0 2 GUIDE MAP ESSENTIAL SCHOOL DIRECT

Transcription

1 First post 2014 GUIDE to obtaining your first teaching post MAP of local authorities ESSENTIAL tips for success SCHOOL DIRECT frequently asked questions

2 Because we know how busy NUT members are, we give you one less thing to juggle. We ve done our homework and designed home insurance especially for people working in education. With a high level of cover as standard our policy gives you one less thing to worry about. Call to get a quote today* *Calls may be recorded and/or monitored. Lines open Mon - Fri 8am - 6pm, Sat 9am pm. Insurance underwritten by Aviva Insurance Limited. Registered in Scotland No Registered office: Pitheavlis, Perth, PH2 0NH. Authorised by the Prudential Regulation Authority and regulated by the Financial Conduct Authority and the Prudential Regulation Authority. CFPMPA

3 Visit the NUT interactive directory of local authorities at The information in the directory is supplied to the NUT by the local authorities. 1 Here you will find details of how, when and where they advertise their vacancies

4 For the latest news follow us on twitter.com/nutonline For updates facebook.com/nut.campaigns For information

5 NUT Members Offer! 20% DISCOUNT 20% discount for NUT members on all Routledge Books with the discount code NUT14* Visible Learning for Teachers Maximizing Impact on Learning John Hattie December pp Pb: : Don t Call it Literacy! What Every Teacher Needs to Know about Speaking, Listening, Reading and Writing Geoff Barton December pp Pb: : Professional Capital Transforming Teaching in Every School Andy Hargreaves and Michael Fullan March pp Pb: : How to Be a Brilliant Teacher Trevor Wright September pp Pb: : rd Edition Ways of Learning Learning Theories and Learning Styles in the Classroom Alan Pritchard November pp Pb: : nd Edition Essential Motivation in the Classroom Ian Gilbert November pp Pb: : Coming Soon in 2014! Teach Now! The Essentials of Teaching Geoff Barton March pp Pb: : How to Plan Lessons Brilliantly A Practical Guide for all Teachers Matt Jarvis May pp Pb: : *Offer valid until 31/12/2014. Only available at

6 Contents FIRST POST Finding your first post 8 Applications 11 Interviews (including trial lessons) 15 Offers 22 School Direct FAQs 24 Salary matters 26 Fixed term and temporary contracts 30 Cyber caution 32 Induction 34 Supply teaching 38 General Teaching Council for Wales 40 Types of schools 42 Academies and free schools 46 NUT contacts 51 6

7 First post Welcome to the NUT guide to finding your first teaching post, which gives essential tips for success. Already in your first post, training to teach via School Direct? See pages 10 and for some specific advice

8 Finding your first post FIRST POST Where and when are teaching posts advertised? Teaching posts are widely advertised. A good source of advertisements is the Times Educational Supplement (TES) published every Friday or visit Local authorities, schools and academies advertise posts on their websites. Some schools may also write directly to colleges and university departments with details of teaching posts available. Go online at to view local authority entries that form part of this guide. Here you will find details of how, when and where they advertise their vacancies. Vacancies can occur at any time but start looking for advertisements from January and February onwards. The majority of posts are advertised in May and June. Most students obtain their posts during the summer term. Posts continue to be advertised well into the autumn term. 8

9 Calling all NQTs Be the sharpest teacher in the staffroom with the help of TES Connect Free teaching resources Classroom management tips Advice and support on the forums

10 F I R S T P O S T Is this the post for you? You are most likely to be successful if the post you have applied for is close to the age range or subject area for which you have been trained. If you are prepared to be flexible, however, you will widen the number of posts available to you. If the post you are interested in is not advertised as full-time and permanent you should check the exact nature of the contract being offered. Information about the different contract types can be found later in this guide. School Direct If you chose School Direct (either salaried or as a student) as your initial teacher education route, the government expects the school you trained in or one of its partner schools to employ you on successful completion of your training programme. However, you should be aware that this expectation of employment does not equate to a legal entitlement and a school or partnership of schools may decide not to take you on permanently after you have qualified. Turn to page 24 for more information. 10

11 Applications FIRST POST Information about the post It is likely that, when you ask for details about a teaching vacancy, you will be sent a recruitment pack containing: an application form information about the school the equal opportunities policies of the school and the employer a job description a person specification (see below) guidance notes on the appointments procedure. How to use a person specification A person specification includes the selection criteria for shortlisting and interviewing. It lists the qualifications, knowledge, experience and skills required by the postholder in order to carry out the tasks in the job description. The person specification helps the employer to be fair and judge all applicants against the same criteria. The most successful applications are the ones where the applicants have demonstrated through their knowledge, experience and skills how they meet the criteria listed in the person specification. 11

