SUPPORTING INDUCTION
ADVICE FOR HEAD TEACHERS,
INDUCTION TUTORS AND NQTS
Materials to support the implementation of national induction arrangements for newly qualified teachers
September 2006
CONTENTS
PAGE
1.
INTRODUCTION
1
2.
GENERAL PRINCIPLES
1
3.
BACKGROUND
2
4.
OVERVIEW OF THE INDUCTION PROCESS
4
5.
KEY ROLES AND RESPONSIBILITIES
5
*
The Newly Qualified Teacher
5
*
The Headteacher
6
*
The Governing Body
7
*
The Induction Tutor
7
*
The LEA
8
6.
7.
FREQUENTLY ASKED QUESTIONS
9
*
The Statutory Induction Period
10
*
Suitable Appointments
12
*
The TTA Career Entry and Development Profile
14
*
Assessment
14
*
Raising Concerns
16
*
Appeals
16
Annex A
17
1.
INTRODUCTION
The purpose of this framework of advice is to ensure that NQTs and their pupils and students
receive their entitlement to a high quality of educational provision from both The Learning
Trust and the schools in which they work.
NQTs are an important group of teachers since their effective recruitment, training and
retention are vital to raising achievement now and in the future and ensuring continuity and
stability in staffing of schools.
This framework aims to provide a fair and consistent process to bring about improvements in
the accuracy or quality of this work by The Learning Trust, Headteachers and governing
bodies, induction tutors and the NQTs themselves. While this framework is advice rather than
a local agreement to be ratified by governing bodies, it aims to be consistent with local
agreements contained in the HR Handbook: in particular, with the local agreement on
Capability.
To these ends, The Learning Trust has consulted on this advice with local trade unions and
professional associations. We welcome comments, suggestions for amendments and
addendums from colleagues in schools during the course of the academic year.
This advice has regard to the Secretary of State’s current statutory guidance on the
requirements that need to be met by Local Education Authorities, Headteachers and NQTs
themselves.
NQTs should keep copies of any records relating to the induction process. This has proved
extremely useful in cases where there has been a dispute between the NQT and school and
supporting documentation has been “lost”. It is also good practice in terms of getting into the
habit of keeping relevant information for teacher professional development portfolios.
2.
GENERAL PRINCIPLES

This advice should be employed objectively according to the member of staff
concerned and is designed to ensure that all members of staff are treated
consistently and in accordance with the Equal Opportunities Policy of The Learning
Trust.
Managers should clearly define the standards required and communicate them
clearly to members of staff, providing them with all necessary information about
school policies and procedures, as well as specific information about their roles as
NQTs or induction tutors: entitlement to reduced timetables, in addition to PPA time,
meetings of induction tutors and NQTs and other training opportunities.
Each member of staff should have the right, at all stages of the NQT year, to advice
from their professional association or trade union and to be accompanied by a
recognised trade union officer or by a work colleague of their choice, who does not
have line management responsibilities for the members of staff concerned.
It is suggested that it would be helpful that this advice is shared with NQTs at the
earliest opportunity following their arrival at the school and a copy given to them.
The Learning Trust will provide full support and further guidance to any school in
implementing this advice.
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1.
3.
BACKGROUND
The new Induction Standards came into force from 1 September 2003 onwards. NQTs who
start their induction period on or after that date, and who were awarded Qualified Teacher
Status (QTS) on the basis of the revised QTS Standards set out in ‘Qualifying to Teach’ (which
came into effect from 1 September 2002, and can be viewed via the Teacher Training Agency
(TTA) website at www.tda.gov.uk/training/gtsstandards, should be assessed against the new
Induction Standards. In order to complete the induction period satisfactorily, an NQT must:
a) meet all the Induction Standards and
b) continue to meet the Standards for the Award of QTS, consistently and with
increasing professional competence
To meet these requirements, NQTs need to:
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work with increasing professional competence in areas where, during initial training, it was
assumed that they would need the support of an experienced teacher;
focus on aspects of professional practice which can be better developed during
employment as a qualified teacher, and over a longer period of teaching than is available
to most trainee teachers during their initial training and;
consolidate and build on what they have already achieved in order to be awarded QTS.
Most teachers complete the induction period successfully. The Induction Standards set out the
criteria against which NQTs’ progress is assessed. At the same time, they provide an
important focus for the professional development of NQTs during the induction period. All
teachers should be able to draw on the support and expertise of their colleagues. In
particular, the statutory induction arrangements place a responsibility on schools and
Appropriate Bodies to provide NQTs with the professional development opportunities they
need in order to meet the Induction Standards and to show that they are doing so.
