Children and Young People’s Services
Your
Induction
Year
Handbook for Newly
Qualified Teachers
2014 - 2015
Contact List
Lynn Houlton
LA NQT Induction Assistant
Bristol Education Centre
Sheridan Road
Horfield
Bristol
BS7 0PU
Tel: 0117 3773210
Email: lynn.houlton@bristol.gov.uk
Lynn works two days a week, Wednesdays and Fridays.
Trish Dodds
LA Lead on NQT Induction
School Improvement Officer
City Hall
College Green
Bristol
BS1 5TR
Tel: 0117 922 4776
Email: trish.dodds@bristol.gov.uk
1
Contents
Page
INTRODUCTION
5
Section One:
YOUR INDUCTION YEAR
1.1 Background
7
1.2 Entitlements
7
1.3 Responsibilities
7
1.4 Assessment
8
1.5 Decision on satisfactory completion of Induction
8
1.6 Where the NQT does not make satisfactory progress
8
1.7 Raising Concerns
9
1.8 Appeals
9
1.9 Timeline
10
Section Two:
THE INDUCTION PROGRAMME WITHIN YOUR SCHOOL
2.1 Aims of an Induction Programme
13
2.2 Principles of Good Practice
13
2.3 The Role of the Induction Tutor
13
2.4 Suggested Activities for the Induction Programme
14
2.5 Additional Support where the NQT is making too little progress
16
2.6 Getting to know your School
17
2.7 Guidance to Induction Tutors on Observing Lessons
18
2
Section Three:
SUPPORT FROM BRISTOL LA
3.1 The LA's Responsibilities in the Induction Process
21
3.2 Training and Development Opportunities during your Induction Year
21
3.3 School Teachers' Pay and Conditions of Employment
21
3.4 Teachers' Professional Associations
21
Section Four:
KEEPING A RECORD OF YOUR INDUCTION YEAR
4.1 Introduction
25
4.2 Your New School Information (NQT IND/1)
26
4.3 Action Plan for NQT Induction (NQT ACT/1)
27
4.4 Review meeting recording form
28
4.5 Suggested Teachers’ Standards Progress Tracking form
30
4.6 Maintaining a Professional Portfolio
36
4.7 DfE Assessment Forms (Induct 1 & 2)
37
Section Five:
STARTING TEACHING: IDEAS AND ADVICE
5.1 Introduction
47
5.2 Guidance on Organisation and Management
47
5.3 Creating the Climate for Learning
49
5.4 A "Baker's Dozen" of Behaviour Management Strategies
50
5.5 Suggestions for Induction Activities for Primary Children
51
3
Appendices:
APPENDIX A
Teachers’ Standards
53
APPENDIX B
The NQT Essential Checklist
61
APPENDIX C
Registration Forms for the appointment of an NQT
62
4
Introduction
The purpose of this handbook is to support you in benefiting fully from your induction year through enabling
you to build on your Career Entry Profile, through ensuring that you are aware of your entitlements and
responsibilities, and that you use fully the support available to you from your school and the LA.
Section 1
provides an overview of the induction year.
Section 2
outlines the support you may expect from your school.
Section 3
provides information on the LA's support role.
Section 4
gives you copies of all relevant proforma and can be used to keep all records.
Section 5
provides some advice for the year.
The Appendices give you further useful documents.
You can also access the information in this handbook, together with copies of all forms in Section 4, on
the Trading with Schools website at www.tradingwithschools.org
Information from the Department for Education is held on their website: www.education.gov.uk
For details of all your Continuing Professional Development opportunities please visit
www.tradingwithschools.org
If you have any concerns about the induction and support arrangements you should raise these
in the first instance with your school and subsequently with the LA - see contact details on the
inside front cover. Your well being and continued employment in Bristol matters to us, so please
get in touch.
We wish you every success during the year and look forward to meeting many of you at our various
development days.
Trish Dodds
School Improvement Officer
5
Section
One
Your Induction Year
6
Your Induction Year
1.1
BACKGROUND
All NQTs who were awarded Qualified Teacher Status (QTS) after 7 May 1999 must complete an
induction period of three terms (6 terms in Bristol), beginning when they first take up a post which
lasts a term or more.
This will provide newly qualified teachers with a bridge from initial training and provide a firm
foundation for career-long professional development.
Structured support and guidance will be provided to all NQTs. Induction will build on what new
teachers have learned in meeting the standards for the Award of QTS and will take account of the
strengths and areas for development set out in the Career Entry Profile. NQTs will be assessed at
the end of the Induction Period against the Teachers’ Standards which are set out in Appendix A.
NQTs must demonstrate that they have met the Standards in order to have full registration
with the National College for Teaching & Leadership (NCTL) and to be able to continue teaching in a
maintained school or nursery school, non-maintained special school or pupil referral unit.
1.2
ENTITLEMENTS
NQTs who qualified after 7 May 1999 have the following entitlements:
1.3

a reduced teaching timetable of 90% of normal teaching duties in their first year;

support from a designated induction tutor;

support in setting short, medium and long term targets building on the Career Entry and
Development Profile;

observation of their teaching at least half termly (termly in Bristol) followed by discussion;

a formal professional review of progress at least half termly (termly in Bristol);

opportunities to observe experienced teachers in their own and other schools;

other targeted professional development activities.
RESPONSIBILITIES
Responsibilities of the Headteacher, Induction Tutor, Governors and the LA are detailed within the
Statutory Guidance which is available at: Induction NQTs Statutory Guidance (June 2013)
The responsibilities of the NQT are as follows:
NQTs should take an active role in all aspects of the induction process. They should:

make their Career Entry and Development Profile available to the school, and work with their
induction tutor to use the Career Entry and Development Profile and the Teachers’ Standards as a
basis for setting objectives for professional development and devising an action plan;

take part in planning their induction programme, including the identification and reviewing of
objectives;

engage fully in the programme of monitoring, support and assessment that is agreed with the
induction tutor, taking increasing responsibility for their professional development as the induction
period progresses;
7
1.4

be familiar with the Teachers’ Standards, monitor their own work in relation to them and contribute
to the collection of evidence towards their formal assessment;

raise any concerns they have about the content and/or delivery of their induction programme.
In doing so, they should make use of the school's internal procedures for raising professional
concerns in the first instance. If their concerns go beyond the school's systems or procedures,
or if they feel that the concerns have not been addressed, they should contact the named
individual at the LA.
ASSESSMENT
The Induction programme will include monitoring of the NQT's progress. This will include:

informal monitoring on a day to day basis;

the NQT's self evaluation;

scheduled observations;

review discussions.
A summative assessment is also made of the NQT's progress. By the end of the induction year
NQTs must demonstrate that they have met the Teachers’ Standards.
Formal Assessment meetings take place between induction tutor and/or the Headteacher and
the NQT towards the end of each term. The outcomes of the assessment meetings are recorded
on standard forms. A copy of these forms is to be found in Section 4 of this handbook.
A copy of the Assessment Form is forwarded to Lynn Houlton, NQT Induction Assistant, Bristol
Education Centre, Sheridan Road, Horfield, Bristol BS7 0PU by a specified date each term (see
page10 of this handbook).
1.5
DECISION ON SATISFACTORY COMPLETION OF INDUCTION
At the end of the induction period the Headteacher makes a judgement about whether the NQT
has met the Standards and makes a recommendation to the LA on the standard form.
In Bristol LA all the final assessment forms will be referred to an Assessment Panel comprising
Headteachers and LA Officers. The LA will make the decision and then notify the NQT, the
Headteacher and the National College for Teaching & Leadership (NCTL).
It is expected that the vast majority of NQTs will complete their induction year satisfactorily.
1.6
WHERE THE NQT DOES NOT MAKE SATISFACTORY PROGRESS
If the NQT is failing to make satisfactory progress the Headteacher and Induction Tutor
must discuss this as early as possible with the NQT and ensure that advice and support are
provided to make the necessary improvements.
If the school has any doubt about whether the NQT will meet the Standards by the end
of the year they should inform the LA (see contacts list on inside front cover) as soon as
possible and, if necessary, in advance of any formal assessment meeting.
The LA should assure itself that the assessment is secure, that relevant objectives have been set
and that there is an appropriate support programme in place. The Headteacher should observe
the teaching of the NQT and where the Induction Tutor is the Head, ensure that a third party
observes. The school will keep full records of discussions and observations.
If, after a full programme of support, the NQT is still judged not to be meeting the Standards
the LA will decide that the NQT has failed to complete their induction year satisfactorily and will
therefore be unable to teach in a maintained school or nursery school, or in a non-maintained special
school or pupil referral unit.
8
1.7
RAISING CONCERNS
NQTs who have concerns about the school's monitoring, support and assessment
arrangements should raise this as soon as possible. In the first instance this is with the
school. If their concerns are not resolved within the school this should be with the LA (see
contacts list on page 1).
1.8
APPEALS
NQTs have the right to appeal against a decision that they have failed to complete their induction
satisfactorily.
1.9
TIMELINE
(see page 10)
9
Deadlines for forms to be sent to LA
In school support programme
Term 1

