Summary Induction
Handbook for
Newly Qualified
Teachers
2015/2016
Newly Qualified Teachers
Welcome to Wigan Event
Tuesday 15 September 2015
Tyldesley Primary School
4.00 p.m. – 5.15 p.m.
People Directorate – Children, Adults and Families
1
Aim and objectives of the event
The aim of this event is to supply newly appointed Newly Qualified Teachers (NQTs)
with information about the support they can access from the Local Authority as well as
providing them with an opportunity to network with other NQTs and make contact with
representatives of professional associations.
By the end of the session, NQTS will have

An understanding of the support available to them from the Local Authority; Vicky
Bamber and Eilis Gibbons will be available to discuss elements of the NQT Process.

Gained an insight into the role and responsibilities of the Cabinet Portfolio holder for
Children and Young People
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A grasp of the functions carried out by the People Directorate for Children, Adults and
Families
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Listened to what they can expect to experience during their NQT year

Meet professional association representatives

Networked with other NQTs
Timetable
Yvonne Brown
Headteahcer
Debra Lingard
Associate Headteacher
Councillor Joanne Platt
Portfolio Holder for Children
and Young People’s Services
Introductions and Domestics
Welcome to Wigan
Introduction to People Directorate Klare Rufo
for Children, Adults and Families
Service Manager
0 – 19 Standards
Experiences of a Newly Qualified
Teacher
Matthew Lewis
Sarah Bamber
Primary
Secondary
Your induction year
Debra Lingard
Phil Paul
Associate Headteacher
Assistant Headteacher
Closing remarks
Yvonne Brown
Headteacher
People Directorate – Children, Adults and Families
2
Contents
Page
1.
Welcome to Wigan
4
2.
An Introduction to Wigan Council
5
3.
People Directorate – Children, Adults and Families
7
4.
Your Induction Year in Wigan
9
5.
The Teachers’ Standards
13
6.
Professional Association Representatives
16
7.
Useful Telephone Numbers
17
People Directorate – Children, Adults and Families
3
1.
Welcome to Wigan
To deliver our vision of learning for the 21st Century, Wigan needs to attract and retain
the best teachers and support you in your continuing professional development (CPD)
and so it is our pleasure to welcome you to Wigan Council’s People Directorate –
Children, Adults and Families.
The Council is very proud of the work carried out in all our schools and of the high
achievement of pupils. Whilst our results compare very favourably with national and
local averages, we are conscious of the need to achieve even higher levels of success.
Such success is not and should not be confined purely to academic results, and to this
end the Council has endeavoured to ensure that all pupils have access to the widest
possible range of experiences. The People Directorate is committed to safeguarding and
improving the health and well being of all children in the authority and this is reflected in
our Children and Young People’s Plan which will be available to read on the Council
website.
OFSTED has rated the Council’s children’s services as ‘performing well’. In the latest
annual assessment of Children’s Services, 92% of schools in Wigan have been judged
as good or outstanding.
The provision of such high quality services is reliant on dedicated and committed
teachers and support staff. You and your colleagues are therefore highly valued by the
Council.
I hope and trust that you will find Wigan Peoples Services to be a warm and welcoming
community of which you feel happy to be part.
I would therefore take this opportunity to wish you every success in your well chosen
career and trust that you will find teaching in the Borough a rewarding and satisfying
experience.
James Winterbottom, Interim Director for
Children and Families
Councillor Joanne Platt, Cabinet Member for
Children and Young People
People Directorate – Children, Adults and Families
4
2.
An Introduction to Wigan Council
With a population of around three hundred thousand across an area of seventy-seven
square miles, Wigan is one of the largest metropolitan district Councils in England.
Wigan Council is a ‘unitary authority’. This means it is responsible for all the local
government services in the Borough unlike those areas where there are separate county
and district Councils.
The Council delivers services via three directorates:

People Directorate – Adults, Children and Families
The People Directorate responsibilities include areas such as adult social care;
children’s social care; education services and information, advice, learning and
skills.

Places Directorate
The Places Directorate responsibilities include planning; regeneration and
development; environmental health; highways; waste collection and recycling.