Teachers know that good induction to the profession can make a significant difference to the
quality of teaching and learning in our schools. It provides newly qualified teachers (NQTs)
with a bridge from initial training to establishing themselves in their chosen profession. By
building on the knowledge, skills and achievements that they gained during initial teacher
training, induction helps NQTs to develop effective teaching practice as swiftly as possible
with their new classes. But induction is not an end in itself. It is a step along a professional
career path, and good induction provides a firm foundation for career-long professional
development. At the same time, it provides an opportunity for experienced teachers involved
in the process to analyse and share their expertise, thereby furthering their own professional
development.
Under the Teacher and Higher Education Act 1998, all NQTs who are awarded Qualified
Teacher Status (QTS) after May 1999 will complete an induction period of three terms,
beginning when they first take up a post that lasts for a term or more. The details of the new
arrangements are contained in Regulations¹ laid before Parliament in April 1999, and in
DfES/0458/2003: The Induction Period for Newly Qualified Teachers², published in May 1999.
These arrangements combine two interrelated and equally important aspects.

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An individualised programme of monitoring and support; and
An assessment of the NQTs’ performance.
2.
Structured support and guidance will be provided to all NQTs to help them develop as
confident professionals. 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 that are set out in their Career Entry & Development Profile. NQTs will be
assessed at the end of the induction period against a set of Induction Standards.
Many schools, LEAs and HEIs already provide structured and well-targeted support to new
teachers in their first year of teaching. However, provision is not consistent. NQTs experience
different levels of quality of support according to where they are appointed to their first post,
and induction programmes are not always tailored to meet the needs of individuals. Through
the introduction of new statutory arrangements for induction, the Government aims to ensure
that in the future all NQTs are supported in making the best possible start to their chosen
career.
3.
4.
OVERVIEW OF THE INDUCTION PROCESS
The timetable below indicates the key stages in the induction period as set out in the Circular.
Support & Monitoring
Formal Assessment
Term 1
Objectives for induction set based on
strengths, priorities identified in CEP, school
context, and Induction Standards
Observation of NQT and follow up discussion
Meeting to review progress and objectives
Week 5
Observation of NQT and follow up discussion
Meeting to review progress and objectives
Assessment meeting 1 with induction tutor
and/or Headteacher. Main focus:
consistency in meeting Standards for QTS.
Term 2
Report sent by Headteacher
to Appropriate Body.
Observation of NQT and follow up discussion
Meeting to review progress and objectives
Half Term
Observation of NQT and follow up discussion
Individualised Support
Programme for NQTs,
including, for example:
observation of
experienced teachers;
discussion with school
SENCO; where
appropriate, training and
advice from outside the
school; taking part in
external training events;
participating in working
groups
Meeting to review progress and objectives
Assessment meeting 2 with induction tutor
and/or Headteacher. Main focus: progress in
meeting Induction Standards.
Report sent by Headteacher
to Appropriate Body.
Term 3
Observation of NQT and follow up discussion
Meeting to review progress and objectives
Half Term
Observation of NQT and follow up discussion
Assessment meeting 3 with induction tutor
and/or Headteacher. Main focus: whether
the NQT has satisfactorily completed their
induction period.
Headteacher sends recommendation
to the Appropriate Body which
makes a final decision and informs
NQT, DCSF, GTC and NQT’s employer.
Meeting to review progress and objectives
4.
5.
KEY ROLES AND RESPONSIBILITIES
More detailed advice about roles and responsibilities can be found later in this framework.
However, it may be useful to underline at this point that all parties – Headteachers, induction
tutor, NQTs and The Learning Trust – must play their part to achieve a successful induction
for NQTs: it is a co-operative effort.
The following section identifies the key responsibilities of those with specific roles in the
induction arrangements. These include:

The Newly Qualified Teacher (page 5)

The Headteacher (page 6)

The Governing Body (page 7)

The Induction Tutor (page 7)

The LEA (page 8)
Many of these responsibilities reflect existing practice in the support of new teachers, and
schools and LEAs should be able to adapt existing structures and procedures.
THE NEWLY QUALIFIED TEACHER
NQTs should take an active role in all aspects of the induction process. They should:
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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
Induction 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;
be familiar with the Induction 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 LEA.
5.
