tutor will help you, it is important that you take
responsibility yourself for maintaining evidence of your progress and
development over the year.
This evidence could include:
•
your own notes, reflections and evaluations;
•
your termly review sheets;
•
notes of discussion with your induction tutor and others who advise
you;
•
written feedback from your induction tutor and others;
14
NQT Induction Handbook
•
feedback from pupils and parents;
•
examples of children’s work;
•
examples of improved planning, assessment and record keeping;
•
copies of reports from assessment meetings.
•
Observing experienced teachers
Opportunities to observe experienced teachers should be included as part
of your induction programme. Although you will have had similar
opportunities during your initial training, now that you are teaching your
own class(es), you will find it very useful to learn from observation of
experienced colleagues.
Your induction tutor will help to organise these opportunities for you.
Some of the observation will be in your own school, but it can also be very
helpful to visit other schools to compare approaches and experience
different settings.
Observation opportunities in your own school include:
Secondary
• tracking a pupil through a school day
• observing a class you teach being taught a different subject
• observing within your own department/faculty
Primary
• observing a colleague teaching a subject where you feel less confident
• observing in the same year group as you teach
• comparing approaches in other year groups
• observing another teacher/adviser teach your class.
Opportunities to learn from observation in other schools include:
• advanced skills teachers
• teachers in Teaching school or specialist schools
• specialist leaders of education
• observations in another key stage, for example partner schools
• your year group/subject taught in another school
• teachers in schools within your school’s cluster/consortium network.
15
NQT Induction Handbook
Remember
You will learn more from the observation if you have a clear focus. You may
find it useful to use the proforma on the next page (available on the
website) to record what you have learnt from the observation.
It can be daunting even for an experienced teacher to have another
teacher looking at their practice, so make time to thank them, giving
examples of the things you found particularly interesting or useful.
Observing experienced teachers: record of observation
Date: __________________ Year group: ____________________________
Subject: __________________Teacher/School: _______________________
Focus of the observation: ________________________________________
_____________________________________________________________
Ideas and approaches I found useful:
Issues to discuss with my induction tutor:
Changes I will make to my own teaching/class management following this
observation:
16
NQT Induction Handbook
When an NQT is judged to be making unsatisfactory progress
The vast majority of newly qualified teachers will make good progress and
will complete their induction period satisfactorily. However, some new
teachers may experience difficulties and will be assessed as making
unsatisfactory progress towards meeting the requirements for satisfactory
completion of induction.
Unsatisfactory progress at an earlier point during the induction period does
not inevitably lead to unsatisfactory completion of induction. The
important point is that everyone involved must work positively towards
improving the areas of identified weakness.
Early action to bring about improvement
If there are difficulties it is important that early action is taken in order to
give support and advice so that the necessary improvements are made.
The induction tutor should inform the headteacher of any concerns about
an NQT’s progress.
The headteacher and induction tutor should ensure that procedures are
firmly in place within the school to enable the NQT to make improved
progress, including:
•
good support from a well qualified induction tutor who has sufficient
time for the role;
•
a revised action plan for induction support which sets out the support
to be provided and the timescales for monitoring and review;
•
good use of the 10% release time with a log kept of frequency and
use;
•
regular and focused monitoring of the NQT’s progress with
constructive feedback about progress made and next steps required.
17
NQT Induction Handbook
Communicating concerns
The headteacher should also ensure that concerns are communicated
quickly to all those with responsibilities in the induction process.
Communication should not be delayed until a formal assessment meeting
has taken place:
•
the LA should be informed through the School Improvement Officer
with responsibility for induction
•
the NQT should be made aware of the concerns and a record made of
this conversation. Records of observations and review meetings
should be used to pinpoint the specific areas of difficulty. A sample
letter will also be provided by the LA after an unsatisfactory report is
received and this should be adapted and given to the NQT;
•
the termly assessment forms should be submitted to the LA within the
specified timescales at the end of each term.
Observing NQTs who are not making satisfactory progress