Resources Directorate
The Resources Directorate responsibilities include finance, IT, HR, Organisational
Development; customer service; legal services; policy and programmes.
Wigan Council employs over ten thousand full and part-time staff (including teachers and
schools staff) making the organisation the Borough’s largest single employer.
Wigan is a town with important and close neighbours of Manchester, Liverpool, Preston
and Warrington and a history going back to the Celtic period. The area was conquered
by the Romans in the 1st century and a settlement which was probably Wigan was
mentioned in the 2nd century. However, the place came to prominence during the
industrial revolution when it became a centre for coal production, engineering and
textiles.
At its peak there were one thousand pit shafts within five miles of the town and it was so
extensive that a Councillor commented that ‘a coal mine in the backyard was not
uncommon’. The town was one of the first to be served by a railway and this history has
shaped the perception of Wigan. This characterisation was enshrined in George Orwell’s
book ‘The Road to Wigan Pier’ which dealt with the living conditions of England’s
working poor although ‘he liked Wigan very much’.
As the principal industries of coal and cotton declined, new industries developed in the
fields of engineering, printing, textiles and food processing. Attracting new investment is
one of the Council’s top priorities.
People Directorate – Children, Adults and Families
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The Borough’s environment has been transformed by schemes ranging from small
landscaping projects to major derelict land reclamation. There has been considerable
investment in the area and more is planned. The town has readily available land for
business and housing, improved transport links are on the horizon, the Wigan Life centre
for health and well being is now open, there is considerable investment in education and
young people, and road infrastructure, along with public transport, is being improved.
The Borough is well supplied with shopping facilities and traditional markets. The town
centres of Wigan and Leigh have been remodelled with multi-million pound shopping
developments carefully designed so as not to destroy the warmth and tradition of the
area.
There are opportunities to take part in a variety of leisure activities within the Borough.
The Council has developed modern sports complexes, one such being the Robin Park
Area and Indoor Sports Centre. Community leisure facilities at Robin Park including the
state of the art DW Stadium, home to Wigan Rugby League and Wigan Athletic and an
eleven screen multiplex cinema. In Leigh, the exciting Leigh Sports Village provides
some of the finest facilities within the region, catering for all ages and abilities.
Wigan boasts success in many areas of sporting life including athletics, swimming, rugby
union and association football. Many people are aware of the awesome reputations
created by Wigan’s record breaking rugby league team, and football team.
The Three Sisters complex at Ashton, with its water sports and karting areas and the
Country Park at Haigh Hall with its extensive woodlands and golf course are also popular
attractions. Pennington Flash in Leigh is a venue which attracts a great number of sailing
enthusiasts and bird watchers.
Wigan has an excellent reputation for education. Over the last five years results in
examinations at the end of Key Stage 2 and Key Stage 4 have improved at a faster rate
than nationally. The Council continues to have good relationships with its schools and
partnership working is strong. The 2012 OfSTED inspection of Safeguarding and looked
after children judged the work of the Council as good. The strong support, leadership
and direction from key elected members was mentioned as being particularly beneficial.
The Borough is twinned with the French City of Angers, in the Loire Valley. As well as
regular official exchange visits between political leaders and officials, there are
numerous groups and individuals who have made contacts on both sides including
primary, secondary and special school links. These are facilitated by the annual
exchange of “Ambassadors.”
People Directorate – Children, Adults and Families
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3.
People Directorate - Adults, Children and
Families
The People Directorate – Adults, Children and Families, was formed in April 2011 and
brings together the bulk of the previous Adults and CYPS (Children and Young People’s
Services) departments, with the addition of Building Stronger Communities, Area
Management and Metrofresh catering and caretaker services. The title of the Directorate
encapsulates the main focus of its core business, that is to serve Wigan's people be they
adults, children or live in families. It's an ambitious aim but one that is impor tant if the
Council is to realise its goal of Connecting People to Communities.
The chart overleaf explains how the People Directorate is organised and the services
provided within it.
Education Services
Education Services sits within the People Directorate and provides a service to
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102 Primary Schools (including 11 academies)
18 Secondary Schools (including 5 academies)
6 Special Schools
2 Nurseries
The above establishments employ circa six thousand teachers and support staff to
educate and develop more than 50,000 pupils.
The schools in Wigan work collaboratively in one of eight school consortia: there are four
secondary school consortia and five primary school consortia.
The work of these consortia are overseen by two School Improvement Boards, one for
primary and one for secondary. Schools within these consortia work collectively to
improve standards in teaching, learning and leadership and management.
People Directorate – Children, Adults and Families
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People Directorate Structure (Children and Families)
James Winterbottom
Interim Director
Children and Families
Vacant
J.Winterbottom@wigan.gov.uk
Jayne Ivory
01942 486000
Assistant Director
Assistant Director
Specialist Services
Education
Cath Pealing
Lynn Fields
Service Manager
Education Support,
Organisation and Capital
Development
Mike Chew
Service Manager
Children’s
Commissioning
Jeff Cunliffe
Service Manager
Locality 1
Wigan North
Service Manager
Social Care and
Safeguarding, Child in
need of help and
protection
Klare Rufo
Service Manager
0-19 Standards
Elaine Dann
Service Manager
Locality 2 Wigan South
Imi Kala
Boroughwide Service Manager
Elaine Baulcombe
Service Manager
Strategic SEN and Disability
Lead
Jayne Challiner
Early Years, Learning and
Childcare
Sheila Martland
Service Manager
Locality 3
Hindley/Ashton
Public Health Service
Manager - Start Well
Service Manager
Corporate Parenting
Wwish and Fostering
Service
Lynne Bennett
Service Manager
Corporate Parenting
Children in Care and
Care Leavers
Sara Patel
Clare Burnham / Shirley
Leatherbarrow
Service Manager
Service Manager
Child in need of Help and
Protection
Locality 4/5
Amy Witherup
Debbie Needham
Leigh/ Lowton/ Golborne
/ Atherton/ Tyldesley
People Directorate – Children, Adults and Families
Chris Mumford
Service Manager
Safeguarding
8
4.
Your Induction Year in Wigan
The first year of teaching is a very important one. Recently, NQTs have remarked how
different the experience is from teaching practice. Having complete responsibility for
groups of children for a full year can be both challenging and exciting, but also very tiring
and for some, a little difficult from time to time.
To help you through your first year of teaching, you are entitled to an induction
programme of well-organised support. As well as helping you succeed in your first year
of teaching, it should give you the foundations for longer-term professional and career
development.
At interview you should:

Have provided the school with original documents confirming your qualifications
and your successful completion of the skills tests
Between appointment and taking up the post you should:

Receive documentation, manageable in quantity, which will help you to become
familiar with the school’s systems and expectations; these could include:
o
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o
o
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o
o
o
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o
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The aims of the school
School prospectus
Staff handbook
School policy documents
Subject policies, handbooks and schemes of work
Planning guidelines and formats
Assessment and marking requirements including reporting arrangements.
Arrangements for photocopying
Procedures for stock distribution/resources
Holiday dates
Fire drill procedures
School uniform policy
How to complete the attendance and any other register
School calendar and meetings schedule
Lunchtime arrangements
Wet break/lunchtime arrangements
Procedures for informing school of illness/absence
Behaviour management policies and procedures
Child protection and safeguarding arrangements
Health and Safety information including accident or emergency procedures
Homework policy
Contacting parents
Meeting schedule
CPD opportunities
People Directorate – Children, Adults and Families
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
Receive proof of your enhanced DBS check

Have the chance to visit the school and meet key staff with whom you will be
working, including your induction tutor

Receive sufficient information about the class or classes you will be teaching to
be able to begin planning

Have an introductory meeting with your induction tutor

Receive relevant or confidential information about any children you will teach
including those with special educational needs
Please note
If you do not receive the relevant information from the school before you take up your
position you should request it on your first day or during your first week.
Your induction programme should offer you:

An individual programme of monitoring and support, but adapted to your needs as
the year progresses

The opportunity to contribute to your personalised programme of support

A timetable equivalent to 90% of the normal teaching time undertaken by other
teachers in the school for professional development activities

In addition to the above, 10% Planning, Preparation and Assessment (PPA) noncontact time

Support from a designated induction tutor. In a small school this could be your
Headteacher, in another school a senior member of staff. In larger schools it
could be your team leaders or a suitably experienced teacher who has
considerable professional contact with you