THE HEADTEACHER
The Headteacher has two key responsibilities:


to ensure that each NQT in their school is provided with an appropriate
induction programme, in line with national arrangements;
and to make a recommendation to the LEA, based on rigorous and fair
assessment procedures, as to whether the NQT has met the Induction
Standards.
These overall responsibilities imply a range of more specific functions which are set out below.
The Headteacher may wish to delegate many of the tasks associated with these functions to
the induction tutor or other suitably experienced colleagues, but the responsibilities
themselves cannot be delegated.
In order to meet these responsibilities, the Headteacher should:
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ascertain whether the NQT has passed all their Skills Tests;
designate an induction tutor for each NQT, to ensure that this person is adequately
prepared and is able to work efficiently in the role. In some cases, the
Headteacher may wish to designate themselves as an induction tutor, but only if
she/he will not be involved in the monitoring of the NQT;
ensure that any duties assigned to the NQT are reasonable;
NQTs are entitled to 10% release time for induction year. They are also entitled to
further PPA time;
Provide the NQT with a way of raising concerns about the induction programme,
and make sure that these concerns are addressed satisfactorily including their right
to advice from the representation by their trade union;
Inform the LEA about any NQT who may be at risk of failing to meet the Induction
Standards and observe the teaching of any NQT concerned;
Keep the Governing Body informed about arrangements for the induction of NQTs
in the school., and the results for formal assessment meetings;
Provide a copy of the school’s handbook, key policies and practices, including this
advice, to the NQT;
The Headteacher ensures that the induction tutor/mentor is sufficiently supported,
including the provision of time and professional development needed to undertake
this function.
Tasks which the Headteacher may wish to delegate, while retaining overall
responsibility:

devising, together with the NQT, a targeted and appropriate monitoring, support
and assessment programme, building on the Career Entry and Development Profile
and drawing on external resources where relevant;
6.
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making arrangements for any additional experience that the NQT may need to gain
in settings outside the school, for example: in the nursery or post-16 setting, or for
further support that needs to be provided by specialists for an NQT teaching a
minority subject;
telling the LEA when any teacher who is subject to the induction arrangements
either joins or leaves the school;
liaising with other Headteachers and LEAs as appropriate in relation to NQTs
employed on a part-time basis in more than one school at the same time;
making sure that any relevant reports and records are obtained from any school(s)
in which an NQT has served part of their induction, and forwarding copies of any
previously completed assessment reports to the LEA;
making sure that copies of all reports and observations, review meetings and
objectives are kept until the induction period has been completed satisfactorily and
any appeal determined;
keeping copies of any records or assessment reports for those NQTs who leave the
school before completing the induction period, and forwarding these to the NQT’s
new school when requested. Provide a copy of the school handbook, key policies
and practice as well as this advice to the NQT;
Submitting the Assessment Forms after the formal assessment meeting to the
Appropriate Body within ten working days of completion of the induction period.
THE GOVERNING BODY
The Governing Body should:
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monitor the establishment and implementation of induction arrangements in the
school;
when selecting new staff, take into account the school’s responsibility to provide
the necessary monitoring, support and assessment for NQTs, and ensuring that
there is space on all reports for comments by the NQTs themselves;
if it wishes, seek guidance from the LEA on the induction arrangements and the
roles of those school staff with responsibility for implementing them.
INDUCTION TUTOR
The induction tutor has day-to-day responsibility for the support and assessment of a
particular NQT. Clearly, the induction tutor will be an experienced teacher and may well hold
a promoted post and/or serve on the school’s Senior Management Team. However, her/his
primary role is to enable the NQT to have the conditions, understanding and support
necessary to complete their induction year.
To this end, it is helpful to separate the role of support and assessment from that of
monitoring and formal lesson observation which should be carried out by another senior
member of staff, perhaps as part of the school’s general monitoring and assessment policy.
The NQT should have the confidence to discuss any problems and uncertainties with the
induction tutor as they may arise and seek the induction tutor’s advice as to how best to
address them. In the event that the induction tutor has concerns about the NQT’s
performance, she/he should discuss them with the NQT first and confidentially, before taking
the matter further. Regular, timetabled and minuted meetings between the induction tutor
and the NQT are invaluable, ensuring that the NQT has space to comment and receives a
copy of the minutes.
7.
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
Induction 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 support and assessment that takes into account the needs and strengths
identified in the Profile, the Induction Standards, and the specific context of the
school;
 co-ordinating or carrying out observations of the NQT’s teaching and organising
follow-up discussions with the NQT;
 reviewing with the NQT their progress against their objectives and the Induction
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 informative 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. In that instance,
she/he will be expected to provide records of meetings with the NQT and the support
provided, including contacts with other schools and trade unions. 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. It is important that roles and
responsibilities are clearly established at the outset.