Action Plan sent to LA NQT
Induction Assistant by end of
September


Action Plan prepared by Induction Tutor & NQT –
based on University Profile – to be sent to LA NQT
Induction Assistant by end of September
Observation of NQT by end of 4th week and follow up
discussion
Review Meeting between NQT and Induction Tutor to
review progress of Action Plan
Term 2


1st Assessment sent to LA
NQT Induction Assistant 5
days before end of Term 2

Observation of NQT and follow up discussion
Review meeting between NQT and Induction Tutor to
review progress of Action Plan
Assessment Meeting between NQT, Induction Tutor
and/or Induction Co-ordinator/Headteacher
Christmas
Term 3


Observation of NQT and follow up discussion
Review Meeting between NQT and Induction Tutor to
review progress of Action Plan


Observation of NQT and follow up discussion
Review Meeting between NQT and Induction Tutor to
review progress of Action Plan
Assessment Meeting between NQT, Induction Tutor
and/or Induction Co-ordinator/Headteacher
Term 4
nd
2 Assessment sent to LA
NQT Induction Assistant 5
days before end of Term 4

Easter
Term 5


Observation of NQT and follow up discussion
Review Meeting between NQT and Induction Tutor to
review progress of Action Plan


Observation of NQT and follow up discussion
Review Meeting between NQT and Induction Tutor to
review progress of Action Plan
Assessment Meeting between NQT, Induction Tutor
and/or Induction Co-ordinator/Headteacher
Term 6
3rd Assessment sent to LA
NQT Induction Assistant 10
days before end of Term 6

o For NQTs starting their induction year in September the dates for return of Assessment Forms to
the LA NQT Induction Assistant are as follows:
Assessment 1 (Form Induct 1)
Assessment 2 (Form Induct 1)
Assessment 3 (Form Induct 2 or Induct 3)
5 working days before the end of term 2
5 working days before the end of term 4
10 working days before the end of term 6
o For NQTs who start their induction year after September the return dates for the Assessment
Forms will be notified to the Headteacher at the time of registration.
10
11
Section
Two
The Induction Programme
within your School
12
The Induction Programme
within Your School
2.1
AIMS OF AN INDUCTION PROGRAMME
The aims of an induction programme are to:

provide appropriate guidance and support to enable new entrants to teaching to make an
effective start to their careers;

help new teachers to be assimilated into the schools to which they have been appointed by
enabling them to become familiar with their cultures, procedures and routines;

consolidate and build upon the progress made by NQTs during their initial teacher training
towards achieving professional competence as set out in the Teachers’ Standards;

establish a foundation for future professional development as part of a continuous process of
lifelong learning;

enable new teachers to develop self-confidence and professional self-esteem;

contribute to the on-going professional development of those staff who guide and support
NQTs.
By helping new teachers in this way schools are able to anticipate and avoid many of the difficulties
which may arise for NQTs early in their careers, and in so doing maintain their commitment to
high quality teaching and learning.
2.2
PRINCIPLES OF GOOD PRACTICE
Effective support and induction:
2.3

is a collaborative process in which the induction tutor and the NQT work closely and cooperatively;

constitutes a learning partnership in which both partners develop personally and professionally
as a result of their participation in the process;

is something to which both people are committed ideologically (i.e. they believe in it as an
educational process and value it as a professional activity);

is an activity to which both people are prepared to give the time and effort needed to make it
work effectively;

is a process in which difficulties are openly acknowledged and tackled systematically;

is where differences of opinion are treated positively, to be explored and understood;

depends on a relationship which is based on mutual trust;

includes institutional support for the induction process in terms of designated time and training
and support for those fulfilling the roles.
THE ROLE OF THE INDUCTION TUTOR
The Induction Tutor has day-to-day responsibility for the monitoring, support and assessment of
a particular NQT. In many secondary schools, the Induction Tutor will be the NQT's head of
13
department; in many primary schools the Induction Tutor will be the Headteacher, Deputy
Headteacher or a phase co-ordinator. The most important consideration is that the role is taken by an
appropriately experienced colleague who has regular contact with the NQT.
The Induction Tutor needs to be fully aware of the requirements of the induction period and to
have the skills, expertise and knowledge they need to work effectively in the role. In particular,
they should be able to provide or co-ordinate effective guidance and support, and to make rigorous
and fair judgements about the new teacher's performance in relation to the Teachers’ Standards.
As well as any tasks delegated by the Headteacher, the responsibilities of the Induction Tutor
include:

making sure the NQT knows and understands the roles and responsibilities of those involved in
induction, including their own rights and their responsibility to take an active role in their own
professional development;

organising and implementing, in consultation with the NQT, a tailored programme of monitoring,
support and assessment which takes forward in, a flexible way, the action plan set out in the
NQT's Career Entry Profile, and which takes into account the needs and strengths identified in
The Profile, the Teachers’ Standards and the specific context of the school;

co-ordinating or carrying out observations of the NQT's teaching, and organising follow-up
discussion with the NQT;

reviewing with the NQT their progress against their objectives and the Teachers’ Standards;

making sure that the NQT is fully informed about the nature and purpose of assessment in the
induction period;

ensuring that dated records are kept of monitoring, support and formative and summative
assessment activities undertaken, and their outcomes.
As well as providing formative assessment, the Induction Tutor will, in many cases, be involved in
the formal, summative assessment at the end of the induction period. The support and assessment
functions may be split between two or more teachers if this suits the structures and systems
already in place in the school. However, if a school takes this approach, one person must be
identified to have day-to-day responsibility for co-ordinating the induction programme, and it is
important for responsibilities to be clearly specified at the outset. In a large school, a senior
member of staff may take an overview of the induction arrangements for all NQTs across the
school. This would be in addition to the Induction Tutors, who have direct responsibility for tailoring
the induction programme of individual NQTs.
[Paragraph 2.3 above is taken from the TDA publication ‘Supporting Induction Part 1: Overview’]
2.4
SUGGESTED ACTIVITIES FOR THE INDUCTION PROGRAMME
When compiling a programme of support, induction tutors will wish to consider arrangements for
the NQT to:
a) receive information about the school, the specific post and the arrangements for induction, in
advance of the first day in post;
b) receive information about their rights and responsibilities and those of others involved, and the
nature and purpose of assessment in the induction period;
c) participate in the school’s general induction arrangements for new staff;
d) take part in any programme of staff training at the school;
e) know about any whole school policies, including those on child protection, management of
behaviour and health and safety, and contribute, with other teachers, to specific school
improvement activities;
14
f) spend time with the school’s SENCO to focus on specific and general SEN matters;
g) 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;
h) attend external training events that are relevant to identified individual needs.
Schools need to design an induction programme for the period of the NQT's induction, taking
account of the underlying principles of good practice.
The programme will include observations of the NQT by the Induction Tutor and senior staff – in
Bristol, where there are 6 terms a year, a minimum of one per term and a termly review meeting.
Some activities which you may wish to include are listed below. These are often included as part
of an Induction Day(s) in July:
Prior to taking up post:

Make sure the NQT Registration Form (Appendix C) has been completed, normally at least
10 working days before the NQT commences employment.

Send a ‘welcome to our school’ letter.

Provide a pack of information about the school – see 2.6.

Provide information about NQT training provided by the LA, as detailed on the Trading with
Schools website (see introduction).

Arrange a first meeting with the nominated induction tutor off site, in an informal setting.

Arrange a visit to the school with an organised Induction programme to include:
- a tour of the school
- information about class(es) expected to teach
- an introduction to key personnel
- a chance to observe classes and reflect on the school's expectations about learning
- a discussion with the induction tutor about the induction process

Make sure the school has completed all necessary identity and security checks, especially
those by the Criminal Records Bureau or CRB and NCTL (for QTS status).
Upon taking up post:

Set up a first meeting to establish roles and responsibilities and to share the identified strengths
and areas for development identified in the CEDP.

Agree an Action Plan for the Induction Year, and send a copy to the LA Induction Assistant.

Arrange a series of meetings with key people for information eg Headteacher, Deputy
headteacher, SENCO etc.

Provide a ‘buddy’ mentor. This could be a recently qualified teacher - and someone not involved
in the assessment of the NQT.

Introduce NQT to the Chair of Governors.

Have a discussion about school policies.

Provide specific guidance on behaviour management.
15

Arrange focused discussion on areas arising from needs analysis eg focusing on questioning,
lesson starters, classroom management, differentiation, pace.