12 F I R S T P O S T Writing successful job applications Your application provides the evidence the prospective employer needs about you when deciding on a shortlist. You will probably be asked to provide a supporting statement. Use your supporting statement to show that you meet all of the essential selection criteria listed in the person specification. See the application tips box below for some suggestions that may help you to maximise your chances of being called for interview. Application tips Read the guidance notes on the appointments procedure carefully and follow the employer s instructions. Look at each point of the person specification and relate your knowledge, experience and skills to each one when you write your supporting statement. Be specific and concise. Pay attention to spelling and grammar. Set out your application so that it is clear and easy to read. Remember your application is likely to be one of many that the members of the selection panel will consider. Ask someone to check your application before you send it. Keep a copy of your application as it will be referred to at the interview. You can also use it as a starting point for future applications. Make sure you answer all the questions on the application form. Do not include a curriculum vitae (CV) unless one is requested. Only include information in your application that is relevant and which you can back up in an interview. 12

13 Choosing referees Usually, you will be asked to provide two referees. You will be expected to give at least one referee who can comment on your teacher training experience. Some colleges and departments specify which tutor or other person should be named as a referee. If you have the choice, select someone who can comment on your academic ability and your teaching performance. It is most helpful if a school learns from your referee that you were successful on school placement. You may also wish to name a head teacher or teacher from one of your placement schools. If you are a secondary education student, you may wish to ask the head of the faculty in which you were training. Always ask those you wish to name as referees for their permission before doing so. Tell them each time you apply for a different post, so that they do not unexpectedly receive requests for references. Criminal Records Checks As part of the recruitment process, you will be asked to apply to the Disclosure and Barring Service (the DBS) for an Enhanced Disclosure Certificate. Your prospective employer or the registered body acting on behalf of your prospective employer will process and countersign the application form. The Disclosure Certificate may include information from local police records, such as acquittals or other non conviction information. If you have been convicted of an offence in the past, this information will appear on the Enhanced Disclosure. The Enhanced Disclosure Certificate will also show whether you are barred from working with children and/or vulnerable adults. It will show whether you are barred on the Children s List and/or Adults List if this information was requested when you applied for the certificate. The Enhanced Disclosure Certificate will be sent to you initially so that you may check that you have been correctly identified and that the information disclosed on the certificate is accurate and relevant to the purpose for which the certificate was requested. If you have any concerns about the accuracy of checks carried out by the DBS or concerns about the relevance of disclosed information on your Enhanced Disclosure Certificate, contact the NUT AdviceLine on / nutadviceline@nut.org.uk in 13

14 F I R S T P O S T England or NUT Cymru in Wales on NUT Cymru in Wales cymru.wales@nut.org.uk. Criminal convictions You may be asked to declare any criminal convictions you have on the job application form, including those which would normally be regarded as spent. A recent change in the law, however, means you do not have to provide details of any cautions, reprimands or warnings issued 6 years ago or more (where you were 18 or over at the time) or issued two years ago or more (where you were under 18 at the time). Furthermore, convictions obtained more than 11 years ago (where you were 18 or over at the time) or five and a half years ago (where you were under 18 at the time) will not be disclosed in a criminal record certificate provided certain conditions are met. For more information about what those conditions are, refer to the DBS website at 14

15 Interviews FIRST POST The purpose of an interview is to select the best candidate for the post. It also gives you the opportunity to decide if it is the right post for you. Preparing for the interview Thorough preparation before an interview is crucial. If you are wellprepared, you can be more confident in your performance and you will be more likely to say what you intend to at interview. Below are some suggestions to help you to prepare well. Re-read your application form. This will provide you with a starting point for your interview preparation. Prepare key points and examples of your knowledge, experience and skills to give evidence to the interview panel that you meet each of the selection criteria. Keep yourself up to date on educational developments and be familiar with the terminology used to describe them. Prepare to answer job-related questions, for example, on discipline and classroom management. Pay particular attention to how the requirements of the National Curriculum impact on your subject or age range. Have a basic understanding of any recent official reports on your subject area or age range, for example, Ofsted or Estyn reports. Your tutors and your college librarians should be able to give you more guidance on what is particularly relevant. 15