Induction tutors need to be aware before teachers take up their post as to whether or not
they have passed their Skills Test, ensure that, in the event that they have not, both they and
the Headteacher are clear about the implications and set up a clear timetable with the
teachers for support and completion. Please see the section ‘Frequently Asked Questions’ on
page 9. Given all these demands of the post of induction tutor, it is vital that she/he has the
time released to meet them.
THE LEA
The LEA has two key responsibilities:
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
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
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, the DCSF and the GTC. It may, in exceptional
circumstances, offer an NQT the opportunity of an extension to the induction
period.
8.
In undertaking these responsibilities, the LEA should bear in mind its obligations under the
Code of Practice on LEA and School Relations.
The above responsibilities encompass a range of more specific tasks. These require the LEA
to:
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identify a named contact on induction matters at the LEA, 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 contacting them, it is important that
the named contact is not directly involved in the areas of the induction
arrangements about which the NQT may be raising concerns, such as in making
decisions about satisfactory completion of induction;
keep a record of the names, DCSF reference number, date of birth and National
Insurance number 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 LEAs 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 records received on an NQT until the GTC 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.
The LEA will want to consider whether any potential conflicts of interest will arise from its role
both in making the decision about satisfactory completion of the induction period, and in
responding to schools’ requests to provide support for NQTs, especially if they are at risk of
not meeting the Induction Standards. Some LEAs are addressing the need to separate such
functions by identifying a small panel of officers and Headteachers to make the decision about
satisfactory completion of induction.
6.
FREQUENTLY ASKED QUESTIONS
The following questions and answers cover some points about the statutory induction
arrangements that are not raised elsewhere in this booklet. Some references to specific
paragraphs in the Circular have been included in brackets to help readers who want further
information.
All teachers, including Headteachers, induction tutors and NQTs themselves should seek
advice in the event of any uncertainties from either The Learning Trust Human Resources
team, the Head of CPD and Training, or the designated Headteacher with responsibilities for
NQT staff across all Schools, or their trade union or professional association. The details are:
The Learning Trust, HR Department, Olly Cochrane:
Tel: 020 8820 7299 (Email: [email protected])
The Learning Trust, Head of CPD & Training, Miriam Kerr:
Tel: 020 8820 7556 (Email: [email protected])
NUT, Mark Lushington:
Tel: 020 7502 1059 (Email: [email protected])
9.
The Hackney National Union of Teachers division recommends not adding to the existing
questions and responses in this section, other than to draw teachers’ attention to the
document (already circulated to colleagues), entitled ‘A Guide To Introduction For Newly
Qualified Teachers’, which is current.
We suggest that this last document is issued in a pack with this advice. Further, that key
phone numbers and postal and email addresses of the relevant organisations are appended.
The Hackney NUT undertake both to hold an annual social in September of each year for
NQTs and other teachers new to Hackney. Food wine and soft drinks provided by the NUT.
After consultation with colleagues, we will print and distribute credit card-sized cards with key
contact names and numbers for all.
THE STATUTORY INDUCTION PERIOD
Will NQTs who qualified before 7 May 1999 be entitled to an induction
programme?
No. The statutory arrangements apply only to NQTs who gained QTS after 7 May. This
includes teachers who trained on employment-based routes to QTS as well as those who
trained in HEI-school partnerships. Arrangements have been made to recognise induction that
has been completed in Scotland. Northern Ireland and Wales (see Circular Annex E,
paragraphs 1-2). For further details of how these arrangements will work, please contact the
relevant section of the DCSF on 020 7925 2116.
NQTs who qualified before this time but have only just taken up their post would benefit from
receiving similar programmes of monitoring and support if resources allow, but there is no
obligation on schools or LEAs to provide it.
Does the induction period have to start immediately after initial teacher training?
No. There is no limit on how much time can pass between the award of QTS and the
beginning of the induction period. Obviously, any gap should be as short as possible so that
an NQT can build on the knowledge and skills developed in ITT while these are still fresh.
What happens if an NQT leaves a school before finishing the induction period?
If an NQT leaves a school after one or two terms, it is the Headteacher’s responsibility to
retain the induction support, monitoring and assessment documentation compiled to that
point. It is then the responsibility of the Headteacher who “receives” that NQT to get those
records. This should ensure that each term of the induction period builds on what came
before. It is strongly recommended that the Headteacher gives a copy of all documentation to
teachers before they leave the school.