The recommended number of observations is two per terms. In cases
where progress is not satisfactory, more observations will be needed so as
to ensure a fair and rigorous assessment process.
In addition to observations by the induction tutor, in cases where there are
concerns about an NQT’s progress, it is important that:
•
the headteacher also reviews the evidence and observes the NQT;
•
where the induction tutor is also the headteacher, a third party also
reviews the evidence and observes the NQT;
•
joint observations are arranged if there are variations in judgements;
•
records of observations are clear and unambiguous, giving credit for
areas of effective practice but outlining clearly the unsatisfactory
elements. Care should be taken to ensure that;
•
copies of observation are signed and dated;
•
the possibility of an external observer is considered, as appropriate.
18
NQT Induction Handbook
Completing the assessment form
More detail is required when submitting an assessment form showing
unsatisfactory progress to include:
•
identified weaknesses;
•
agreed objectives (in relation to QTS and Teachers’ Standards);
•
planned support;
•
evidence used for the judgement.
The second (unsatisfactory progress) recommendation box should be
ticked before the NQT is asked to sign the form. A copy of the form must be
sent to the LA, given to the NQT and retained by the school.
LA action when assessment forms show unsatisfactory progress
The LA as the Appropriate Body in the statutory induction arrangements
has overall responsibility for quality assurance in this respect.
When a school informs the LA that an NQT is making insufficient progress
the LA will:
•
write to the headteacher, outlining next steps and sources of LA
support;
•
provide a sample letter which should be adapted and given to the
NQT;
•
undertake, as appropriate, additional monitoring of the school’s
induction processes;
•
consider the possibility of external adviser support for the NQT as
appropriate to their needs.
When a term 2 report shows unsatisfactory progress, arrangements will be
made for a further LA visit to the school during term 3 to assist the school
in making the end of induction recommendation. This will include:
19
NQT Induction Handbook
•
observation of the NQT;
•
discussion and scrutiny of the school’s evidence about the NQT’s
performance in relation to each of the Teachers’ Standards;
•
ensuring that the NQT and headteacher understand the arrangements
for completion of induction.
When it is judged that an NQT has failed to complete induction
satisfactorily the process is as follows:
•
at the end of the induction period the headteacher makes a
recommendation to LA that the NQT has failed to meet the
requirements for satisfactory completion of induction (using Final
assessment form);
•
within 20 days of the recommendation, the LA will convene a Decision
Making Panel to consider one of three decisions:
•
i.
the NQT has met the requirements for satisfactory
completion of induction
ii.
that an extension should be allowed
iii.
that the NQT has failed to complete the induction period
satisfactorily.
Once the decision is made, the LA writes to the NQT and headteacher
informing them of the decision. In the event of decision ii or iii, the
NQT is informed of arrangements for their right of appeal to the
National College for Teaching and Leadership.
20
NQT Induction Handbook
Reviewing the year: reflecting on professional development
As the NQT/s you have been supporting reaches the end of the induction
process it is important that you take time to recognise and acknowledge
the valuable contribution you have made to the profession and the
professional gains you have made personally.
The following proforma can be used for this purpose and included in your
own ongoing Professional Development Record.
The purpose of such a record is to help you to:
• recognise and celebrate your achievements
• identify any further professional development needs
• map your career progression
• chart progress against Teachers’ standards
• develop and extend your own professional role
• contribute to performance management and review processes.
21
NQT Induction Handbook
NQT Induction Year Planner
NQT Induction is a 3 full school term period of assessment, generally
completed in a single school year.
The checklist below is a term by term overview of important review
meetings for Headteachers, induction tutors, NQTs and Local Authority. It
begins with an appointment of an NQT and ends with the completion of
induction.
Before NQT takes up post:
Headteacher
 Before NQT takes up post
designate Induction tutor(s).
 Register NQTs with LA, checking
that they have gained QTS
including passing skills tests.
 Ensure NQT’s duties match
training and do not place
unreasonable demands on them.
 Arrange for cover for 10% release
time (timetable should be no
more than 90% average contact
time of experienced staff).
 Make sure school can provide all
requirements of statutory
induction (arrange for support
from outside school if necessary).
 Provide NQT with job description.
 Inform NQT of school’s
procedures for raising concerns
about induction.
Induction Tutor
 Familiarise self with statutory
induction requirements.
 Contact NQT with information
about school, class(es) and
induction.

