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NQT POLICY
Monitoring
Responsibility
Trust Leader: T&L
Review date
February 2017
Trust Leader’s Signature
Chair of Directors Signature
Date Ratified
February 2015
NQT Policy
Park Academy
Gosberton Academy
Fishtoft Academy
Boston Pioneers
Introduction
The staff and governors of the Phoenix Family of Schools recognise how demanding it is to be a teacher
in today’s society, without the added challenge of being an NQT (Newly Qualified Teacher). We
recognise that NQTs represent an opportunity to bring new ideas and a fresh outlook to our schools. We
believe that they require a careful induction programme and so follow the 2014 Revised Statutory
Guidance on Induction for Newly Qualified Teachers. All staff in our schools have a role to play in
supporting NQTs. Subject leaders, Key Stage Leaders, Year Co-coordinators and the Senior Leadership
Team will ensure that expertise and advice are available. In return, we expect each NQT to be committed
to playing an active part in planning and reviewing their own individual induction programmes and
participate fully in the planned development activities.
The NQT’s Entitlement
It is the aim of the Trust to ensure that every newly qualified teacher receives the following
opportunities in their first year of teaching, in order to give them the very best chance of achieving
success:
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To succeed in their role as class teacher under acceptable working conditions.
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To be given help and guidance from an identified, nominated member of staff who should act as
mentor.
To benefit from ongoing day-to-day support from their colleagues.
To be able to both observe teaching by an experienced colleague and work alongside these to
improve their practise via team-teaching opportunities.
To visit other schools as and when appropriate.
To have their teaching observed and assessed by their Induction Mentor or Key Stage Leader at
least twice per long term.
To be given a copy of any written records of observations and assessments made by the above
persons.
To have opportunities to network with other NQTs within their area.
To attend professional development activities for NQTs.
Have a review with their induction tutor at the end of each half-term
Have a termly professional review of progress and assessment meeting with their Induction
Mentor/ Induction Manager and the Head of School
Be given 10% PPA time and 10% NQT time.
The NQT’s Roles and Responsibilities
The NQT should:
 provide evidence that they have QTS and are eligible to start induction;
 meet with the Induction Mentor to discuss and agree priorities for their induction programme
and keep these under review;
 agree with the Induction Mentor how best to use their reduced timetable allowance;
 provide evidence of their progress against the relevant standards;
 participate fully in the agreed monitoring and development programme;
 raise any concerns with their Induction Mentor as soon as practicable;
 consult their appropriate body/named contact at an early stage if there are or may be difficulties
in resolving issues with their mentor/within the institution;
 keep track of and participate effectively in the scheduled classroom observations, progress
reviews, and formal assessment meetings;
 agree with their Induction Tutor at the start and end dates of the induction period/part period;
and retain copies of all assessment forms.
SUPPORT
Roles of Governors
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To recognise there will be a need for additional funding for the general school budget to support
the processes outlined in the policy.
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Role of the Principal/Head of School
In our schools the Principal/Head of School will appoint an Induction Manager to oversee the Induction
process and will ensure that the Induction programme is coordinated effectively by Induction Mentors.
The Headteacher will also attend the assessment meetings and make the appropriate recommendations
to the LA as to whether the NQT has met the Teachers Standards.
Role of the Key Stage Leader / NQT Induction Manager
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To be available, approachable and sympathetic with time to work with the NQT in their
classroom.
To assist with all aspects of planning and recording.
To offer support on how to deal with ‘new’ events.
To facilitate opportunities for the NQT to observe experienced colleagues.
To observe some lessons, providing a written record to the NQT.
To liaise closely with the induction mentor.
To work closely with the Headteacher and Induction Tutors.
To ensure a suitable programme is in place to monitor, support, guide and assess the NQT’s
progress
To co-ordinate observations of the NQT’s teaching.
To ensure NQT’s and Induction Mentors keep dated records of the monitoring, support and
assessments.
To co-ordinate and attend formal assessment meetings.
To take prompt, appropriate action if an NQT appears to be having difficulties.
To report back to the Headteacher about any concerns or problems.
Role of the Induction Mentor
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To take forward the action plan set out in the NQT’s CEP, guiding the NQT to set objectives for an
individual action plan, which take into account the needs and strengths identified in the profile,
the Teachers Standards and the specific context of the school.
To be available, approachable and sympathetic with time to support the NQT.
To offer support on how to deal with ‘new’ events such as parent’s evenings, report writing, etc.
To liaise with the Principal/Head of School over release arrangements and identified support
needs.
To facilitate opportunities for the NQT to observe experienced colleagues.