How long is the induction period?
In most circumstances, the induction period consists of three school terms or an equivalent
period.
Extensions can only be offered in very specific circumstances: because of extended absence
due to illness or maternity leave. Extensions cannot be offered because of doubt about an
NQT’s ability to meet the Induction Standards.
10.
Does this advice apply to Overseas Trained Teachers (OTTS), Graduate Trained
Teachers (GTPs) and Registered Trained Teachers (RTPs)?
All NQTs, regardless of the route by which they have gained QTS, must undertake induction.
Those who have gained QTS through employment-based routes, such as GTP and RTP, must
be treated in exactly the same way as NQTs who followed a more traditional B.Ed or PGCE
course. The only exception to this may be those who gained QTS through the OTT route, as
in some cases participants are assessed against the QTS and Induction Standards
simultaneously. It is important to contact The Learning Trust on 020 8820 7416 for further
clarification. It is vital, in all cases, for schools to ensure that teachers in all of these
categories are on a path to QTS, with a timetable and appropriate support.
Can NQTs who have not passed all their Skills Tests begin their induction period?
No. All those who have obtained their QTS are expected to have passed their Skills Tests
before joining the NQT programme and may not begin their induction until they have done so.
However, there is no limit to the number of times that a teacher may attempt the test(s)
during a year and, having done so successfully, is then entitled to join the induction
programme.
In the event that prospective NQTs have not completed successfully their Skills Tests at the
beginning of their first term, their employment and terms and conditions of service are at the
discretion of the Headteacher and the governing body of the school. However, it is strongly
recommended that they be employed on the same terms and conditions of service as other
NQTs, in the expectation that they will shortly do so and every effort made to offer them
appropriate support. Accordingly, it is suggested that they should be given similar
opportunities to those offered to NQTs on the induction programme, including release, an
induction tutor and access to all training opportunities so that, when they have passed their
Skills Tests, they are not at a disadvantage in their continuing professional development. They
should also be encouraged to contact their trade union or professional association for
additional advice and support.
Information about centres at which they can take their tests and practice papers are available
on the TTA website: www.tda.gov.uk. Click on training and then Skills Tests.
11.
SUITABLE APPOINTMENTS
Can induction be completed in any school?
All maintained schools and non-maintained special schools that employ NQTs, other than on a
casual supply teacher basis, will need to offer them an induction programme. Schools in the
independent sector will also be able to offer induction periods, as long as they meet certain
criteria. They must teach the National Curriculum, and be both able and prepared to offer the
full statutory induction programme as set out in the Regulations and Circular and to work with
either an LEA Appropriate Body or if school is a member, the Independent Schools Council
Teacher Induction Panel.
All schools offering induction must be confident that they are able to provide appropriate
guidance and support, and make fair and rigorous assessments.
The statutory induction period cannot be completed in the following circumstances:
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a school identified as requiring special measures following inspection by Ofsted,
unless the school has been told in writing by an HMI that they are able to provide
the necessary programme of monitoring, support and assessment;
outdoor centres and other educational settings that are not designated as schools;
pupil referral units;
Are any teaching posts unsuitable for induction?
NQTs should not be appointed to posts that make unreasonable demands on them.
Specifically, Headteachers will need to make sure that their posts:
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match as closely as possible the age groups and subject(s) for which the NQT was
trained, for example: an NQT trained for the 5-11 age range should not be
required to teach a reception class that includes a mix of four and five year olds;
do not exceed the normal demands of teaching, for example: they do not present
the NQT on a day-to-day basis with acute or especially demanding discipline
problems; they do not involve the NQT working in physical conditions that are
highly unsuited to the subject taught;
involve regular teaching of the same class(es), for example: supply teacher posts
lasting one term or more in a school are eligible where the NQT follows a timetable
lasting for a term, but are unsuitable if they involve day to day cover for short
term absence.
Should circumstances demand that non-teaching duties such as contributing to phase or
subject co-ordination are assigned to the NQT, appropriate support should be provided.
Headteachers need to ensure that the school can provide NQTs with the breadth of
experience they need to meet the induction standards that NQTs have the opportunity to
demonstrate that they have done so. If the school is not confident that they can meet these
requirements, through the NQT’s day to day experience, they will need to make arrangements
for additional support and experience. This may come from within or from outside the school.