Arrange for NQT to visit the
school (if possible).
 Begin to plan the NQT’s induction
programme.
22
NQT Induction Handbook
Before NQT takes up post:
NQT
 Study school and induction
documentation.
 Make contact with induction
tutor.
 Visit the school (if possible).
 Begin to consider strengths,
needs and longer-term
professional development.
Local Authority
 Provide school with
documentation on requirements
for induction.
 Register NQTs.
 Provide information on courses
for NQTs and induction tutors.
 Send NQT Handbook to
Headteachers/Tutors.
 On request, provide individual
advice on the induction process
and management of suitable
appointments.
23
NQT Induction Handbook
FIRST TERM
Headteacher
 Ensure NQT’s induction
programme is in place and that
support activities begin straight
away.
 Discuss and arrange induction
tutor’s support and training needsLA courses, senior management
support


Induction Tutor
 Welcome and introduce NQT to
staff.
 Ensure that NQT is familiar with
induction requirements.
 Ensure NQT understands school
policies and procedures.
 Set up a timetable of regular
(weekly/fortnightly) meetings with
NQT.
 Observe NQT’s teaching within first
four weeks (record kept),
recommended.
Plan support programme: 10% release time involve other
staff, e.g. SENCO
 Arrange for NQT to observe
experienced teachers.
 refer to Teachers’ Standards
identify courses/ INSET.
 First professional review meeting
(this half term optional – must be
at least one per term) (record
kept).
Half term
Ensure first assessment meeting
 Observe NQTs teaching, or arrange
takes place.
for colleague to observe .
Complete and send original of first
 First or (second) professional
term assessment form to LA, copy
review meeting (record kept).
to NQT.
 Prepare for first assessment
meeting.
 First assessment meeting.
 Complete first assessment form.
24
NQT Induction Handbook
FIRST TERM
NQT
 Familiarise self with school policy
and procedures.
 Ask for advice and clarification as
necessary.
 Participate fully in induction
programme.
 Undertake self- review against
Induction Standards.
 First professional review meeting
(record kept).



Local Authority
 Send ‘Welcome to Salford’ letter in
September.
 NQT Coordinator and School
Improvement Advisers aware of
NQT appointments and monitor
school’s provision of induction.
 Further information and reminders
of requirements.
Half term
Undertake first term self- review.
 Receive assessment forms within
ten working days of end of term.
Second professional review
meeting (record kept).
First assessment meeting.
25
NQT Induction Handbook
SECOND TERM
Headteacher
 Continue to ensure release time
and support programme in place
throughout induction.
 Ensure school’s assessment of
NQTs is rigorous and fair.



Induction Tutor
 Observe NQTs teaching, or arrange
for colleague to observe (record
kept).
 Revise ongoing support
programme to meet new
objectives.
 Continue ongoing monitoring and
support.
 Professional review meeting (this
half term optional – must be at
least one per term) (record kept).
Half term
Ensure that second assessment
 Observe NQTs teaching, or arrange
meeting takes place.
for colleague to observe (record
kept).
Complete and send the original of
the second term assessment form
 Reflect on NQT’s successes and
to the LA, copy for NQT.
needs.
Observe NQTs who may be at risk
 Professional review meeting
of failing.
(record kept).
 Prepare for assessment meeting.
 Second assessment meeting takes
place.
 Complete second assessment form
and send to NQT administrator
26
NQT Induction Handbook
SECOND TERM
NQT
 Reflect on first term’s successes.
 Continue working towards
objectives.
 Review progress towards Induction
Standards.
 Third professional review meeting
(record kept).



Local Authority
 Monitor first term assessment
forms and follow-up:
 unsatisfactory progress
 incomplete forms
 forms not received
 Additional support for schools
where difficulties exist.
 Provide individual advice on
request.
Half term
Prepare evidence for next review

meeting.
Fourth professional review
meeting (record kept).

Second assessment meeting.