Provide a forum for all NQTs (and recent NQTs) to meet and discuss common issues.

Arrange structured meetings with the NQT(s) to work together on specific issues eg:
- lesson planning from schemes of work
- assessment/pupil tracking/target setting
- record keeping.

Arrange lesson observation by the NQT of other teachers both in school and in other schools.

Arrange for the Head of Phase/Faculty and/or induction tutor to team teach with the NQT.

Arrange for the NQT to shadow an experienced teacher for a day.

Encourage self reflection, for example keeping a diary or notebook of key learning events.

Provide access to additional training courses as required.

Encourage the NQT to ask for someone to observe them teaching - focus on their strengths as
well as their areas for development.

Arrange opportunities for monitoring their targets other than through classroom observation eg
planning, pupils’ work sample, display, talking to pupils.


Share and compare the outcomes of a piece of work which has also been done by a parallel
class.
Plan jointly with a teaching partner or team.

Shadow a subject leader

Provide support on parents’ evenings - provide specific guidance in advance.

Provide an opportunity to plan and run a school trip / visit jointly with another member of staff.

In primary schools, involve them in planning and delivering assemblies (if appropriate).

Arrange a visit to another school - to focus on a specific aspect the NQT is currently developing.
All activities should be needs driven, undertaken professionally and be used to enable the NQT to
learn about teaching and to reflect on their own practice.
But don't forget the less structured support:
2.5

Chat informally and often

Involve your NQT in staff social events

Encourage them to become involved in extra-curricular activities, if appropriate.
ADDITIONAL SUPPORT WHERE THE NQT IS MAKING TOO LITTLE PROGRESS
In some cases, NQTs may need specific support additional to the planned induction programme.
If the NQT is judged to be making too little progress towards meeting the Teachers’ Standards and is
‘at risk’ of failure, additional support will be required.
This additional support should be carefully matched to the specific needs of the NQT. Suggestions
of activities for additional support include:

LA run courses focused on identified areas for development.
16
2.6

Lesson observation by another teacher.

Honest feedback and detailed action planning.

NQT to observe a lesson focusing on the particular aspect that is causing concern in their own
teaching.

Give team members and partner teacher time to devote to detailed lesson planning with NQT.

Provide additional visits to other schools, especially if the NQT is the only subject specialist.

Team teach with an experienced teacher.

Set simple objectives.

Remove pupils for a short period of time from class if their behaviour is particularly challenging.

Request LA support, for example from School Improvement Officer or consultants.

Increase the frequency of focused meetings.

Monitor and review action plan frequently.

Engage all staff in ‘moral support’ of NQT - boost their self esteem.

Critically review their timetable and amend if appropriate.

Discuss time management and stress management strategies.

Arrange further lesson observations of other teachers demonstrating good practice in identified
area for development.

Share strategies of good practice in the NQT's identified area for development at faculty / staff
meetings.
GETTING TO KNOW YOUR SCHOOL
Any new member of staff will need to devote time and energy to getting to know the school. The
staff handbook will give you much that you need and the list below may be useful in checking that
you have all the relevant information and documents. The Form NQT IND/1 "Your New School
Information" in Section 4 will allow you to record names of some of the key people who may not be
employed by the school but whom you will also encounter.
1) Time of the school day and general school timetable, school calendar
2) Teacher's directed time - maximum 1265 hours
3) Timetables: classroom assistants
parental help
non-contact time
4) Register-marking procedure
5) Handling money policy
6) Duty Rota: supervision of children - lunchtime, playtime & wet days
7) Copies of all relevant school, faculty and departmental policies and relevant
National Curriculum Policy Statements, curriculum plans and/or Schemes of Work.
8) Assessment procedures
17
9) Pastoral system
10) Child Protection procedures
11) Details of teaching staff, curriculum, pastoral, special educational needs and
other responsibilities
12) Details of non-teaching staff and responsibilities
13) Structure of year system / curriculum structure
14) Map of the school
15) Extension numbers for internal telephones/ICT set up
16) School Office: how they can / cannot help you
17) Location of resources
18) School prospectus / brochure and staff/departmental handbook
19) Name of School Improvement Officer and contact details
20) Procedure to be followed in case of illness or other absence
21) Information about Professional Associations and their representatives
2.7
GUIDANCE TO INDUCTION TUTORS ON OBSERVING LESSONS
a) It is important to agree together the focus for lesson observation e.g.







pupils’ grouping arrangements
managing pupil behaviour
quality of adult / pupil interaction
managing group work
planning into practice
questioning
differentiation
b) Discuss with the NQT the context of the lesson and where it fits into a sequence of lessons, and any
issues relating to the class.
c) Discuss beforehand what your role as observer will be



where will you sit ?
will you be involved in the teaching session ?
will you have copies of the teacher’s planning?
d) Discuss arrangements for immediate feedback


where will it happen ? - try to arrange a time immediately after the teaching session and
not leave it for a day or so.
try and observe the 80/20 rule - the NQT should do most of the talking with prompts by
the observer which enables them to reflect and evaluate on their practice.
e) Agree dates for the next observation.
Lesson observations must take place at least once a term making six observations in total. The outcomes
will inform the review meetings which must take place after each observation.
Outcomes of all observations and meetings will inform the formal assessment meetings which will take place
at the end of every 2 terms.
18
19
Section
Three
Support from Bristol LA
20
Support from Bristol LA
3.1
THE LA'S RESPONSIBILITIES IN THE INDUCTION PROCESS
The LA has two key responsibilities:
o
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
o
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 NCTL. It may, in exceptional circumstances, offer an NQT the
opportunity of an extension to the induction period (see DfE guidance).
The above responsibilities encompass a range of more specific tasks. These require the LA to:
3.2

identify a named contact on induction matters at the LA (see contact details on page 1), with whom
NQTs may raise issues about their induction programme where they cannot be resolved
satisfactorily within the school. To ensure that this person is seen to be completely impartial, and
that NQTs have no hesitation in discussing induction arrangements about which the NQT may be
raising concerns, such as in making decisions about satisfactory completion of the induction
period;

keep a record of the names, DfE reference number (TRN) and date of birth 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;

liaise with other LAs as appropriate about an NQT employed on a part-time basis in more than one
school at the same time;

make sure that it is fully aware of the circumstances where any summative assessment forms
have not been submitted or signed;

retain the assessment reports received on an NQT until the NCTL has confirmed that the NQT has
moved from provisional to full registration or has been removed from the register, following the end
of the induction period and, where relevant, any appeal process.
TRAINING AND DEVELOPMENT OPPORTUNITIES DURING YOUR INDUCTION YEAR
Details of all courses provided by Bristol LA are to be found on the Trading with School website (see
introduction). There is a charge for courses and applications should be made after discussion with
your Induction Tutor and Headteacher.
3.3
SCHOOL TEACHERS' PAY AND CONDITIONS OF EMPLOYMENT
Your pay and conditions are governed by the School Teachers' Pay and Conditions document.
This is reviewed and published each year and is available in all schools.
If you have any concerns about your pay and conditions you should contact the Human Resources
of Bristol LA (0117 352 1400) or
Bristol LA NQT Administrative Assistant: Lynn Houlton (0117 377 3210)
You should also contact your professional association
3.4
TEACHERS' PROFESSIONAL ASSOCIATIONS
A Professional Association (or Trade Union) will provide you with a large range of professional and
personal benefits from a wide range of professional publications.
21
Influence
Unions articulate their members' views to Government, Local Authorities and other relevant national
and local bodies. This collective representation empowers employees by giving them a forum to
influence pay and conditions of service, recruitment, training, retirement and pensions.
Representation
Recognised Trade Unions are legally entitled to:



receive information relevant to collective bargaining;
be consulted before members are made redundant;
appoint safety representatives and workplace representatives.
Industrial Action
All unions aim to resolve problems through reasoned argument, discretion and persuasion - a
strike or some other form of industrial action is the last resort.
Legal Support
Unions offer expert free legal advice and representation to members facing difficulties arising in the
course of their employment, for example:


disputes over contracts
disciplinary matters
� redundancy
� accidents and assaults
Professional Advice
Trade Unions publish information and provide individual guidance on issues such as:


salaries
maternity leave
� superannuation
� tax
� sick leave & sick pay
� contractual duties
and publish documents on many aspects of a teacher’s work for example:

managing classroom behaviour
� role of the teacher governor
as well as commentaries on Government regulations and advice on OFSTED inspections.
Working Together
Nationally and locally, the teacher trade unions work together where possible for their members’
benefit.
Locally, Branch Officials of each of the main Trade Unions work together on a Workforce Agreement
Monitoring Group. They liaise with Bristol City Council at a Corporate and Education
Directorate level as well as with individual schools and other trade unions.
Your local representatives are:
Union:
ATL
Name:
Michele Wills
Address:
0117 942 1177
NAS/UWT
Sue Cunningham
07975 718194, email suenasuwt@hotmail.com
NUT
Lisa Middle
07964 693594, email secretary@bristol.nut.org.uk
22
23
Section
Four
Keeping a Record of Your
Induction Year
24
Keeping a Record of Your
Induction Year
4.1
INTRODUCTION
During this year you will need to keep a record of meetings and observations.
Your school may already have or be developing its own forms for recording. In this section there
are examples of some forms which you may find useful.
4.2
YOUR NEW SCHOOL INFORMATION (NQT IND/1) - page 26
This form allows a record of names of key people who work with your school.
4.3
ACTION PLAN FOR NQT INDUCTION (NQT ACT/1) - page 27
This form supports you in drawing up the Action Plan for Professional Development.
4.4
REVIEW MEETING RECORDING FORM - page 28
This form provides a structure for recording the outcomes of review meetings against the Teachers’
Standards.
4.5
SUGGESTED TEACHERS’ STANDARDS PROGRESS TRACKING FORM – page 30
4.6
MAINTAINING A PROFESSIONAL PORTFOLIO - page 36
A possible structure for a professional portfolio for newly qualified teachers.
4.7
STATUTORY NQT INDUCTION ASSESSMENTS - page 37
DfE Assessment forms, which need to be completed, signed and returned to Lynn Houlton (see
Contact List on page 1).
25
Your New School
Information
The following proforma is a list of key people involved in your new school. Please complete the proforma,
filling in the relevant names.
1. School Improvement Officer:
__________________________
2. Chair of Governors:
__________________________
3. School’s Educational Psychologist:
__________________________
4. School’s Educational Welfare Officer:
__________________________
5. Teaching Support Staff:
__________________________
SEN:
__________________________
EBD:
__________________________
EIAT:
__________________________
6. Parent-teacher group representative:
__________________________
7. After-school care worker:
__________________________
8. Learning Mentor/Family Liaison Worker:
__________________________
26
Action Plan for NQT Induction
Name of School:
(NQT ACT/1)
Name of NQT:
Year Taught (primary only)
This Action Plan should be completed jointly by the Induction Tutor and the NQT. It should be based on a review of the NQT’s strengths and
areas for development in the Career Entry and Development Profile. Between 3 and 5 objectives should be agreed for the year, depending on
teaching load. It should also be renewed as the year progresses at the monthly Review Meetings with additional and alternative objectives set, as
appropriate. You can prepare your own table, download one from the LA website, or write on both sides of this sheet.
RESOURCES
(eg time, training, and
equipment using NQT budget)
Signature on behalf of school
OBJECTIVES
(up to 5 things to be
achieved
during the year))
ACTION TO BE TAKEN
AND BY WHOM
(who needs to do what)
Date
TARGET DATE FOR
ACHIEVEMENT
(eg Review Meeting)
SUCCESS CRITERIA
(how achievement will
be evident)
Signature of NQT
EVALUATION OF PROGRESS
(to be completed at Review
Meetings)
Date
27
Review Meeting
Recording Form
RECORD OF REVIEW MEETING
Between: _____________________________ (NQT)
_____________________________ (Induction Tutor)
Date:
_____________________________
AGENDA:
1. Reflection on lesson observations and issues arising.
2. Progress towards objectives identified in action plan.
3. Review of progress towards Teachers’ Standards.
4. Review of effectiveness of support and guidance activities undertaken.
5. Revision to action plan.
6. Identification of further support and guidance.
Summary of Action Points:
By NQT
By Induction Tutor
By Others





Agreed date of Next Meeting: _____________________________________
28
1.Issues arising from lesson observations
2. Issues arising from support and guidance activities undertaken
3. Overall progress towards objectives identified in action plan
29
Teachers’ Standards 2012
Standard
Brief notes of evidence and date
Met by end of
assessment period
Asst
Asst Asst
1
2
3
1. Set high expectations which inspire, motivate and challenge pupils
a) establish a safe and stimulating environment for pupils,
rooted in mutual respect
b) set goals that stretch and challenge pupils of all
backgrounds, abilities and dispositions
c) demonstrate consistently the positive attitudes, values and
behaviour which are expected of pupils
2. Promote good progress and outcomes by pupils
a) be accountable for pupil’s attainment, progress and
outcomes
b) be aware of pupils’ capabilities and their prior knowledge,
and plan teaching to build on these
c) guide pupils to reflect on the progress they have made
and their emerging needs
d) demonstrate knowledge and understanding of how pupils
learn and how this impacts on teaching
e) encourage pupils to take a responsible and conscientious
attitude to their own work and study
30
Standard
Brief notes of evidence and date
Met by end of
assessment period
Asst
Asst Asst
1
2
3
3. Demonstrate good subject and curriculum knowledge
a) have a secure knowledge of the relevant subject(s) and
curriculum areas, foster and maintain pupils’ interest in the
subject, and address misunderstandings
b) demonstrate a critical understanding of developments in
the subject and curriculum areas, and promote the value of
scholarship
c) demonstrate an understanding of and take responsibility
for promoting high standards of literacy, articulacy and the
correct use of standard English, whatever the teacher’s
specialist subject
d) if teaching early reading, demonstrate a clear
understanding of systematic synthetic phonics
e) if teaching early mathematics, demonstrate a clear
understanding of appropriate teaching strategies
4. Plan and teach well structured lessons
a) impart knowledge and develop understanding through
effective use of lesson time
b) promote a love of learning and children’s intellectual
curiosity
c) set homework and plan other out-of-class activities to
31
Standard
Brief notes of evidence and date
Met by end of
assessment period
Asst
Asst Asst
1
2
3
consolidate and extend the knowledge
d) reflect systematically on the effectiveness of lessons and
approaches to teaching
e) contribute to the design and provision of an engaging
curriculum within the relevant subject area(s)
5. Adapt teaching to respond to the strengths and needs of all pupils
a) know when and how to differentiate appropriately, using
approaches which enable pupils to be taught effectively
b) have a secure understanding of how a range of factors
can inhibit pupils’ ability to learn, and how best to overcome
these
c) demonstrate an awareness of the physical, social and
intellectual development of children, and know how to adapt
teaching to support pupils’ education at different stages of
development
d) have a clear understanding of the needs of all pupils,
including those with special educational needs; those of high
ability; those with English as an additional language; those
with disabilities; and be able to use and evaluate distinctive
teaching approaches to engage and support them
32
Standard
Brief notes of evidence and date
Met by end of
assessment period
Asst
Asst Asst
1
2
3
6. Make accurate and productive use of assessment
a) know and understand how to assess the relevant subject
and curriculum areas, including statutory assessment
requirements
b) make use of formative and summative assessment to
secure pupils’ progress
c) use relevant data to monitor progress, set targets, and
plan subsequent lessons
d) give pupils regular feedback, both orally and through
accurate marking, and encourage pupils to respond to the
feedback
7. Manage behaviour effectively to ensure a good and safe learning environment
a) have clear rules and routines for behaviour in classrooms,
and take responsibility for promoting good and courteous
behaviour both in classrooms and around the school, in
accordance with the school’s behaviour policy
b) have high expectations of behaviour, and establish a
framework for discipline with a range of strategies, using
praise, sanctions and rewards consistently and fairly
c) manage classes effectively, using approaches which are
appropriate to pupils’ needs in order to involve and motivate
them
33
Standard
Brief notes of evidence and date
Met by end of
assessment period
Asst
Asst Asst
1
2
3
d) maintain good relationships with pupils, exercise
appropriate authority, and act decisively when necessary
8. Fulfil wider professional responsibilities
a) make a positive contribution to the wider life and ethos of
the school
b) develop effective professional relationships with
colleagues, knowing how and when to draw on advice and
specialist support
c) deploy support staff effectively
d) take responsibility for improving teaching through
appropriate professional development, responding to advice
and feedback from colleagues
e) communicate effectively with parents with regard to pupils’
achievements and well-being
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define
the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
a) Teachers uphold public trust in the profession and
maintain high standards of ethics and behaviour, within and
outside school, by:
 treating pupils with dignity, building relationships
34
Standard