16 F I R S T P O S T Read The Teacher magazine, which you will receive as a student member of the NUT. The NUT s website at is another important source of information. Make sure you read all the details about the school and the post. Accept any invitation to visit the school before the interview. If possible, look at what happens in the classroom. Talk to children and show an interest in their activities. Think in advance of any questions you wish to ask. Let the school know if you have any access requirements. Make sure you know how to get to the school. If possible, do a practice journey before the day of your interview. The interview itself Sometimes the interview panel will consist solely of the head teacher and the chair of governors. Sometimes, it will include all of the governors and, in local authority schools, members of the local authority advisory staff. Some schools may also involve pupils in the interview process. See the Interview tips box below for some suggestions to help you to have a successful interview. Interview tips Give answers based on your own experience, using phrases such as My role was... and I organised.... Repeat and expand upon what you have said on your application form. The panel will not have memorised your form. Feel free to take in a notepad listing your key must say points and say these at the end of the interview if you have not had the opportunity earlier. Jot down key points, before beginning your answer. Feel free to pause before answering if you wish to collect your thoughts. Ask for the question to be repeated if you do not hear it properly or if you are not sure what a question means. 16

17 Year of the Curriculum A new national curriculum is to be introduced in England in September Together with The Curriculum Foundation, a not-for-profit social enterprise organisation, the NUT is developing a range of practical modules to help all schools develop their curriculum. Visit to keep up to date.

18 F I R S T P O S T Be positive and enthusiastic. Wear clothes which make you feel confident about the image you project. Prepare one or two short questions which might be appropriate to ask at the end of the interview. Do not worry about being nervous. It is natural. Do not be put off by the other candidates when waiting together. Do not worry if you dry up. Just pause for a few moments and carry on. Trial lessons An increasingly common aspect of the interview process for teachers is the requirement that they deliver a trial lesson. In secondary schools this will be in your subject area and you should be given guidelines on the lesson for which you need to plan, with your interview pack. In primary schools you will also be given guidelines on the lesson, or part of a lesson, which you have been asked to deliver. The observers/interviewers will be interested in: the quality of your planning and preparation; your rapport with the pupils and management of any behaviour issues which may arise; your knowledge of content/teaching strategies; and your professionalism. Below are some suggestions of how to approach a trial lesson. Trial lesson tips Don t panic with thorough preparation you will be great. Ask the school the year group and number of pupils you will be expected to teach. Plan thoroughly. Anticipate that you will have little set-up time. Keep your plan simple. You should research the school and area well and could include a local element in your planning. Engage the students this is key. Demonstrate your strengths. 18

19 The NUT and the TES are working together to combine our knowledge and experience to provide you with all the information you need in one place. Go to for advice and guidance from the NUT and jobs and resources from the TES. Everything you need as you start your career.

20 F I R S T P O S T Plan for an interactive and lively lesson. Plan for differentiation in questioning and activities. Try to include all pupils and show that you recognise and have planned for any pupils in the class or group with special educational needs or disabilities. Be aware of equalities and access issues in all of your planning and delivery. Ensure that the lesson objectives are clear to those observing the lesson and the pupils at the beginning of the lesson and that understanding is checked at the end of the lesson. Don t try to cover too many objectives in your lesson. Keep it focused. Don t assume that any resources are available. Bring any additional props with you which you would like to use in the lesson. If it does not go to plan adapt and carry on. Try to relax and enjoy it. Your right to a fair and open process The NUT has been successful in persuading many local authorities and schools to operate fair and open appointments procedures. It is unlawful for employers to discriminate on grounds of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, gender and sexual orientation, part-time status, fixed-term status or trade union activity. The NUT has worked hard to encourage employers to implement anti-discrimination law and to stop unfairness of any kind. If you are a disabled applicant, you have a right to ask for adjustments such as written information in large print or level access to the interview room, to enable you to participate in the recruitment procedure on an equal basis with other candidates. During the interview, you should not be asked questions on marital status, family commitments, sexual orientation, disability or, in a non- 20

21 denominational school, about religious belief. Such questions could infringe the law and good practice on equal opportunities. Questions based on gender or race stereotyping are also unacceptable. One response to this sort of question is to address yourself to the chair of the interview panel and to ask, politely, if the panel wishes you to answer such a question. It may be that you will prompt the realisation that the question is inappropriate and should be withdrawn. Many local authorities have adopted the good practice of including forms for equality monitoring, which are looked at only after interview and which are there to ensure that local authorities can monitor the impact of their equal opportunities policies. The NUT advises you to complete and return these forms. Withdrawing from an interview It is not unusual for an applicant to arrive at the school on the day of the interview and realise that the post is not suitable. If this occurs, you can politely and tactfully ask to be excused after you have been shown around the school. Alternatively, at some stage in the interview, usually at the end, you will be asked if you are still a serious candidate. Again you can tactfully back out. If you do either of these things, you should still get your travelling expenses. If you do not wish to be offered the post, find a means of conveying that to the panel before a decision is reached. Failing to do this will have wasted their time and may result in you not being paid your travel expenses. Interview expenses When you are invited to attend for interview, it is reasonable for you to make enquiries as to the arrangements for payment of expenses before you decide to attend. Seek information about entitlement to costs of travel, subsistence and accommodation if needed. The expenses available may be subject to limits and if you need accommodation you should seek advice from the school concerned about facilities in the area which are within those limits. 21