Focused observation of your teaching and follow-up discussion. Your first
observation should be within your first four weeks in school. You should expect to
be observed at least once in any 6 – 8 week period, at least once in every half
term (in a three-term year). You should have the opportunity for a follow-up
discussion and should receive a brief written record of each observation.
As this is subject to your specific needs it maybe that more observations and
follow up discussions are arranged to meet your specific needs for example if
there are concerns surrounding your progress towards the standards.
People Directorate – Children, Adults and Families
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
At least one professional review meeting with your induction tutor every half term
in any 6 – 8 week period(in a three year-term year) to discuss progress; set new
targets and identify any support you may need to achieve them

Three formal assessment meetings of your performance against the Teachers’
Standards

The opportunity to observe experienced teachers in your own school, and if
possible in another school, where particular areas of good practice have been
identified

A planned programme of CPD, to be organised by the school and to take place
within your 10% timetabled allocation. The programme of CPD should be based
on your strengths and areas for development, identified in your self-review against
the Teachers’ Standards. Part of your programme of CPD may also involve
attending training sessions and courses organised by Wigan Council or other
providers

Opportunities to work with the school SENCO or another teacher with significant
expertise in teaching SEN pupils
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Support for parents’ meetings
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A named contact in the Local Authority (LA), with whom you can get in touch at
any time to discuss any difficulties with your induction that you have not been able
to resolve in school. Your contact is
Vicky Bamber
NQT Induction Co-ordinator
Wigan Council,
Town Hall, Library Street,
Wigan, POBOX 100, WN1 3DS
01942 828947
v.bamber@wigan.gov.uk
The LA is the appropriate body for the NQTs and continues to carry out the
administration for NQTs. The LA has commissioned schools within the Borough to
undertake work with NQTs and their Mentors. Their role is:

To liaise with relevant LA Staff who will continue to deal with the administrative
elements of NQT Requirements (LA being a Strategic Partner).

To support school mentors and NQTs where issues have been identified and
notified by the LA (where appropriate, create action plans with the school to
address the issues).
People Directorate – Children, Adults and Families
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To provide opportunities to work with SENCO and a range of subject leaders.

To monitor 10% of Secondary and 10% of Primary Schools.

To facilitate and deliver termly mentor meetings.
In addition to this work they offer a range of CPD Sessions, a Primary and Secondary
Conference and support in monitoring NQT entitlement to induction.
By the end of the induction year you should have a professional portfolio that
includes:

A completed self-review against the Teachers’ Standards.
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A series of action plans and evidence demonstrating the progress made during
the induction year referencing the Teachers’ Standards

Evidence of the CPD activities you have undertaken during the year towards
meeting the Teachers’ Standards; this evidence can be from lesson observations,
meetings with induction tutor, day to day planning or marking, pupil progress and
evidence of attendance at training / inset days

There will be three completed termly assessments evidenced and signed to show
progress through the year. The final assessment will detail targets that will feed
into the schools performance management cycle in the second year of teaching.

You are entitled to receive support and guidance from:

Your named school induction tutor who will provide you with a structured
programme and guidance about school procedures

Senior Management Team, Subject Leader/Curriculum Coordinator/Head of
Department, Key Stage Leader, CPD Leader, other staff members