Brief notes of evidence and date
Met by end of
assessment period
Asst
Asst Asst
1
2
3
rooted in mutual respect, and at all times observing
proper boundaries appropriate to a teacher’s
professional position
showing tolerance of and respect for the rights of
others
not undermining fundamental British values, including
democracy, the rule of law, individual liberty and
mutual respect, and tolerance of those with different
faiths and beliefs
ensuring that personal beliefs are not expressed in
ways which exploit pupils’ vulnerability or might lead
them to break the law.
having regard for the need to safeguard pupils’ wellbeing, in accordance with statutory provisions
b) Teachers must have proper and professional regard for
the ethos, policies and practices of the school in which they
teach, and maintain high standards in their own attendance
and punctuality
c) Teachers must have an understanding of, and always act
within, the statutory frameworks which set out their
professional duties and responsibilities
35
Maintaining a Professional
Portfolio
A possible structure for a professional portfolio for Newly Qualified Teachers
1
Induction
2
Career History
 CV and qualifications
 References
 Job description
 Your Career Entry and Development Profile
3
Objectives


4
Professional development







5
Notes from professional development meetings: for example, review meetings with your
induction tutor
Where appropriate, notes or certificates from external activities (eg seminars and
conferences) in which you have taken part
Notes on observations of your teaching and follow-up discussions/learning points
Similar notes on your observation of other teachers and follow-up discussions
Significant articles you have read and websites you visited
Notes from working groups and joint planning meetings
Record of CPD activities
Evidence of growing effectiveness



6
Action plans
Reviews of progress
Notes of feedback from observations and professional review discussions
Formal termly progress reports for induction
Self evaluation of progress
Other Information





Information on your entitlements and obligations during your induction period
Teachers' Standards Framework
School / LA policies for Induction and Performance Management
Information about the LA, Advanced Skills Teachers and lead teachers of literacy and
numeracy
School policies re T & L, H & S, Safeguarding, Assessment, SEN, Curriculum etc
36
Bristol City Council
The Council House
College Green
BRISTOL
BS1 5TR
NQT induction assessment for the:
End of first assessment period.
End of second assessment period.
Interim assessment
Instructions for completion
• The appropriate body for statutory induction may personalise and adapt the forms to suit local
needs, including use on-line.
• The Department does not provide alternative versions to those already available on the DfE
website.
• Where tick boxes appear please insert “X”.
• The head teacher/principal should retain a copy and send a copy of this completed form to the
appropriate body within 10 working days of the NQT completing the assessment period.
• The original copy should be retained by the NQT.
• Hard copies will be required at certain stages of assessment, particularly for signature, unless
they are submitted on-line with the necessary authentication in place of signatures.
• Full guidance on statutory induction can be found at
http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newlyqualified-teachers.
NQT’s personal details:
Full name
Date of birth
Former name(s) (where applicable)
DfE/teacher reference number
/
Name of institution (e.g. school or college)
National insurance number
DfE institution number (if
applicable)
/
Appropriate body receiving this report
Date of award of QTS:
Recommendation:
The above named teacher’s performance indicates that he/she is making satisfactory
proprogressprogress
progress against the Teachers’ Standards within the induction period.
37
The above named teacher’s performance indicates that he/she is not making satisfactory
progress against the Teachers’ Standards for the satisfactory completion of the induction
period.
I confirm that the NQT has received a personalised programme of support and monitoring
throughout the period specified below in line with the statutory guidance.
Date of start of this assessment period:
Date of end of this assessment period:
Number of terms completed during this assessment period
or
Number of days that can count towards induction during this assessment
period:
Does the NQT work:
Full time
Part time
Number of days of absence during this assessment period
Assessment of progress against the Teachers’ Standards:
The head teacher/principal or induction tutor should record, in the box below, brief details of the
NQT’s progress against the Teachers’ Standards including:
 strengths;
 areas requiring further development, even where progress is satisfactory (for example aspects
of the Teachers’ Standards which the NQT has yet to meet); and areas of concern
 evidence used to inform the judgements; and,
 targets for the coming term.
Comments must be in the context of and make reference to each specific Teachers’ Standard which
can be found at: http://www.education.gov.uk/schools/leadership/deployingstaff/a00205581/teachersstandards1-sep-2012-.
Please continue on a separate sheet if required.
38
Comments by the NQT:
The NQT should record their comments or observations on their induction to date.
Please reflect on your time throughout this assessment period and consider whether:
•
•
you feel that this report reflects the discussions that you have had with your induction tutor and/or head
teacher during this assessment period;
you are receiving your full range of entitlements in accordance with regulations and guidance
(http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualifiedteachers)
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?
39
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
head teacher/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)
40
Bristol City Council
The Council House
College Green
BRISTOL
BS1 5TR
NQT induction: final assessment and recommendation
Instructions for completion
• The appropriate body for statutory induction may personalise and adapt the forms to suit local
needs, including use on-line.
• The Department does not provide alternative versions to those already available on the DfE
website.
• Where tick boxes appear please insert “X”.
• The head teacher/principal should retain a copy and send a copy of this completed and signed form
to the appropriate body within 10 working days of the NQT completing the induction period.
• The original copy should be retained by the NQT.
• Hard copies will be required at certain stages of assessment, particularly for signature, unless they
are submitted on-line with the necessary authentication in place of signatures.
• Full guidance on statutory induction can be found at
http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualifiedteachers
Recommendation:
The teacher named below has performed satisfactorily against the Teachers’ Standards for the
completion of induction
The teacher named below has not performed satisfactorily against the Teachers’ Standards for
the completion of induction
The teacher named below should have their induction period extended
NQT’s personal details:
Full name
Date of birth
Former name(s) (where applicable)
DfE/teacher reference number
/
Name of institution (e.g. school or college)
National insurance number
DfE institution number (if
applicable)
/
41
Appropriate body receiving this report
Date of start of final assessment period:
Date of end of final assessment period:
Number of terms completed during the final assessment period
or
Number of days completed during the final assessment period
Does the NQT work:
Full time
Part time
Number of days of absence during the (entire) induction period
Confirmation of induction:
I confirm that the NQT has received a personalised programme of support and monitoring
throughout the period specified above in line with statutory guidance
Include the number of days reduction to the induction period to be served by the NQT where
this has been agreed with the appropriate body as outlined in paragraph 3.5 of the statutory
induction guidance at
http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newlyqualified-teachers).
If a reduction to the NQT’s induction period has been given to reflect previous teaching experience, as
outlined in paragraphs 3.2 - 3.4 of the statutory guidance, please give details here:
Assessment of progress against the Teachers’ Standards:
The head teacher/principal or induction tutor should record, in the box below, brief details of the NQT’s
progress against the Teachers’ Standards including:
 strengths;
 areas for further development where progress is satisfactory; and areas of concern
 evidence used to inform the judgements; and
42

where appropriate, targets to be met.
Comments must be in the context of and make reference to each specific Teachers’ Standard which
can be found at: http://www.education.gov.uk/schools/leadership/deployingstaff/a00205581/teachersstandards1-sep-2012-.
Please continue on a separate sheet if required.
Comments by the NQT:
The NQT should record their comments or observations on their induction to date.
43
Please reflect on your time throughout your entire induction period and consider:
•
•
•
Whether you feel that this report reflects the discussions that you have had with your induction
tutor and/or head teacher/principal during this assessment period; and,
you received your full range of entitlements in accordance with regulations and guidance
(http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newlyqualified-teachers)
areas where you feel you require further development/support/guidance when looking towards
the next stage in your career? Please indicate these are part of your comments in the box
below.
I have discussed this report with the induction tutor and/or head
teacher/principal:
Yes
No
I have the following comments to make:
This form should be signed below, unless it is being sent electronically in which case it must be sent
from the head teacher/principal's mailbox and copied to the NQT and induction tutor.
Signed: Head teacher/principal
Date
Full name (CAPITALS)
Signed: NQT
Date
Full name (CAPITALS)
Signed: Induction tutor (if different from head teacher/principal)
Date
Full name (CAPITALS)
44
45
Section
Five
Starting Teaching:
Ideas and Advice
46
Starting Teaching: Ideas and
Advice
5.1
INTRODUCTION
You will be taking up your first post equipped with much information and advice gained during
your initial training year which will be very valuable. We feel that the following three areas of
organisation and management, creating the climate for learning, and induction strategies for
children (in primary schools) may be helpful in the early days. They have been produced by
teachers and officers in the LA.
5.2
GUIDANCE ON ORGANISATION AND MANAGEMENT
The purpose of this section is to provide you with some helpful hints which might be of use in
managing your way through your early experiences as a teacher.
Your induction tutor will support you with the management of the curriculum, the learning and
of the classroom or area in which you teach. This guidance aims to support you in the
development of your self-management skills.
The guidance is divided into the following sections:
� Organising yourself
� Managing the paper
� Managing your time
� Managing the workload.
Organising Yourself
Organisation involves developing a system so that you can find things.
It may start with simple but fundamental elements:
set up a place for work - at school and at home.

equip yourself - pens, pencils, rubbers, paper, diary / organiser and...