22 Offers FIRST POST Do you wish to accept the offer? If you have another interview for a post you would prefer in a few days time, you could ask the panel if they will hold a job offer open until after the other interview. They will almost certainly ask you to make up your mind immediately. This is understandable because they may not want to risk losing another candidate whilst waiting for the result of your second interview. It is unprofessional to accept a job at the interview and then renege on this acceptance later. You should decide at the time and stick to that decision. Accepting the post A spoken offer and acceptance of a teaching post establish a legal contract even if there is nothing in writing to confirm the agreement. If you are not sure of the exact terms of the post being offered to you, then accept orally but subject to contract. The position is slightly different if the offer is made subject to satisfactory pre-employment checks, e.g. references, enhanced DBS check, medical fitness and right to work in the UK checks. If a conditional offer is made and accepted, the employer has the right to withdraw the offer at a later date if the conditions are not met. Once you have accepted an offer, you will be sent a letter confirming your appointment. Make sure you respond promptly to this letter to confirm your acceptance of the post. Keep a copy of your reply. Before you confirm your 22

23 acceptance of the appointment in writing, make sure that you are clear about the type of contract you are being offered. There is information in this guide about fixed term and temporary contracts on page 30. If you have any queries, contact the NUT AdviceLine on / in England or NUT Cymru in Wales on / No school should withdraw an unconditional offer of appointment made orally. If there is an attempt to do so, contact the NUT as soon as possible. If you are unsuccessful this time If offered the chance of feedback, take it. If it is not offered, ask for some guidance on your performance from your tutors and any experienced teachers you know. Also, take the opportunity to attend any training sessions in interview techniques offered by your college or university. 23

24 School Direct FAQs FIRST POST What is my employment status as a School Direct trainee? School Direct trainees fall into two categories; salaried trainees and tuition fee trainees. Under the School Direct (salaried) training programme trainees are working and training at the same time. The school is therefore the employer and trainees are employed as unqualified teachers. In contrast, trainees on the School Direct (tuition fee) route will be deemed to be students of higher education for the period of training and will receive student support (e.g. loans) and possibly a bursary for the duration of their training. Will I be paid a teachers salary while I train? Yes. As a School Direct (salaried) trainee you must be employed as an unqualified teacher at the school, and (except for trainees employed in academies or independent schools) you must be paid in accordance with at least point one on the unqualified teachers pay scale for the period of your training. Will I have the same rights and responsibilities as other teachers at the school? Yes, but you will not be required to perform more than 90 per cent of the teaching duties normally required of a full-time qualified teacher. Will I be able to join the Teachers Pension Scheme? Yes. As a School Direct (salaried) trainee you will have the same rights and entitlements as other teachers in relation to the 24

25 Teachers Pension Scheme (TPS). However, if your period of training is unsuccessful and you are unable to find another teaching job, any contributions that you have made to the TPS during your period of training will be refunded. Can the training programme be extended? School Direct (salaried) programmes may be extended by up to three months beyond the planned end date. However, this may not be sufficient for you to complete your training if, for example, you fall pregnant and have to go on a period of maternity leave or you have a period of long term sickness. The NUT takes the view that, as with trainees on statutory induction, the programme should be extended by the aggregate total of days missing from the training period, e.g. if you are absent for six months, the extension period should be six months. Does my school have to employ me once I qualify? The government expects schools or partnerships of schools to have a clear capacity to employ trainees when they successfully complete their training programme. However, this expectation of employment does not equate to a legal entitlement and a school or partnership of schools may decide not to take you on permanently after you have qualified. 25

26 Salary matters FIRST POST Classroom teachers in local authority maintained schools are paid on the pay scales set out in the statutory School Teachers Pay and Conditions Document (STPCD). Academies and free schools are not obliged to use these scales but most do so. The STPCD pay scales changed in September New Main and Upper Pay Ranges replaced the Main and Upper Pay Scales. Schools now determine the number and value of scale points and there are no mandatory scale pay points other than minimum and maximum values of the ranges. However, the former pay scales continue to appear in the STPCD as reference points for schools guidance and the NUT is seeking to ensure that all schools continue to use them. The longstanding right to portability of existing pay rights has also ended, so that if you move school or take a break you are no longer automatically entitled to be paid in your next post on at least the same pay point as before. Again the NUT is pressing schools to continue to allow pay portability. The Government s two-year public sector pay freeze for 2011 and 2012 is to be followed by a pay cap of no more than 1 per cent for 2013 and That means that the real value of teachers pay is continuing to be substantially cut by inflation. The NUT is campaigning to defend pay, pensions, jobs, school funding and public services visit the NUT website at for details. 26

