NQT Induction Policy

Newly Qualified Teachers Induction Policy

Rationale

Embarking on a career in teaching is fulfilling, very demanding and of considerable significance in the professional development of the new teacher. We take our responsibilities very seriously and are very mindful of the privilege and significance of induction.  The induction process ensures that appropriate guidance, support and continued professional development opportunities are offered. These include the development of both subject and pedagogical knowledge, skills and understanding, which will be further developed through a range of opportunities. We are ambitious to work with our NQTs to release their potential and to support their ambitions to be highly effective teachers that enjoy their profession. To this end many professional discussions and dialogues will take place to develop and inform their practice. Observations, reviews and assessment meetings are included through a structured but flexible individual programme.

This programme will enable an NQT to form a secure foundation on which to build a successful teaching career and enable them to take a pride in and have a confidence to fulfil their professional duties.

Purposes

The induction process has been designed to make a significant contribution to both the professional and personal development of NQTs. 

The purpose of induction includes:

  • Provision of programmes appropriate to the individual needs of the NQT;

  • Provision of appropriate support through the role of an identified induction tutor

  • Opportunities to observe good practice – within school setting and opportunities to visit other local special schools within the Stoke Special School Learning Trust.

  • Helping NQTs to form positive relationships with all members of the school community and stakeholders;

  • Helping NQTs to become aware of the school’s role in the local community;

  • Encouraging reflection on their own and observed practice;

  • Opportunities to recognise and celebrate good practice;

  • Opportunities to identify areas for development;

  • Helping NQTs to develop an overview of teacher’s roles and responsibilities;

  • Recognition that CPD underpins a foundation for longer term professional development and lifelong learning;

  • Helping NQTs to meet the required standards.

This policy reflects a structured whole school approach to teacher induction and recognises that the quality and commitment of the people who supervise the induction is a crucial factor in its continued success. The whole staff will be kept informed of the school induction policy and encouraged to participate, wherever possible, in its implementation and development.

Duty of Care

We are pleased to be very aware of our duty of care to all our teachers, including our NQTs. It is hugely important to us that our teachers enjoy their experiences of teaching. We ensure that our NQTs thrive in their new teaching environment by providing personalised training and informal nurturing support.

Roles and Responsibilities

The Governing Body

The governing body will be fully aware of statutory information which sets out the school’s responsibility to provide the necessary monitoring, support and assessment for NQTs together with our duty of care. Consideration is given, prior to any decision to appoint an NQT, as to whether the school has the capacity to fulfil all its obligations appropriately and effectively. The governing body will be kept aware of and up to date with the induction arrangements and the outcomes of formal assessment meetings.

The school’s Induction Tutor is: Helen Smith 

The Head teacher

The head teacher plays a significant and leading role in the process of inducting new colleagues to the profession. Whilst responsibility for the implementation of the Induction Programme has been delegated to an induction tutor, the head teacher will also observe each NQT at least once during the period of induction each term.  The head teacher’s statutory responsibilities are to:

  • ensuring an appropriate induction programme is set up;

  • Recommending to the AB whether an NQT has met the requirements for satisfactory completion of the induction period.

While the head teacher may not delegate these responsibilities, many of the associated tasks will be carried out by an induction tutor or suitably experienced colleague. In addition to the statutory requirements the head teacher will:

  • observe and give written information to an NQT at risk of failing to meet the required standards;

  • keep the governing body aware and up to date about induction arrangements and the results of formal assessment meetings.

Induction Tutor

The NQT Induction Tutor will be responsible for the overall management of the NQT(s) as they embark into the teaching profession and the associated processes, systems and structures.  This involves a coordination role and also keeping records of activities and monitoring the quality assurance of provision.  It embraces various tasks, including organising an agreed induction programme, providing support and guidance and the rigorous but fair assessment of NQT performance.

Mentor

In addition to the induction tutor, who has the responsibility for the formal assessment of the NQT, a mentor is appointed to provide on-going support on a daily basis. The mentor will contribute to the judgements about the progress against the Teachers’ Standards.

Entitlement

Our induction programme ensures that new teachers are provided with the support and monitoring to help them fulfil their professional duties and meet the requirements for satisfactory completion of induction. It builds on their knowledge, skills and achievements in relation to the Teachers’ Standards for the award for qualified teacher status (QTS).

The key aspects of the induction programme for NQTs are as follows:

  • Access to an induction programme that will commence upon appointment and be reviewed after one year in post;

  • Structured visits to the school prior to taking up appointment with time to discuss professional development needs and how they will be assisted in their NQT year;

  • Help and guidance from an induction tutor who is adequately prepared for the role and will co-ordinate the induction programme;

  • Regular meetings with the mentor, senior managers, subject managers and other key staff where appropriate;

  • Time and regular opportunities to meet with other NQTs and teachers who have recently completed their induction programme;

  • Observe good practice – for example through observing experienced colleagues teaching;

  • 5 hours a week PPA/NQT time. This time is used for participating in the schools induction programme and meeting development needs;

  • Have teaching observed by experienced colleagues who provide high quality developmental feedback;

  • To receive prompt written as well as oral feedback on the teaching observed and to receive advice as necessary;

  • Attend meetings of NQTs arranged by the school, network cluster or external provider;

  • Opportunities for further professional development based on agreed targets.Lesson observation, reviewing and target setting

These will be followed and completed in accordance with the DFE guidelines on NQT induction unless the NQT is viewed as at risk of failing to meet the necessary standards.