To observe the NQT’s teaching, give written feedback and report back to the Induction Manager.
To arrange for the provision of additional support and advise as required.
To encourage communication with other NQTs.
To encourage and support their professional development.
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 To arrange for the provision of non-contact time for an effective induction programme.
 To liaise closely with the key stage leader/NQT Manager should the mentor not be this person.
 To review with the NQT each half term the progress made against their objectives and the
Teachers Standards.
 To attend three formal assessment meetings with the Headteacher, Induction Manager and the
NQT.
 To keep dated records of all monitoring, support and assessments.
 To discuss any concerns with the Induction Manager and keep her informed at all times.
Planned Induction Programme
Prior to commencement of teaching, the schools will ensure that:
 The NQT is given a copy of the staff handbook containing procedures, curricular details,
information on policies, etc.
 The NQT has been given the opportunity to visit the school to become familiar with the general
layout and has had the opportunity to meet staff, pupils and their induction mentor.
 Details of timetables, term dates, planning formats, etc have been given.
On going meeting with Induction mentor/Key Stage Leader.
On going access to the LA Training Programme for NQTs.
INDUCTION PROGRAMME
End of ITT
Completion of CEP Transition Point 1
Half Term 1
 Meeting with induction mentor to discuss Career entry
profile/completion of transition point 2/setting of individual
action plan.
 Meetings with key members of staff.
 At least one observation.
 At least one lesson observation of good practice of other staff
member.
 Team Teach week for either Literacy or Numeracy.
Half Term 2
 Review of action plan/setting action plan targets.
 At least one lesson observation.
 Completion of Assessment 1.
 Team Teach week for literacy or numeracy (opposite of that
done in above term).
Half Term 3
 Review of action plan / setting action plan targets.
 At least one lesson observation.
 Meeting with key members of staff.
Half Term 4
 Review of action plan /setting action plan targets.
 At least one lesson observation.
 Completion of assessment 2
Half Term 5
 Review of action plan/setting action plan targets.
 At least one lesson observation.
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Half Term 6
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Review of action plan/setting action plan targets.
At least one lesson observation.
Completion of assessment 3.
ASSESSMENT
The governors shall adopt the following guidelines for the assessment of NQTs:
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As soon as possible after the NQT takes up the appointment, he/she will be advised as to whom
their mentor shall be and the roles and responsibilities of this person as outlined in this policy.
That the criteria for formal assessments are based on the Teachers Standards. The NQT will be
made fully aware of these standards at the beginning of their induction year.
That NQTs should contribute to their own evaluation.
That lessons will be observed and assessed as detailed in the induction programme.
That written records of teaching observations will be kept.
Observations
During the Induction period the NQT will be observed at least once every half term by either the
Induction Mentor/Principal/Head of School/Key Stage or Subject Leaders. The first observation will take
place during the first four weeks. The observations will always be followed by feedback as soon as
possible after the observation.
Formal Assessment
There will be a formal assessment meeting at the end of each term. These will be attended by the
Headteacher, Induction Manager, Induction Tutor and the NQT. The NQT’s progress will be discussed
looking at evidence from:
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lesson observations;
review meetings;
progress of pupils;
record of professional development.
The LA will be informed immediately if it seems an NQT will have difficulty meeting the Teachers’
Standards at the end of their Induction year. The Governors will also be kept informed.
Assessment Forms and the Final Assessment
After each termly assessment meeting, a form will be completed to indicate whether or not the NQT will
meet the Teachers’ Standards by the end of the year. The Principal/Head of School will use the final
assessment form to recommend to the LA that the NQT has met the Core Standards.
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NQTs Experiencing Difficulties
1) NQT s will be informed by the Principal/HOS at an early stage when any problems arise which
might lead to an adverse assessment, be warned of the consequences and be given appropriate
support to implement advice. The Principal/HOS/ will report this to the Trust Leader: Teacher
and Learning.
2) The LA will be advised of any difficulties and appropriate support will be actioned. The support
planned will be made available to the Trust Leader: Teaching and Learning.
Where an NQT continues to give cause for concern that the induction period is likely to conclude without
satisfactory performance, the NQT will be informed by the Principal/HoS, and Local Authority that
he/she has not successfully completed their induction year and that the DFE will be informed (SEE DFES
guidance).
In the case of any concern about the induction process the NQT should discuss the problem with the
Induction Manager and then the Principal/Head of School. If this does not address the issue then the
NQT should contact the NQT Induction Leader at the Lincolnshire School Improvement Service.
(See DFE Revised 2014 Statutory Guidance on Induction for Newly Qualified Teachers in England.
Ref: DFE-00090-2013).