Examples of circumstances that may fall into this category could include: special needs posts;
nursery schools; posts where another teacher is working with the same class; some schools
identified as having serious weaknesses.
12.
Sometimes a school’s circumstances change between appointing an NQT and their taking up
post, for example: key staff changes; schools going into special measures. If this happens,
schools may well wish to draw on expertise and resources from outside the school (for
example: LEAs; ITT providers; neighbouring schools; Diocesan authorities or subject
associations) in order to make sure that they can offer an appropriate programme.
Why can’t sixth form colleges offer induction periods?
This legislation only applies to institutions which are classified as schools. An NQT can, of
course, be employed in a sixth form college. If, at a later date, they take a job in a
maintained school or non-maintained special school, they will be able to complete an
induction period, although their induction programme may well be different from that of
someone entering their first teaching post.
Sixth form colleges can, however, contribute to statutory induction programmes for NQTs by
forming partnerships with secondary schools. Such partnerships can provide a firm foundation
for further professional and career development (see also Circular Annex C, 3-5). In devising
their own induction programmes for NQTs, sixth form colleges are also encouraged to take
account of the national arrangements, including the Induction Standards.
Can NQTs working as peripatetic music teachers complete an induction period?
A placement must offer sufficient breadth of experience and continuity with classes to enable
the NQT to demonstrate that they have met the Induction Standards. As with all induction
programmes, a Headteacher must take responsibility for providing an appropriate programme
of monitoring, support and assessment.
If the NQT is not employed by an individual school, arrangements would need to be made
with a Headteacher in one of the schools to take overall responsibility for the induction
programme. This may be done directly, or, for example, with the help of an LEA music
service. They would also need to identify an Appropriate Body.
Can NQTs complete induction in integrated early years centres?
If an integrated early years centre includes a maintained nursery school, an NQT can
complete the induction period in that school. As with an induction period completed in any
nursery school, the Headteacher must be confident that the school is able to provide the NQT
with the breadth of experience needed to meet the Induction Standards. This may need to
include experience outside the nursery itself.
If an early years centre does not include a nursery school, it cannot offer the induction period.
Can NQTs work as supply teachers?
It is possible for an NQT to complete induction on a supply teacher contract as long as the
placement is for a term or more in the school and involves regular teaching of the same
class(es) and the Headteacher agrees, at the start of the period, to take responsibility for the
NQT’s induction programme. If an NQT begins an induction in a school when they have
previously taught on a short-term supply basis, the induction period cannot be “backdated”,
but begins from the point at which the decision to begin an induction programme is made.
The start of the induction period does not have to coincide with the start of the term.
NQTs can work as supply teachers for up to four terms following their first supply
engagement before they have to start their induction period. These four terms are measured
in calendar months, from when the first casual supply post started, rather than as an
accumulation of days actually worked.
13.
Can part-time teachers undertake an induction programme?
Yes. The length of the period for part-time teachers will be calculated on a pro-rata basis so
that the teacher covers the equivalent of 378 school sessions. So, for example, the induction
period for a teacher working for 50% of the time will last for six school terms.
THE TTA CAREER ENTRY PROFILE
What is the purpose of the TTA Career Entry & Development Profile (CEDP)?
Under the statutory arrangements, the NQT and the induction tutor set objectives and plan
development activities which will take place as part of an induction programme focused on
the NQT individual needs. The CEP provides a useful tool to help this process. It supports new
teachers as they make the transition from ITT to becoming established in the profession and
helps schools to provide the support and monitoring which each individual NQT needs from
the outset of their career.
As soon as the NQT takes up post, they should therefore make the CEDP available to the
school, so that the induction tutor can begin to plan an individualised induction programme,
based on the NQT’s strengths and areas for development, identified as a result of their
experiences in initial teacher training. Once the NQT is in post he or she will continue to
complete the CEDP, revising it whenever necessary, and using it as a basis for collaborative
evaluation and planning together with the induction tutor.
The NQT should retain the CEDP until decisions about satisfactory completion of induction
have been confirmed by the LEA.
ASSESSMENT
How will the induction period be assessed?
Monitoring is an important component of support and the NQT’s progress is monitored
throughout the year as part of their induction programme. This includes the informal
monitoring and formative assessment that takes place on a day to day basis as well as the
NQT’s self evaluation and scheduled observations and review discussions.
A summative assessment is also made of the NQT’s progress. By the end of the induction
period, NQTs have to demonstrate that they have met the national induction standards.
Schools need to ensure that their summative assessment arrangements are fair and
transparent to all involved.