27 Main Pay Range for Classroom Teachers There are four separate ranges for Inner London, Outer London, the Fringe Area and the rest of England and Wales. The current ranges and the intermediary reference points for 1 September 2013 are set out below. Main Pay Range England Inner Outer Fringe & Wales London London London M1 min 21,804 27,270 25,369 22,853 M2 23,528 28,693 26,941 24,575 M3 25,420 30,188 28,609 26,466 M4 27,376 31,761 30,381 28,428 M5 29,533 34,204 32,957 30,581 M6 max 31,868 36,751 35,468 32,914 Points M2-M5 are not now mandatory points. Pay areas Teachers in the following areas will be paid on the Inner London pay spine: Barking and Dagenham, Brent, Camden, City of London, Ealing, Greenwich, Hackney, Hammersmith and Fulham, Haringey, Islington, Kensington and Chelsea, Lambeth, Lewisham, Merton, Newham, Southwark, Tower Hamlets, Wandsworth and Westminster. Teachers in the following areas will be paid on the Outer London pay spine: Barnet, Bexley, Bromley, Croydon, Enfield, Harrow, Havering, Hillingdon, Hounslow, Kingston upon Thames, Redbridge, Richmond upon Thames, Sutton and Waltham Forest. Teachers in the following areas will be paid on the Fringe Area pay spine: The whole of Surrey and the district council areas of: Bracknell Forest, Slough, Windsor and Maidenhead (in Berkshire); South Buckinghamshire and Chiltern (in Buckinghamshire); Basildon, Brentwood, Epping Forest, Harlow and Thurrock (in Essex); Broxbourne, Dacorum, East Hertfordshire, Hertsmere, St Albans, Three Rivers, Watford and Welwyn Hatfield (in Hertfordshire); Dartford and Sevenoaks (in Kent); and Crawley (in West Sussex). 27

28 F I R S T P O S T Starting salary and pay progression Teachers taking up their first appointment will normally be placed on point M1 of the common pay spine. It is possible for teachers to be placed higher on the scale if they have previous experience in other types of teaching or other relevant occupations. From September 2014, all pay progression decisions will be performance related and linked to the outcomes of appraisal. Teachers on the Main and Upper Pay Ranges will need to meet criteria set down by the school to secure progression and will not progress automatically on the basis of experience. The NUT continues to campaign against this extension of performance related pay in teaching. Teachers may receive additional allowances to reflect teaching and learning responsibilities and special needs teaching involvement and some schools may also pay recruitment and retention incentives. Academies and free schools Academies and free schools are able to set their own pay, conditions and working time arrangements for newly appointed teachers. Although pay and conditions arrangements for newly appointed teachers in many academies and free schools may be similar or identical to those in local authority schools, in others pay and conditions arrangements will be very different. The NUT is firmly committed to supporting the growing number of members who work in academies and free schools. However, we remain opposed in principle to the academies programme due to our concerns about a range of issues including about pay and conditions of service. The Government also allows academies and free schools to employ teachers without a teaching qualification. The NUT is completely opposed to children being taught by unqualified teachers. There are a number of key questions on pay and conditions that you need to ask when applying for a job in an academy or free school. Please refer to the separate and detailed NUT guidance for members at 28

29 Sixth form colleges There is a separate pay structure for teachers working in sixth form colleges. Please visit for details. 29

30 Fixed term and temporary contracts FIRST POST You should give priority to seeking a permanent teaching post. There may be circumstances, however, where you are unable to obtain such a post. You may find, for example, if you are restricted to a particular area, that the only posts available to you are temporary or fixed term. Fixed term or temporary contracts end either on a specific date, after a specific period of time or on the completion of a specific task. They are frequently used where teachers are employed to cover maternity or adoption leave, long-term sickness absence, secondments or pending a permanent appointment. The NUT opposes the use of fixed term contracts for new teachers on induction or for so-called budgetary reasons. The law provides that fixed term and temporary employees must not be treated less favourably than similar permanent employees with regard to pay, conditions of service, pensions and training opportunities, and also places restrictions on the repeated use of fixed term contracts. Fixed term and temporary contracts are sometimes used unfairly as a form of probation or in anticipation of falling rolls or future budget reductions. If you believe you have been offered a fixed term contract for one of these reasons, you should contact the NUT AdviceLine on / nutadviceline@nut.org.uk in England or NUT Cymru in Wales on / cymru.wales@nut.org.uk. Employment rights It is a common misconception that teachers employed on fixed term and temporary contracts cannot gain the same employment rights as 30