Professional Associations; it is advisable to join a Teaching Union/Professional
Association. There are school representatives in addition to the Wigan officers
whose details are included in this booklet
In school this entitlement is ultimately overseen by the Headteacher.
People Directorate – Children, Adults and Families
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The Teachers’ Standards
5.
www.wigan.gov.uk
In order to successfully complete the induction period, a newly qualified teacher must
demonstrate evidence against the Teachers’ Standards listed below. As well as
providing an induction framework, these standards should also provide NQTs with a
focus for professional development.
Teachers’ Standards
Introduction - 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
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establish a safe and stimulating environment for pupils, rooted in mutual respect
set goals that stretch and challenge pupils of all backgrounds, abilities and
dispositions
demonstrate consistently the positive attitudes, values and behaviour which are
expected of pupils
2 Promote good progress and outcomes by pupils
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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
People Directorate – Children, Adults and Families
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3 Demonstrate good subject and curriculum knowledge
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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
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impart knowledge and develop understanding through effective use of lesson time
promote a love of learning and children’s intellectual curiosity
set homework and plan other out-of-class activities to consolidate and extend the
knowledge and understanding pupils have acquired
reflect systematically on the effectiveness of lessons and approaches to teaching
contribute to the design and provision of an engaging curriculum within the
relevant subject area(s)
5 Adapt teaching to respond to the strengths and needs of all pupils
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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
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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
People Directorate – Children, Adults and Families
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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
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have clear rules and routines for behaviour in classrooms, and take responsibility
for promoting good and courteous behaviour both in classrooms and around the
school, in accordance with the school’s behaviour policy
have high expectations of behaviour, and establish a framework for discipline with
a range of strategies, using praise, sanctions and rewards consistently and fairly
manage classes effectively, using approaches which are appropriate to pupils’
needs in order to involve and motivate them
maintain good relationships with pupils, exercise appropriate authority, and act
decisively when necessary
8 Fulfil wider professional responsibilities
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make a positive contribution to the wider life and ethos of the school
develop effective professional relationships with colleagues, knowing how and
when to draw on advice and specialist support
deploy support staff effectively
take responsibility for improving teaching through appropriate professional
development, responding to advice and feedback from colleagues
communicate effectively with parents with regard to pupils’ achievements and
well-being.
Part Two: Personal and Professional Conduct
A teacher is expected to demonstrate consistently high standards of personal and
professional conduct. The following statements define the behaviour and attitudes which
set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of
ethics and behaviour, within and outside school, by:

treating pupils with dignity, building relationships rooted in mutual respect, and at
all times observing proper boundaries appropriate to a teacher’s professional
position

having regard for the need to safeguard pupils’ well-being, in accordance with
statutory provisions
showing tolerance of and respect for the rights of others
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People Directorate – Children, Adults and Families
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not undermining fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect, and tolerance of those with different faiths
and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’
vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and
practices of the school in which they teach, and maintain high standards in their
own attendance and punctuality.
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Teachers must have an understanding of, and always act within, the statutory
frameworks which set out their professional duties and responsibilities.
6.
Professional Association Representatives
Teacher Trade Union Local Contact Details
Trade Union
Branch Local Representative
National Association of
Schoolmasters Union of
Women Teachers
Steve Wilson
F/T Branch Secretary / Convenor
Steve.Wilson@mail.nasuwt.org.uk
(NASUWT)
Contact Address/Tel
No.
Wigan NASUWT
NASUWT-NWRC
Skull House Lane
Appley Bridge
Wigan
WN6 9DL
Tel: 01257 253716
National Union of
Teachers
Max Atkins
F/T Divisional Secretary
(NUT)
secretary@wigan.nut.org.uk
C/O St Peter's
Primary School
Leigh Street
Leigh
WN7 4TP
www.WiganNUT.co.uk
07758 227440
Association of Teachers
and Lecturers
Angela Wells
F/T Branch Secretary
(ATL)
awells@wigan.atl.org.uk
Address for Union
Business:
38 Bramcote
Avenue
St Helens
Merseyside
WA11 9JQ
01744 600199
People Directorate – Children, Adults and Families
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National Association of
Head Teachers
Mike Wilson
P/T Branch Secretary
(NAHT)
wigan@nahtofficals.org.uk
52 Widdrington
Road
Wigan
WN1 2LU
07789920120
Associational of School
and College Leaders
Helen Phillips
P/T Branch Secretary
(ASCL)
h.phillips@bedford.wigan.sch.uk
Bedford High School
Manchester Road
Leigh
WN7 2LU
01942 486386
7.
Useful Telephone Numbers and Web Links
HR Employment Services Centre
01942 827333
Vicky Bamber, NQT Co-ordinator
01942 828947
Eilis Gibbons, NQT Administrator
01942 404031
Debra Lingard
Primary School Contact
01942 882870
Phil Paul
Secondary School Contact
01942 728221
Klare Rufo
Service Manager 0-19 Standards
01942 486258
Nicola Birchall
Education Support and School Improvement Service Coordinator
01942 486247
Other useful names and contact numbers can be found on the Wigan Intranet’s
Telephone Directory http://wm10/phonebook/index.asp
You have your own dedicated website at
https://www.wigan.gov.uk/Business/Professionals/Newly-Qualified-Teachers/Newlyqualified-teachers.aspx
The following link will take you to other useful websites
https://www.tda.uk/
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