Assessment against the induction standards should not amount to a mechanistic tick-list
approach. In the normal course of events there is no need for each individual standard to be
supported by its own extensive evidence base. However, induction tutors and Headteachers
will need to be confident that they can, if necessary, explain and defend their judgements,
and draw on appropriate records.
Assessment meetings between the induction tutor and/or the Headteacher and the NQT are
held towards the end of each term. It will be important to distinguish these meetings – which
are formal, summative assessment meetings, and which play a key role in formulating the
Headteacher’s recommendation – from the less formal review discussions which continue
throughout the year. The outcomes of the assessment meetings are recorded on standard
forms recommended by the DCSF.
14.
The Headteacher must send the final assessment form to the Appropriate Body within ten
working days of the completion of the induction period. For most NQTs this will mean that the
form must be sent at the beginning of the summer holiday, and that the subsequent
processes are likely to take place during the summer holiday. For some NQTs in part-time
posts and NQTs who are completing induction through aggregated periods of supply work,
the end of the induction period may not be the end of term and the form should be submitted
within ten working days of the end of the induction period.
Who makes the decision about satisfactory completion of induction?
The decision about completion of induction has two main stages:
i.
At the end of the induction period, the Headteacher of the school makes a judgement
about whether the NQT has met all the Induction Standards and makes a
recommendation to the LEA about whether the NQT has completed the induction
period satisfactorily. It is anticipated that the vast majority of NQTs will have a
successful induction and the form used to make the recommendations requires little
more than a “signing off” by the Headteacher and the signature of the NQT.
ii.
The LEA makes a decision, on the basis of the Headteacher’s recommendation and its
own records of the extent of the NQT’s teaching since qualification, about whether the
NQT has met the requirements for the satisfactory completion of induction. It then
communicates its decision, within specified time limits, to the NQT, the Headteacher,
the General Teaching Council for England and the DfES.
What happens if the NQT does not make satisfactory progress?
If NQTs fail to make satisfactory progress, they should be provided with guidance and support
in making the necessary improvements. The induction tutor and/or Headteacher should
discuss matters of concern with the NQT at the earliest possible stage and this should not be
left to the formal assessment meetings. In this event, the NQT should be advised of her/his
right to contact their trade union for advice and representation.
The school should inform the LEA as soon as they have any doubt about whether the NQT will
meet the Induction Standards by the end of the year. The LEA should then assure itself that
the school’s 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 concerned or, where the induction tutor is the Headteacher, involve a third party to
review the NQT’s work. It will be important in these circumstances to keep detailed records of
review discussions, objectives and support activities.
If, after a full programme of support, an NQT is still judged not to be meeting the Induction
Standards, the LEA will decide that the NQT has failed to complete the induction period
satisfactorily. The small minority of new teachers in this position will not be allowed to
continue to each in a maintained school or in a non-maintained special school.
For guidance on the dismissal implications of this decision, employers should contact the
Employers’ Organisation for Local Government on 020 7296 6600.
Do NQTs have their QTS taken away if they fail to complete induction
satisfactorily?
No. Qualified Teacher Status is achieved at the end of the initial teacher training. But an NQT
who does not complete an induction period satisfactorily will not have full registration with the
General Teaching Council for England, and will not therefore be able to continue teaching in a
maintained school or non-maintained special school.
15.
RAISING CONCERNS
What should NQTs do if they are not satisfied with their induction programme?
NQTs who have concerns about the school’s monitoring, support and assessment
arrangements should raise these as soon as possible, with the school in the first instance and
with the LEA if their concerns are not resolved within the school. It could well be difficult for a
new teacher at the start of their career in a new school to raise concerns like this.
It is therefore important that they are encouraged and supported in doing so. An NQT may
wish to contact his or her professional association/trade union if they have concerns about the
induction programmes.
If a teacher has not received / has lost their DfES Teacher Number, who do they
contact?
A teacher’s DCSF Teacher Number is issued by an organisation called CAPITA. You can
contact CAPITA on:
Tel: 01325 745 746
Fax: 01325 745 789
Email: [email protected]
APPEALS
Is it possible to appeal against a decision by the LEA?
NQTs have the right to appeal against an extension or against a decision that they have failed
to complete induction satisfactorily.
Further information in NUT Induction Handbook.
See Annex F of DCSF/0458/2003
16.
7.