31 colleagues on permanent contracts. Regardless of whether you work on a full-time, part-time, temporary or permanent basis, once you have completed two years of continuous service with the same employer (or one year if your contract commenced before 6 April 2012), you have the right not to be unfairly dismissed. Non-renewal of a fixed term contract is, in law, a dismissal and if the dismissal is not for a fair reason, you may have a legal remedy. Once you have completed two years continuous service as a teacher, with one employer or with one or more employers in the state sector, you have the right to a redundancy payment. If you are concerned or uncertain about anything set out in a contract you have been offered, please seek professional help and advice from the NUT AdviceLine on / nutadviceline@nut.org.uk in England or NUT Cymru in Wales on / cymru.wales@nut.org.uk. 31

32 Cyber caution FIRST POST If you use social networking sites, such as Facebook, be extremely vigilant. Some prospective employers will look you up, so make sure that the content does not show you in a bad light. Once you are in post, don t reveal your password, user-name or nickname to pupils. Pupils will find and circulate embarrassing and compromising material on their teachers. Make sure it s not you! Similarly, don t use your personal address or mobile phone to correspond with pupils. Use your work address and work phone. How to stay Cybersafe dos and don ts do not post information and photos about yourself, or school-related matters, publicly that you wouldn t want employers, colleagues, pupils or parents to see keep passwords secret and protect access to accounts do not befriend pupils or other members of the school community on social networking sites; teachers should consider carefully the implications of befriending parents or ex-pupils and let school management know if they decide to do this keep personal phone numbers private and do not use your own mobile phone to contact pupils or parents use a school mobile phone when on a school trip keep a record of your phone s unique International Mobile Equipment Identity (IMEI) number, keep phones secure while on school premises and report thefts to the police and mobile operator as soon as possible 32

33 do not personally retaliate to any incident report any incident to the appropriate member of staff in a timely manner keep any evidence of an incident, for example by not deleting text messages or s and by taking a screen capture of material, including the URL or web address use a school address only for work purposes be aware that if you access any personal web-based accounts via your school network, that these may be subject to the school s internet protocol which could include monitoring and surveillance request assurances from management that any s marked personal and/or union business will not be read without your prior consent What you should expect as a school employee all incidents that you report will be recorded the school will respond to an incident in a timely and appropriate manner, or support you to do so appropriate personal support, or information enabling you to access appropriate personal support will be provided information on the safe use of the school s communications network will be provided to you the school will approach third party agencies on your behalf in order to request that inappropriate material is removed, where possible the school will support you in cases where it is necessary for you to contact the service provider directly where appropriate, the school will contact the police or external agencies. If you are unhappy with the way in which a cyberbullying incident has been dealt with, you should contact the NUT AdviceLine on / nutadviceline@nut.org.uk in England or NUT Cymru in Wales on / cymru.wales@nut.org.uk. 33

34 Induction FIRST POST Once you have been awarded QTS, you are required to complete an induction programme and to meet the Teachers Standards (England) or Practising Teacher Standards (Wales). The NUT believes that induction must be a supportive process which helps new teachers to begin to develop further their professional confidence and competence. Teachers Standards (England) The Teachers Standards are used to assess an NQT s performance at the end of their induction period. Judgements should reflect the expectation that NQTs have effectively consolidated their initial teacher training (ITT) and demonstrated their ability to meet the relevant standards consistently over a sustained period in their practice. Practising Teacher Standards (Wales) The practice review and development (PRD) model sets out the practising teacher standards NQTs are required to meet at the end of their induction period. This model aims to raise standards of teaching and improve learner outcomes across Wales. Induction: how long? In England, the length of the induction period you are required to serve is the full time equivalent of one school year (usually three school terms). Similarly, in Wales you are required to complete an induction period of three school terms or the equivalent. NQTs who are not employed on a fulltime basis must complete 380 school sessions. 34

35 learning with the NUT The NUT provides you with the best support at the start of your career. For NUT members, our courses are either free or discounted. Student members Friday 21 - Sunday 23 March 2014 A confidence boosting course providing advice and guidance on starting to teach. Just qualified teachers summer workshop Monday 28 - Wednesday 30 July 2014 This course covers induction, conditions of service and much more. Start right Summer term 2014 Held at a range of regional centres and universities, this one day course will help you enhance your behaviour management strategies. Apply at