file yourself - use boxes to hold differently coloured folders (primary: e.g. blue = literacy; red =
numeracy; yellow = science) (secondary: e.g. blue = tutor group; red = subject material; green
= school procedures etc.)

see how your induction tutor deals with organisational matters and copy the aspects which
work for you

let other staff know how your system works in case you are absent sometime, on a course or
unwell

review your system; is it working ? If the answer is yes, then don't fix it! If the answer is no,
then ask for advice from a colleague. The colleague may have had the same problem and be
able to assist you.
Managing Your Time
FACT: There are 24 hours in a day, 60 minutes in an hour and 60 seconds in a minute and this
you cannot alter
47
Planning your time
You will find the following useful:a) a diary or personal organiser (many schools will provide this)
b) a school calendar
c) your school timetable
With b) and c), you have very little flexibility as the planning for the production of these has involved
many people in many hours of decision-making before your arrival at the school. If you are teaching in
a secondary school your timetable may not be finalised until you start in September, but you can get
ideas of subjects / topics you will teach.
Helpful Hints
Use of your diary / organiser:
o
Enter in your diary b) and c) items
o
It can be helpful to include all the items from the school calendar so that you get the "big picture" of
the relationship between the different meetings / decision-making bodies and the school's
organisation.
o
Use highlighters or coloured pens to draw attention to the holidays, report and assessment dates,
parents' evenings, school concerts, plays, sports, governors' meetings, the five statutory in-service
days and staff meetings.
o
On your timetable highlight your non-contact time (NCT), try to give yourself a time buffer to
reduce stress by drawing a thick line at the start of your NCT to represent 5 minutes, and the same
at the end of the NCT, so that when arranging to meet with a colleague, it allows you the time to
disengage from the previous teaching and time after the meeting to engage with the next lesson.
o
Plan with your induction tutor when regular meetings will take place - write these in your diary.
Managing the Paper
Although a majority of communications will be received electronically, some of your time will be spent
handling paper, and most of this will arrive via your school "pigeonhole".
On arrival each morning, take the paper from the pigeonhole and wait there so that you can D D D:Dump It!
(up to 25% of the paper you receive can be dumped - circulars, adverts and
"junk mail"). Your best friend is the waste paper basket here!
Direct It!
Some of your mail you will be able to "post" immediately to someone else with
a brief note via their pigeonhole.
DO IT!
If possible, do what you can whilst at the pigeonholes, and you will reduce the
amount of paper you carry around, and thereby the amount of paper you might
mislay. If more time is needed then take the paper away - noting in your diary
the completion date you need to do it by.
Ideally - HANDLE EACH PIECE OF PAPER ONLY ONCE then DDD!
48
Managing the Workload
You choose the jobs to do:

Get the most important ones done first - break larger tasks down into smaller ones.

Allocate the time of minimum disruption for large-scale tasks.

Try to avoid allowing less important tasks to divert you from the important - is the watering
of all the plants in your classroom more important than completing your assessment sheets?

Choose carefully where you do work so that you can avoid distractions when you are
completing work to a deadline, or work which requires focused attention and concentration.

When completing tasks, however good your memory is, it will help to:

write "to do" notes to yourself.

review progress on a regular basis to include: "What have I completed? What do I still
need to do? What has gone well? What could have gone better?"
and most importantly....

5.3
Remember to build in time for relaxation both during the week and at weekends.
CREATING THE CLIMATE FOR LEARNING – SOME ADVICE FROM THE BEHAVIOUR
IMPROVEMENT TEAM.
1. Negotiate your classroom rules with the children. Maximum 5 or 6. Phrase in the positive eg be
kind and respectful to other people, rather than don't be unkind or rude...
2. Think about the ethos and atmosphere you wish to create in your classroom. What's important
to you? Do your children feel liked and valued? Model how you want it to be. Children will
thrive in an atmosphere of warmth and caring.
3. Build and safeguard relationships. Don't do things that undermine those relationships, better...



Reprimand privately rather than in front of peers.
Find lots of opportunities to praise and reinforce positive / appropriate behaviour.
"Catch a child being good" who is often in trouble. When possible try not to notice the
inappropriate behaviour, focus on the positive.
4. Point out other class members who are modelling the behaviour you want and praise them eg
"I like the sensible way you come into the room Emma".
5. Avoid using negative labels. When a child behaves inappropriately avoid blaming or name
calling. Never reject the child, only the behaviour. Don't use negative labels like "lazy", "bully",
"clumsy" and "stupid".
6. Make a connection with each child at the beginning of each lesson eg saying good morning,
smiling, making eye contact or use registration time for this if there hasn't been an earlier
opportunity.
7. Observe children who are frequently getting into trouble and try to identify "triggers" to the
inappropriate behaviour. Use diversionary tactics and avoid confrontation whenever you can.
8. Develop good listening skills. Notice what lies behind the words and what is being
communicated non-verbally. Let the child know that you are listening and trying to understand
eg "From what you are saying it sounds like....".
49
9. Talk to the SENCO/Head of Year about behaviour action plans for pupils in your classes.
10. Avoid confrontation – many teachers choose to ask an off task pupil what they think that
they have to do (the teacher is fully aware that this pupil will not be able to answer the
question so is setting the pupil up to fail). This also sets the pupil up for whole class
humiliation and in an effort not to lose face in front of their peers they may choose to
‘challenge’ the teacher. In which case, who has started the confrontation? Some teachers
may argue that the pupil should have been listening. Whilst this may be true, it is also the
case that the teacher has put the pupil in a no win confrontational situation. It is also the
case that some pupils come from very confrontational households where
shouting/answering back is the norm. As teachers, we should demonstrate, teach and
train our pupils in alternative ways of communicating when trying to reach certain goals.
11. Start lessons when every pupil is paying attention – if you attempt to begin the lesson
before gaining everybody’s attention you may be setting yourself up to fail. If you have
difficulty at the beginning of lessons, try different strategies and tactics until you find one
which works for you and that you feel comfortable with. For example, you may choose to
wait at the door of the classroom and watch each pupil go to their seat or give each pupil a
prepared worksheet as they enter the classroom. A good starter activity, linking into a
form of competition (merit points for the first 5 pupils to complete the task, is a good way to
settle a class down.
12. Remain calm – at all times. This automatically has a minimizing effect on pupils,
especially if a pupil or a number of pupils appear to be courting confrontation, teacher
baiting or whatever.
13. Use deliberate silence – to bring the class back on task. If you are in the middle of
explaining something and pupils start talking or fidgeting among themselves, wait!
14. Be clear about school rewards and sanctions and what to do if the rules get broken.
Keep sanctions consistent but mild and ensure that you are able to enforce them.
Certainty beats severity!
15. Help pupils take responsibility – ask an off task pupil what would help them to do the
work. Ignore silly responses and keep refocusing them until they are prepared to consider
a sensible way of doing work.