School Improvement Adviser or
other contracted professional
adviser to monitor provision of
induction.
Undertake 10% quality assurance
sample of schools with NQTs.
Receive assessment forms within
ten working days of end of term.
27
NQT Induction Handbook
FINAL TERM
Headteacher
 Observe NQTs who may be at risk
of failing to satisfactorily complete
induction.





Induction Tutor
 Observe NQTs teaching, or arrange
for colleague to observe (record
kept).
 Revise ongoing support
programme to meet NQT’s needs.
 Professional review meeting (this
half term optional – must be at
least one per term) (record kept).
Half term
Evaluate school’s induction
 Observe NQTs teaching, or arrange
programme (with NQT).
for colleague to observe (record
kept).
Ensure final assessment meeting.
 Evaluate school’s induction
Complete and send original
programme (with NQT).
induction assessment form to the
LA.
 Professional review meeting
(record kept).
Ensure that experience of
induction this year feeds in to
 Third assessment meeting.
planning for subsequent years.
 Complete final assessment form.
Ensure that experience of
 Begin work with NQT’s objectives
induction this year feeds in to
for second year of teaching.
planning for subsequent years.
 Celebrate success of induction
process.
 Identify areas for improvement
and inform Head Teacher.
28
NQT Induction Handbook
FINAL TERM
NQT
 Continue involvement in term 3
induction programme.
 Fifth professional review meeting
(record kept).






Local Authority
 Monitor second term.
 Assessment forms and follow up:
 unsatisfactory progress
 incomplete forms
 forms not received
 Continue ongoing advice and
support.
Half term
Evaluate school’s induction

process (with induction tutor).
Sixth professional review meeting

(record kept).
Third assessment meeting.

Begin work on objectives for
second year of teaching.
Celebrate successful first year of
teaching.

If unsatisfactory decision, may
decide to appeal to DfE.
Evaluate LA’s support for schools
with NQTs.
Receive induction summary
statements within ten working
days of final assessment meeting.
Make decision, based on Head
Teacher’s recommendations, on
satisfactory completion of
induction.
Inform DfE.
29
NQT Induction Handbook
Important documents (available on the Salford Website)
NQT Induction Registration Form
NQT Induction Assessment Form - 1st Term
NQT Induction Assessment Form - 2nd Term
NQT Induction Assessment Form - Interim
NQT Induction Assessment Form - Final
Statutory Guidance on NQTs June 2013
NQT Induction Calculator
Teachers Standards (September 2012)
Teaching Standards Self Review Proforma
Useful web links
Teachernet
For access to the full induction guidance, latest educational news,
resources
www.education.gov.uk/schools/careers/traininganddevelopment
Teacher Support Network
National registered charity offering advice and support for teachers and
lecturers, including a dedicated area for new teachers
www.teachersupport.info
Times Educational Supplement (TES) online
For news, teaching and educational resources and discussion forums
www.tes.co.uk
Teachers’ TV online
For searchable archive of all Teachers’ TV clips including classroom practice
www.teachers.tv
30
NQT Induction Handbook
Useful Contacts
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:
QTS and Induction Division
The National College of Teaching and Leadership
Piccadilly Gate, Store Street,
Manchester
M1 2WD
Tel: 0207 593 5392
e-mail: teacher.induction@education.gsi.gov.uk
www.education.gov.uk/help/contactus
Salford: Appropriate Body
Paul Ford
Head of School Provider Arm
Tel: 07834210784
Paul.ford@salford.gov.uk
Clare Gregson
HR Consultant
Tel: 0161 607 8658
Clare.gregson@salford.gov.uk
Aruna Puri
NQT Administrative Support
Tel: 0161 778 0158
aruna.puri@salford.gov.uk
Lynn Price
Senior School Improvement Officer
Ethnic Minority Achievement Service
Tel: 0161 921 2200
Lynn.price@salford.gov.uk
Emily Stock
Salford Schools' Library Service
Tel: 0161 778 0936
schools.library-service@scll.co.uk
Richard Milton
Music & Performing Arts Service
Tel: 0161 778 0256
mapas@scll.co.uk
31