36 F I R S T P O S T Induction: where? Induction can be served in the following institutions if certain criteria are met: a relevant school in England this includes a maintained infant, junior, primary, secondary or middle school; a maintained or non-maintained nursery school; a nursery school that forms part of a maintained school; a local authority maintained children s centre; and a pupil referral unit (PRU) an independent school in England (including academies, free schools, and city technology colleges) or an independent nursery school that chooses to offer statutory induction a further education (FE) institution including a sixth form college in England a school or FE institution in Wales in which an induction period may be served under the Education (Induction Arrangements for School Teachers) (Wales) Regulations 2005 including maintained schools, maintained nursery schools that provide an opportunity to meet the standards, nonmaintained special schools and independent schools that meet the national curriculum requirements a British school overseas which is inspected by a DfE approved inspectorate against the British Schools Overseas Standards and is a member of a DfE accredited association. Induction: when? While NQTs are encouraged to start their induction as soon as possible after gaining qualified teacher status (QTS), there is no set time limit for starting or completing an induction period. This applies in England and Wales. Induction and supply teaching Supply in England In England, short-term supply placements of less than one term, or equivalent, cannot count towards induction, as such posts will not provide an NQT with the breadth of experience, support and assessment necessary to enable them to demonstrate that they have met the relevant standards. 36

37 A qualified teacher, who has not completed an induction period, can undertake short-term supply work of less than one term in a relevant school for a maximum period of five years from the point of award of QTS. This is a fixed time limit with no discretion to extend. Supply in Wales In Wales, all NQTs undertaking their induction through the accrual of shortterm periods of supply are able to accrue 380 school sessions to be able to be assessed against the practising teacher standards. NQTs completing their induction via this route will be required to complete an induction portfolio of evidence and log all of their session with the General Teaching Council for Wales (GTCW) at Induction: your entitlements You are entitled to: a reasonable job description a reduced teaching load of no more than 90 per cent of the timetable of other main scale teachers in the school without responsibility points a planned induction programme, tailored to your individual needs and circumstances an induction tutor to provide day-to-day monitoring and support in Wales, after 190 sessions you are entitled to an external mentor from the local authority support from your head teacher who has overall responsibility for your induction programme and for assessing whether or not you satisfactorily meet the Teacher Standards (England) or the Practising Teacher Standards (Wales) oversight by the Appropriate Body. Support from the NUT You are welcome to seek advice and support from the NUT at any stage of your induction period. See also the NUT s NQT Guide to Induction on the NUT website at 37

38 Supply teaching FIRST POST You are eligible to work as a short-term supply teacher from the date of gaining qualified teacher status (QTS). In England, you are entitled to work on a short-term supply basis for up to five years without having to serve an induction period. In Wales, the five year limit on short-time supply teaching has been removed. A qualified teacher for every class The NUT has always been concerned that the inappropriate implementation of rarely cover would lead to the increased use of non-teacher qualified staff as cover supervisors. As a consequence there has been a significant drop in the employment of supply teachers. The NUT is the only teachers union that has campaigned on the policy of a qualified teacher for every class. It is unacceptable that many children and young people are not taught by a qualified teacher. Finding work as a supply teacher Work as a supply teacher can be found through local authorities, schools, academies or teacher agencies. Teacher agencies do not tend to pay teachers in accordance with the School Teachers Pay and Conditions (STPCD) document. However, on 1 October 2011, the Agency Worker Regulations came into effect which provides rights to supply teachers who work for an agency. After 12 weeks in the same assignment, you have the right to receive the same rate of pay and the same working time provisions as if you had been employed by the school direct. From day one in an assignment you also have an equal right of access to any collective facilities for staff, for 38

39 example, staff room, canteen, prayer room, workplace crèche, provided by the employer, and to be informed of employment vacancies. Unfortunately the qualifying period may prove an obstacle in acquiring the right to STPCD pay rates, and if you can find employment with a local authority supply pool or direct with a school you are likely to be much better off. Before you accept any supply work find out exactly what you are being offered. If you have any queries, contact the NUT AdviceLine on / nutadviceline@nut.org.uk in England or NUT Cymru in Wales on / cymru.wales@nut.org.uk. 39

40 General Teaching Council for Wales FIRST POST To teach in maintained schools in Wales as a qualified teacher, you must be registered with the General Teaching Council for Wales (GTCW). There is no longer a requirement to register to teach in England, and the General Teaching Council for England has now closed. In Wales, your teacher training institution will supply your details to the GTCW. The GTCW will write to you advising you of your unique teacher reference number. That number will remain with you throughout your career in the profession. You will be asked to provide confirmation of your name, date of birth and the contact address to which your qualified teacher certificate should be sent. For more information visit If you need advice about the registration process, contact NUT Cymru, see page 54. To teach in Wales you will need to register before you begin your first teaching post, including supply teaching. When you are given your GTCW registration number, keep a record of it for reference when needed. 40