If you have concerns about creating the climate for learning, don't keep it to yourself. Talk
about it with your Induction Tutor and other colleagues.
5.4 A "BAKER’S DOZEN" OF BASIC MANAGEMENT STRATEGIES
(Devised in collaboration with the Education Psychology Service)
These are low level interventions which may help to get students back on task.
1. The 'Look' - a non-verbal signal to the student to stop the undesired behaviour.
2. Scanning (the lighthouse effect) - ensuring that students are aware that you are observing
them - frequently.
3. Physical proximity - stand near the off-task pupil.
4. Use of student's name - mention the off-task student's name while teaching.
5. Proximity praise - praise an on-task student who is sitting near the off-task student.
50
6. Planned ignoring - move in to offer teaching support at the moment off-task behaviour
decreases.
7. Get down to the pupil's eye level to talk - sit next to him / her, crouch down at the desk.
8. Move round the room during seatwork.
9. Use of 'Broken Record' - repeat the instruction to the pupil "I understand you are
angry/bored/tired but I want you to finish this page of writing" ignore pupil complaint and repeat
(like a scratched record) the instruction.
10. Offer choice - whether you work where you are sitting or you move to this desk.
11. Wait for silence and log time on board.
12. Be prepared - have plenty of extra pens, pencils, rulers and a system for distributing /
collecting.
13. Praise - give praise once the student is on-task (be aware of how to praise in way that will be
accepted).
5.5 SUGGESTIONS FOR INDUCTION ACTIVITIES FOR PRIMARY CHILDREN
Introduction
 Topic work in terms of induction can be based loosely around 'ourselves', 'friendship', 'our
classroom' etc.
 You need to ensure that it is part of the school's policy to use some time at the start of the year
on these types of activities. If not, perhaps adapt a Literacy Hour, for example, using friendship
poems, as a basis for addressing issues.
Aims / Objectives
 Aims and objectives need to be expressed, even if planning takes a slightly different shape to
the usual formats. For example, objectives could be:
 To familiarise children with their classroom environment.
 To develop a class identity, and clear routines and guidelines.
 To facilitate relationships within the class to ensure all children feel comfortable and secure.
Activities
The list of activities which follows will obviously need to be adapted to suit the age range of the
children. How the activities are organised is up to you. It could be that a 'theme' day is planned,
or that short sections of the day enable such activities to take place at regular intervals.
Induction Activities
 Circle Times eg I am looking forward to....
 I am worried about....
 I like to have friends because....
 Class agreement on rules, expectations, behaviour contracts, brainstorm, pictures, list of rules
with each child signing, 'menu' of treats for good behaviour.
 Photos, 'all about me' worksheets, fact-finding exercises about each other, finger prints.
 Getting to know each other: find out x about this person, likes, dislikes, family, and feedback to
class.
 Friendly / unfriendly words. Friends poems, stories, cartoons.
 Circle Time
 Pass a smile etc.
 Games: parachute games, trust games.
 Web of friendship.
 Friendship 'tree', with leaves depicting words about friendship, portraits of friends.
 Getting to know my classroom.
51
Appendices
Appendix A
Teachers’ Standards
Appendix B
The NQT Essential Checklist
Appendix C
Registration Forms for the appointment of an NQT
Standards
52
Appendix A
Teachers’ Standards in England
from September 2012
Introduction, legal standing and interpretation
1. The new Teachers’ Standards published by the Secretary of State for
Education introduce some significant changes in terms of structure, content and
application. This introduction is designed to assist those who will be using the
standards to understand those changes and to implement the new standards
effectively.
2. The Teachers’ Standards contained in this document come into force on 1
September 2012, though the NCTL will use the conduct elements from 1 April
2012 as a reference point when considering whether a teacher's conduct has
fallen significantly short of the standard of behaviour expected of a teacher. They
replace the standards for Qualified Teacher Status (QTS) and the Core
professional standards previously published by the Training and Development
Agency for Schools (TDA), 1 and the General Teaching Council for England's
Code of Conduct and Practice for Registered Teachers.
3. The new standards will apply to all teachers regardless of their career
stage, and define the minimum level of practice expected of teachers from the
point of being awarded QTS. The standards set out in this document constitute
the ‘specified standards’ within the meaning given to that phrase in Schedule 2 of
The Education (School Teachers’ Qualifications) (England) Regulations 2003. 2
4. The new standards will need to be applied as appropriate to the role and
context within which a trainee or teacher is practising. Providers of Initial Teacher
Training (ITT) will assess trainees against the standards in a way that is
consistent with what could reasonably be expected of a trainee teacher prior to
the award of QTS. Providers will need to ensure that their programmes are
designed and delivered in such a way as to allow all trainees to meet these
standards, as set out in the Secretary of State’s Requirements for Initial Teacher
Training.3
5. Similarly, head teachers (or appraisers) will assess qualified teachers against
the standards to a level that is consistent with what should reasonably be
expected of a teacher in the relevant role and at the relevant stage of their career
(whether a Newly-Qualified Teacher (NQT), mid-career teacher, or a more
experienced practitioner). The professional judgement of head teachers and
appraisers will therefore be central to appraisal against these standards.
1 www.tda.gov.uk/standards
2 http://www.legislation.gov.uk/2003/1662
3 http://www.tda.gov.uk/training-provider/itt/qts-standards-itt-requirements.aspx
53
6. The new standards replace the existing Core professional standards, and will
be used to assess an NQT’s performance at the end of their induction period in
employment. The standards themselves do not specify any new or different
elements to the expectations placed on NQTs as opposed to those required for
the award of QTS. The decision about whether an NQT has met the standards to
a satisfactory level at the end of their first year of full employment will therefore
need to be made on the basis of what should reasonably be expected of an NQT
working in the relevant setting and circumstances, within the framework set out
by the standards. That judgement should reflect the expectation that NQTs have
effectively consolidated their training, and are demonstrating their ability to meet
the standards consistently over a sustained period in their practice.
7. Following the period of induction, the standards will continue to define the level
of practice at which all qualified teachers are expected to perform. We are
proposing that teachers’ performance will be assessed against the standards as
part of new performance management arrangements in schools.
Presentation of the Standards
8. This document is presented in three parts, which together constitute the
Teachers’ Standards: the Preamble, Part 1 and Part 2.
9. The Preamble summarises the values and behaviour that all teachers must
demonstrate throughout their careers. Part 1 comprises the Standards for
Teaching; Part 2 comprises the standards for Professional and Personal
Conduct.
10. In order to meet the standards, a trainee or teacher will need to demonstrate
that their practice is consistent with the definition set out in the Preamble, and
that they have met the standards in both Part 1 and Part 2 of this document.
11. The new standards are presented as separate headings, numbered from 1 to
8 in Part 1, each which is accompanied by a number of bulleted sub-headings.
The bullets, which are an integral part of the standards, are designed to amplify
the scope of each heading. The bulleted sub-headings should not be interpreted
as separate standards in their own right, but should be used by those assessing
trainees and teachers to track progress against the standard, to determine areas
where additional development might need to be observed, or to identify areas
where a trainee or teacher is already demonstrating excellent practice relevant to
that standard Subject to the passage of the Education Bill through Parliament,
when considering new cases of serious misconduct received from 1st April 2012
the NCTL will have regard to the personal and professional conduct elements of
the Teachers' Standards document instead of the General Teaching Council for
England’s (GTCE) Code of Conduct and Practice for Registered Teachers. The
NCTL will still be able to refer to the GTCE's Code of Conduct for any partially
completed cases it receives from the GTCE at the point of its abolition.4
Progression and Professional Development
54
12. The new standards have been designed to set out a basic framework within
which all teachers should operate from the point of initial qualification onwards.
Appropriate self-evaluation, reflection and professional development activity is
critical to improving teachers’ practice at all career stages. The standards set out
clearly the key areas in which a teacher should be able to assess his or her own
practice, and receive feedback from colleagues. As their careers progress,
teachers will be expected to extend the depth and breadth of knowledge, skill
and understanding that they demonstrate in meeting the standards, as is judged
to be appropriate to the role they are fulfilling and the context in which they are
working.
Date of introduction of the new standards
13. The revised standards come into effect on 1 September 2012, on which date
they become the ‘specified standards’ as defined in Schedule 2 of The Education
(School Teachers’ Qualifications) (England) Regulations 2003. The Regulations
require that in order to be recommended for the award of QTS, in most cases a
person must meet the specified standards that are in place at the time of
assessment. Providers of initial teacher training will need to ensure that all
trainees who complete their training on or after 1 September 2012 are assessed
against the standards that are in place as at the time of assessment, in
accordance with the Regulations.
14. NQTs who qualified under the previous standards but started induction on or
after 1 September 2012 will need to be assessed against the new standards at
the end of their induction.
15. Existing teachers who have already passed induction will be expected to use
the new standards instead or the previous Core standards for appraisal,
identifying professional development, and other related purposes.
Note on Terminology Used / Glossary
Specific terminology used in the standards should be interpreted as having the
following meaning:
‘Fundamental British values’ is taken from the definition of extremism as
articulated in the new Prevent Strategy, which was launched in June 2011. It
includes ‘democracy, the rule of law, individual liberty and mutual respect and
tolerance of different faiths and beliefs’.
‘Parents’ is intended to include carers, guardians and other adults acting in loco
parentis.
55
‘Pupils’ is used throughout the standards, but should be taken to include
references to children of all ages who are taught by qualified teachers, including
those in the Early Years Foundation Stage, and those in post-16 education.
‘School’ means whatever educational setting the standards are applied in. The
standards are required to be used by teachers in maintained schools and nonmaintained special schools. Use of the standards in Academies and Free
Schools will depend on the specific establishment arrangements of those
schools. Independent schools are not required to use the standards, but may do
so if they wish.
‘Special educational needs’, as defined by the Department for Education’s
Special Educational Needs Code of Practice (2001), refers to children who have
a learning difficulty. This means that they either: have a significantly greater
difficulty in learning than the majority of children of the same age; or have a
disability which prevents or hinders them from making use of educational
facilities of a kind generally provided for children of the same age in schools
within the area of the local education authority.
‘Statutory frameworks’ includes all legal requirements, including but not limited
to the requirement to promote equal opportunities and to provide reasonable
adjustments for those with disabilities, as provided for in the Equality Act 2010.
The term also covers the professional duties of teachers as set out in the
statutory School Teachers’ Pay and Conditions Document.
Teachers’ standards
Preamble
Teachers make the education of their pupils their first concern, and are
accountable for achieving the highest possible standards in work and conduct.
Teachers act with honesty and integrity; have strong subject knowledge, keep
their knowledge and skills as teachers up-to-date and are self-critical; forge
positive professional relationships; and work with parents in the best interests of
their pupils.
Part one: Teaching
A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual
respect

set goals that stretch and challenge pupils of all backgrounds, abilities and
dispositions
56