Following guidance from AB the NQT will have one NQT lesson observation per half term in addition to any school planed observations.

Assessment and Quality Assurance

The assessment of NQTs will be rigorous but also objective. The criteria used for formal assessments will be shared and agreed in advance and will be informed by the Teachers’ Standards. Both formative assessment (e.g. lesson observation and target setting) and summative assessment (termly induction assessment reports) will be used. Responsibility for assessment will involve all teachers who have a part in the NQTs development in order to gain a reliable overall view. Appropriate opportunities will be created for NQTs to gain experience and expertise in self-assessment/ self-review.

The induction tutor will ensure that assessment procedures are fairly consistently applied. Copies of any records and weekly meetings will gathered together by your mentor. However you can request a copy of these at any time.

In addition to this NQT’s are responsible for keeping their NQT file organised and up to date.

Termly reports will give details of progress against the standards including:

  • Areas of strength;

  • Areas requiring development;

  • Evidence used to inform judgement;

  • Targets for coming term;

  • Support to be provided by the school.

At Risk Procedures

If any NQT encounters difficulties with meeting the Teachers’ Standards, the following ‘At risk’ (of failure) procedure will be put into place:

  • An expectation is established that the support provided will enable any weaknesses to be addressed;

  • A record of the exact nature of the problem and advice given on how to redress the problem;

  • Agreed, attainable targets for action with specific and practical steps outlined for securing an improvement in practice;

  • Experienced colleagues will model aspects of good practice so that the NQT can focus attention on particular areas of teaching through observation;

  • Early warning of the risk of failure will be given and the school’s concerns communicated to the AB without delay.

Where an NQT has continuing difficulties, further support advice and direction will be given.  Areas of concern will be re-defined and clarified and the necessary improvements required clearly set out.

Where necessary, the Head teacher /AB/ external adviser will support the induction tutor and NQT in observations and planning an appropriate programme to ensure satisfactory completion of the NQT year.

Overview  Year for the of NQT and Mentor

After the initial school induction meeting with SMT and meeting with their allocated Mentor the yearly outlook will be as follows:

To be completed each Term:

  • Induction tutor to complete essential tool kit (Appendix 1) Autumn Term only
  • Re visit the induction school checklist to ensure all areas covered (appendix 2) (Autumn Term only)
  • NQT to complete NQT checklist (Appendix 3) during Autumn 1 Term only
  • Weekly Meeting with the induction Tutor – Recorded and files by Mentor. NQT’s can request copies.
  • Share Targets for University and complete action form in Autumn 1 then to be reviewed by the end of Each term (Appendix 4) New targets or carried over if needed.
  • NQT to observe at least 2 lesson observations per term within Kemball School (Appendix 5) and discuss outcomes at NQT or tutor meeting. Visit other special schools during spring term.
  • Induction tutor and a member of SMT to carry out NQT lesson observation each half term (Appendix 6) There will be 6 over the year, the Head teacher will observe 3 with your induction tutor.
  • In addition to the above observations, you will have additional lesson observations following the school monitoring and assessment cycle.
  • By the end of Autumn 1 NQT to complete Evaluating Practice form (Appendix 7) and handed to induction tutor.
  • NQT’s are responsible for keeping a log of how they have met the teaching standards. (Appendix 8) and bring to the end of each half term meeting with their induction tutor.
  • Prior to the end of half term meeting with induction tutor NQT’s to complete Record of NQT half termly review form (Appendix 9) this will feed into your end of half term record of professional review meeting.
  • End half term Induction Tutors and NQT will meet to complete the Record of professional Review Meeting (Appendix 10)
  • NQT are responsible for completing the Record of participation in development Activities (Appendix 11) throughout the year and bring to the Termly meeting.
  • At the end of each term the NQT, Induction Tutor and Head teacher will complete the NQT induction assessment following the AB paperwork. (Appendix 12)
  • At the end of each term Induction Tutors must report to governing body about NQT’s progress.    

Addressing NQT Concerns

If an NQT has any concerns about the induction, mentoring and support programme, they should be raised within the school in the first instance. Where the school does not resolve the issues the NQT should raise concerns with the named AB contact, Professional Association or external adviser.

The named AB contact is:

Hempstalls

Lynne Bennett Head teacher / Karen Barbour – School Business Manager

Hempstalls Primary School,

Collard Avenue,

Newcastle,

Staffordshire,

ST5 9LH

01782 297768

This policy was agreed by SMT with reference and guidance from Hempstalls and Keel University and adopted in October 2015, It will be reviewed: July 2017

  • Prior to this date should there be any changes to statutory requirements.

This policy is based on and follows the guidance and statutory requirements set out in the DFEE Statutory document 2013.