Annex A
QTS Skills Test
Cohort
0
1
2
3
For Teachers
qualifying:
Between 7 May
1999 and 30 April
2000
Between 1 May
2000 and 30 April
2001
Between 1 May
2001 and 30 April
2002
After 1 May 2002
To be awarded QTS: To successfully
complete induction:
They did not have to
They do not have to
pass any of the skills
pass any of the skills
tests
tests
They did not have to
They have to pass the
pass any of the skills
numeracy skills test
tests
They had to pass the They must already
numeracy and literacy have passed the
skills tests
literacy and
numeracy skills
tests and therefore
have been awarded
QTS before they can
begin induction
They have to pass the They must already
numeracy, literacy and have passed all
information
three skills tests and
communication
therefore been
technology (ICT) tests awarded QTS before
they can begin
induction
Cohort 0
This cohort was the first to undertake Statutory Induction and did not have to do any of the
skills tests.
Cohort 1
As a transitional arrangement, trainee teachers who were awarded QTS between 1
May 2000 and 30 April 2001 were required to pass the numeracy skills tests in
order to meet the Induction Standards. (This only applies to NQTs awarded QTS in
England ie. Not Scotland, Northern Ireland or Wales).
If an NQT in cohort 1 reaches the end of their induction period and has met all the Induction
Standards apart from passing the numeracy skills tests, then their LEA may grant that NQT an
extension of a term to their induction period because the transitional arrangements can be
viewed as an exceptional circumstance. Unlike other extensions to the induction period, this
will not include other entitlements of the induction period eg. 10% timetable reduction.
An NQT in cohort 1 who deferred their induction and didn’t go into teaching immediately after
they completed initial teacher training, so that the NQT will complete induction in the normal
course of events after 31 August 2002, must pass their numeracy skills test in their induction
period.
17.
If an NQT in cohort 1 reaches the end of their induction period and any extension they have
been granted and has still not passed the numeracy skills test, they cannot continue to teach
in a maintained school or a non-maintained special school in England until they pass the
numeracy skills test. However, they will not be deemed to have ‘failed’ induction. They can
continue to take the test and when they pass it, they should inform the General Teaching
Council for England (GTCE) to make sure their details are up to date. They can then return to
teaching as a teacher who has successfully completed induction.
A teacher who has passed the skills tests should have a certificate indicating this. If they do
not, or you have any doubts about whether a teacher passed the tests, they can check their
status by contacting:


GTCE for teachers who sat the computerised tests after February 2001 (please see
Annex 1 for contact details); and
TTA for teachers who sat the paper-based tests in June/July 2000 (on 020 7023
8098
with details of their ITT provider, their DfES number and their date of birth.
Cohort 2
Anyone who was awarded QTS after 1 May 2001 and before 30 April 2002 must
have passed numeracy and literacy skills tests before being awarded QTS and
starting statutory induction.
If a trainee is appointed on the basis of an interview before completing ITT, the school and/or
the LEA should check that they have QTS when they arrive to take up their post. Schools can
do this by asking the teacher to produce their QTS certificate or, if they have any doubts, by
contacting the GTCE 201 (please see Annex 1 for contact details).
If a teacher completed ITT but has not passed the skills tests they will not have QTS, even if
they were judged to have met all the other requirements for QTS. This means they are not an
NQT and cannot begin induction.
A teacher who has met all the QTS standards apart from passing the skills tests can, however,
be employed in a school as an unqualified teacher for up to five years. As soon as this teacher
passes the skills tests they should inform the GTCE for the award of QTS to be made. The
teacher should then contact their Headteacher and LEA so they can undertake their records
and the teacher can begin their statutory induction programme.
However, if they did not pass the literacy and numeracy skills tests by 30 April 2002 and so
were not awarded QTS before 1 May 2002, they will also need to pass the ICT test to be
awarded (see Cohort 3, page 57).
Anyone who works as an unqualified teacher before passing the skills tests, being awarded
QTS, and starting induction, may benefit from a professional development programme and
can begin to compile a portfolio of evidence towards when they get QTS and begin statutory
induction. It will be for the LEA and/or school to decide whether to provide such a
programme.
18.
Cohort 3
Anyone who is awarded QTS after 1 May 2002 must have passed the numeracy,
literacy and ICT tests before QTS can be recommended.
The requirement to pass the three skills tests as one of the Standards to be met before QTS
can be awarded is specified in ‘Qualifying to teach – Professional Standards for Qualified
Teacher Status and Requirements for Initial Teacher Training’ (Standard 2.8).
Apart from the addition of the ICT test, Cohort 3 will be subject to the same arrangements as
Cohort 2.
19.