41 Young teachers volunteer to help your union Join other young teachers and get involved in the NUT, Let us know what s important to you as a young teacher Meet other young teachers at local and national events Support NUT campaigns For further details about how to get involved contact the NUT at youngteachers@nut.org.uk twitter.com/nutonline facebook.com/nut.campaigns

42 Types of schools FIRST POST The following table helps to clarify the different types of schools and, in particular, the identity of the employer. TYPE OF SCHOOL Maintained schools Community and community special schools Foundation, foundation special and trust schools Voluntary aided schools (VA) Voluntary controlled schools (VC) Maintained nursery schools Pupil referral units (PRUs) Academies Alternative provision academies Free schools Independent schools Sixth form colleges University Technical Schools (UTCs) Studio Schools EMPLOYER Local authority School governing body School governing body Local authority Local authority Local authority Academy governing body or trust Academy governing body or trust School governing body/foundation/ trust Governing body/proprietor College corporation School governing body or trust School governing body or trust Note: Where academies or free schools are part of a chain the employer will usually be the trust; where they are individual it will be the governing body. 42

43 Maintained schools Maintained schools are funded by central government via the local authority, and do not charge fees to students. Teachers in maintained schools are paid and employed according to the provisions of the School Teachers Pay and Conditions Document (STPCD) and Burgundy Book arrangements. Teachers in pupil referral units are usually paid and employed according to the provisions of the School Teachers Pay and Conditions Document (STPCD) and Burgundy Book arrangements. The School Teachers Pay and Conditions Document, sometimes referred to as the Blue Book, contains the statutory requirements for teachers pay and conditions that maintained schools and local authorities in England and Wales must abide by. The Burgundy Book sets out the national conditions of service for teachers. It covers such areas as appointment, resignation, sick pay and sick leave and maternity pay and maternity leave. It represents the national agreement between the six teacher unions, including NUT, and the local authorities in England and Wales. Community and community special schools A community school is the standard type of maintained school. A community special school caters solely for pupils with special educational needs. Foundation, foundation special and trust schools A foundation school has more freedom than a community school in how it is managed and with its admissions procedures. A foundation special school caters solely for pupils with special educational needs and cannot be a faith school. Foundation and foundation special schools with a foundation are generally referred to as trust schools. Trust schools are state-funded and receive extra support (usually non-monetary) from a charitable trust made up of partners working together for the benefit of the school. Voluntary aided and voluntary controlled schools Most voluntary aided (VA) and voluntary controlled (VC) schools are faith schools. A VA school is very largely funded by the state. They are responsible for 10 per cent of capital costs. A VC school has all their costs met by the state. 43

44 F I R S T P O S T Maintained nursery schools A local authority maintained nursery school generally provides education for children aged from three to five, although education could start from two if the local authority chooses to fund it. Pupil referral unit (PRU) A PRU provides education for children who are excluded, sick, or otherwise unable to attend a mainstream or special maintained school. Academies Academies and free schools are outside the local authority family of schools. They can set their own pay, conditions and working time arrangements for newly appointed teachers joining their staff and can decide their own curriculum. Alternative provision academies Alternative provision academies provide education formerly provided by local authority-run pupil referral units. Again, they are outside the local authority family of schools. They can set their own pay, conditions and working time and can decide their own curriculum. Free schools Free schools may be completely new schools or existing private schools that convert to become a free school. New free schools might be set up by a private company, an academy chain or a group of parents or teachers, a faith group, a charity or a combination of these. Like academies, free schools can set their own pay, conditions and working time arrangements for their staff. Independent schools Independent schools are funded by fees and in some cases by charitable endowments. Independent schools do not have to follow the national curriculum and can set their own pay and conditions arrangements for teachers. 44

45 Sixth form colleges A sixth form college caters for students aged 16 to 19 typically studying for advanced school-level qualifications. Sixth form colleges have their own national pay and conditions arrangements. University Technical Colleges (UTCs) and Studio Schools University Technical Colleges (UTCs) and Studio Schools are types of academies with a intake. They are set up by universities, businesses or employers with a focus on technical or vocational education. Both can set their own pay, conditions and working time arrangements for newly appointed teachers joining their staff. UTCs are described as technical academies and generally have university and employer sponsors. Studio Schools are small schools of around 300 pupils with employers and businesses as sponsors. Academies and free schools are allowed to employ teachers without qualified teacher status. The NUT is completely opposed to children being taught by unqualified teachers. Faith schools is the common term used for schools designated with a religious character. 45