2
demonstrate consistently the positive attitudes, values and behaviour
which are expected of pupils.
Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes

be aware of pupils’ capabilities and their prior knowledge, and plan
teaching to build on these

guide pupils to reflect on the progress they have made and their emerging
needs

demonstrate knowledge and understanding of how pupils learn and how
this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their
own work and study.
3
Demonstrate good subject and curriculum knowledge

have a secure knowledge of the relevant subject(s) and curriculum areas,
foster and maintain pupils’ interest in the subject, and address
misunderstandings

demonstrate a critical understanding of developments in the subject and
curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting
high standards of literacy, articulacy and the correct use of standard
English, whatever the teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic
synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of
appropriate teaching strategies.
4
Plan and teach well structured lessons

impart knowledge and develop understanding through effective use of
lesson time

promote a love of learning and children’s intellectual curiosity
57

set homework and plan other out-of-class activities to consolidate and
extend the knowledge and understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approaches to
teaching

contribute to the design and provision of an engaging curriculum within the
relevant subject area(s).
5
Adapt teaching to respond to the strengths and needs of all pupils

know when and how to differentiate appropriately, using approaches
which enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’
ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual
development of children, and know how to adapt teaching to support
pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with
special educational needs; those of high ability; those with English as an
additional language; those with disabilities; and be able to use and
evaluate distinctive teaching approaches to engage and support them.
6
Make accurate and productive use of assessment

know and understand how to assess the relevant subject and curriculum
areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’
progress

use relevant data to monitor progress, set targets, and plan subsequent
lessons

give pupils regular feedback, both orally and through accurate marking,
and encourage pupils to respond to the feedback.
7
Manage behaviour effectively to ensure a good and safe learning
environment

have clear rules and routines for behaviour in classrooms, and take
responsibility for promoting good and courteous behaviour both in
58
classrooms and around the school, in accordance with the school’s
behaviour policy

have high expectations of behaviour, and establish a framework for
discipline with a range of strategies, using praise, sanctions and rewards
consistently and fairly

manage classes effectively, using approaches which are appropriate to
pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority,
and act decisively when necessary.
8
Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how
and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through appropriate professional
development, responding to advice and feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements
and well-being.
****
59
Part two: Personal and professional conduct
A teacher is expected to demonstrate consistently high standards of personal and professional
conduct. The following statements define the behaviour and attitudes which set the required
standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and
behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all
times observing proper boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with
statutory provisions
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect, and tolerance of those with different faiths and
beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’
vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of
the school in which they teach, and maintain high standards in their own attendance and
punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks
which set out their professional duties and responsibilities.
***
© Crown copyright 2011 You may re-use this information (excluding logos) free of charge in any
format or medium, under the terms of the Open Government Licence. To view this licence, visit
http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail:
psi@nationalarchives.gsi.gov.uk. permission from the copyright holders concerned. This publication
is available for download at http://www.education.gov.uk/publications DfE v2.0 171011
60
Appendix B
The NQT Essential Checklist
Here is a quick and easy checklist to make sure that you are eligible to start your induction support
programme and that you are fully aware of your roles and responsibilities. If there are any that you tick
NO, please refer to the relevant part of this Guidance to find out what you need to do. Any questions in
bold are prerequisites ie if the answer is NO, you cannot start your induction, and any induction
that you undertake will be invalid and have to be repeated! All other questions highlight what the
essential elements are to a successful induction support programme.
QUESTION
YES
NO
___________________________________________________________________________________
If you completed your Initial Teacher Training (ITT) after May 2001, have
you passed all of the relevant skills tests?
___________________________________________________________________________________
Have you been awarded QTS?
___________________________________________________________________________________
Have you registered with the NCTL? This also applies to NQTs who
qualified outside of England.
__________________________________________________________________________________________
If you are undertaking your induction in a sixth form college, or independent
school, does the college / school have an Appropriate Body in place prior
to you beginning your induction?
___________________________________________________________________________________
Has an Appropriate Body (eg the Local Authority) been notified that you have started
your induction?
___________________________________________________________________________________
Are you receiving a reduced timetable?
___________________________________________________________________________________
Have you been assigned an induction tutor?
___________________________________________________________________________________
Have you discussed your Career Entry and Development Profile (CEDP) with,
and made it available to, your induction tutor?
___________________________________________________________________________________
Have you familiarised yourself with the Teachers’Standards?
___________________________________________________________________________________
Do you have the details of your named contact at your Appropriate Body?
___________________________________________________________________________________
Have you and your induction tutor planned an individualised and structured
induction Action Plan for your NQT Induction?
___________________________________________________________________________________
Have regular meetings with you and your induction tutor been set up?
___________________________________________________________________________________
Has your induction tutor set up a programme of assessment, observations and
feedback / progress reviews?
___________________________________________________________________________________
If you are undertaking your induction part-time, have you established how long
your induction support programme will be?
___________________________________________________________________________________
61
Appendix C
PRIMARY
APPOINTMENT OF A NEWLY QUALIFIED TEACHER (NQT)
This form should be completed by the NQT Induction Tutor and normally returned to NQT
Administration within 10 working days of the appointment. Do not wait for the end or start of term
but send as soon as possible after the NQT has been appointed.
NAME OF SCHOOL......................................................................................................................................
SURNAME ………………………………FULL FIRST NAMES…………………………………………………..
D.O.B………………………………TEACHER REFERENCE (DCFS) NUMBER...........................................
NAME OF INDUCTION TUTOR ………….………………………………………………..………………………
NAME OF INDUCTION CO-ORDINATOR (if applicable)………………………………………………………..
YEAR GROUP(S) TAUGHT…………………………………………………………………………………………
% OF FULL TIME EQUIVALENT .................................................................………………………………….
START DATE OF INDUCTION.....................................................................………………………………….
END DATE (if fixed term contract)......................................................………………………………………….
QTS Skills Certificates/evidence checked
Route to QTS Certificate/reference checked
□
□
Note: Check the GTC QTS Certificate as soon as available as NQT Induction cannot commence until
QTS has been awarded.
NAME OF COLLEGE/INSTITUTION FOR INITIAL TEACHER TRAINING……………………………………
PLEASE SEND ANY ASSESSMENTS OF PERIODS OF INDUCTION COMPLETED AT OTHER
SCHOOLS
---------------------------------------------------------------------------Please inform NQT Administration of any changes in the NQT’s circumstances, such as changes in
the contract or name of induction tutor, as soon as they are known. You should contact Lynn
Houlton:
Tel - 0117 377 3210
Email – lynn.houlton@bristol.gov.uk
Address – Bristol Education Centre, Sheridan Road, Horfield, Bristol BS7 0PU
62
SECONDARY
APPOINTMENT OF A NEWLY QUALIFIED TEACHER (NQT)
This form should be completed by the NQT Induction Tutor and normally returned to NQT
Administration within 10 working days of the appointment. Do not wait for the end or start of term
but send as soon as possible after the NQT has been appointed.
NAME OF SCHOOL......................................................................................................................................
SURNAME ………………………………FULL FIRST NAMES…………………………………………………..
D.O.B………………………………TEACHER REFERENCE (DCFS) NUMBER...........................................
NAME OF INDUCTION TUTOR ………….………………………………………………..………………………
NAME OF INDUCTION CO-ORDINATOR (if applicable)………………………………………………………..
SUBJECT TAUGHT......................................................................................................................................
% OF FULL TIME EQUIVALENT .................................................................………………………………….
START DATE OF INDUCTION.....................................................................………………………………….
END DATE (if fixed term contract)......................................................………………………………………….
QTS Skills Certificates/evidence checked
Route to QTS Certificate/reference checked
□
□
Note: Check the QTS Certificate as soon as available as NQT Induction cannot commence until QTS
has been awarded.
NAME OF COLLEGE/INSTITUTION FOR INITIAL TEACHER TRAINING……………………………………
PLEASE SEND ANY ASSESSMENTS OF PERIODS OF INDUCTION COMPLETED AT OTHER
SCHOOLS
---------------------------------------------------------------------------Please inform NQT Co-ordination/Administration of any changes in the NQT’s circumstances, such
as changes in the contract or name of induction tutor, as soon as they are known. You should
contact Lynn Houlton:
Tel - 0117 377 3210
Email – lynn.houlton@bristol.gov.uk
Address – Bristol Education Centre, Sheridan Road, Horfield, Bristol BS7 0PU
63