Best Practice Recommendations

Statutory NQT Induction came into force in May 1999 in England and in April 2003 in Wales. This section provides best practice information and advice, taking into account experience of the scheme to date. Expert advice is always available from ISCtip's Director of Induction, Quality Assurance Officers and Panel Members.

NQT Induction Entitlements - a reminder
Induction Policy Document
Skills Tests
Structured Support
Regular Timetabled Meetings
10% Protected Time
Regular Lesson Observations
Assessment Forms
Record Keeping
The NQT's Professional Development File
Some advice from individual schools


NQT Induction Entitlements - a reminder
The induction entitlements are as follows:

• 10% remission of timetable (a statutory requirement)
• The support of an induction tutor/subject mentor who oversees the whole programme and involves other colleagues as and when appropriate
• A minimum of one formal NQT lesson observation per half-term
• A half-termly review meeting between the induction tutor and the NQT
• Termly formal assessment, rating progree towards meeting the Induction Standards
• Ability for the NQT to see observation comments
• The NQT to sign assessments
• Ability to negotiate Career Entry and Development Profile targets
• Targets to be reviewed and renegotiated termly
• Targets to form basis for the induction programme

Induction Policy Document
Schools should have a policy document or statement relating to the Induction of NQTs. This my be incorporated into the school's CPD/Appraisal/ Performance Management Structure. The policy document might include, amongst other matters, the aims of NQT induction, reference to the NQT's 'entitlement', roles and responsibilities of those involved, advice on lesson observations, the timetable to be observed, assessment arrangements, documentation and record keeping, together with appropriate remarks relating to a professional code of practice.

Skills Tests
When appointing NQTs, schools must ensure that QTS has been awarded and the appropriate Skills Tests (Numeracy, Literacy and ICT) have been passed. NQTs with QTS are provided with certificates indicating that the Skills Tests have been passed. It is essential that schools check that NQTs do in fact possess the relevant documents.

Structured Support
The most effective structure of support is a three-tier system. In overall charge, directly responsible to the Head (and preferably not the Head themself) should be the Induction Tutor. This is a role for a senior member of staff (Deputy Head, Director of Studies, Professional Tutor etc). The principal responsibility is to oversee the entire induction programme. The Induction Tutor also briefs the Head on their legal responsibilities, ensures that all NQTs receive an equal and professional level of support and "opens doors" which may be beyond the authority of less senior colleagues. The Induction Tutor must also ensure that all involved in the process are aware of the Induction Standards.

The second tier to the Induction Tutor should be at a departmental (although not necessarily Head of Department) or Key Stage level and is often described as the Subject or Key Stage Mentor. Ideally this should be someone with relevant experience who can guide the NQT on a regular (even daily) basis.

Additionally, many schools have a (not always formal) system where a 'social', 'pastoral' or 'buddy' mentor is provided. This might be somebody that has only recently completed their own NQT induction and is therefore ideally placed to answer those questions which NQTs fear might appear trivial but are in fact very real.

A small number of schools have two very senior members of staff (for instance a Senior Deputy and Senior Head of Department) sharing the Induction Tutor role, who work out between them the cycle of lesson observations and review meetings throughout the year, and share the responsibility for "whole school issues". It is important for all NQTs to hear the same message regarding a wide variety of important whole-school policies and issues, including child protection, health and safety, discipline procedures, report writing and uniform. It is therefore appropriate that the Induction Tutor should take responsibility for ensuring that NQTs are fully inducted into these aspects of a teacher's work.

Regular Timetabled Meetings
A number of schools timetable a weekly session between the Induction Tutor and the NQT(s) to ensure that whole-school issues are not overlooked. Additionally, many schools timetable a weekly "NQT induction" period for the subject/key stage mentor to meet individually with the NQT(s). Both of these timetabled meetings can be included in the NQTs' 10% protected time. We have also come across cases in schools where there may be a group of NQTs, usually working in different departments and therefore with rare opportunities to meet, being provided with a venue for a weekly "protected lunchtime" when they can meet together (and with the opportunity for them to invite any colleague who could perhaps be helpful to them).

A very small number of schools - and this is not restricted to boarding schools - have made staff accommodation available for NQTs so that NQTs can socialise during out of school hours. One school, as a matter of policy, provides adjacent accommodation for someone in their second year to act as a point of reference/ support.

10% Protected Time
This is a statutory requirement and schools are strongly advised to ensure that it is written into the timetable at the outset. (See also timetabled meetings above). ISCtip also suggest that NQTs keep an "audit" of how this time is used. A simple grid/tick box system can be sufficient, but NQTs do find it helpful to have an overview of how much time is spent on, for instance, lesson observations of other colleagues, meetings attended and other training opportunities.

Some schools are more generous than the scheme requires and grant more than 10% protected time in the first year. In a small number of cases, a timetable concession has been carried on into the second year. ISCtip applauds such arrangements to extend the 10%, but recognises that the ability to provide such additional support depends greatly on a school's individual circumstances.

Whilst the use of protected time is very varied in independent schools, ISCtip considers it essential for NQTs to observe other colleagues. 'Pupil shadowing' is also very enlightening. In order to widen an NQT's experience, observing lessons in other schools (maintained and/or independent), particularly with a specific focus, is highly recommended. One independent school releases an NQT for one afternoon per week to take part in "team teaching" in a local maintained school. This has widened the NQT's subject knowledge and brought considerable benefit to all concerned. NQTs will have had contrasting experience of different schools during their ITT. During induction, contrasting experience is equally beneficial.

In preparatory and primary schools, NQTs find "planning" meetings absolutely essential, particularly if they are class teachers teaching one of two or more parallel classes.

Regular Lesson Observations
The statutory requirements of the scheme represent the minimum. During the first half-term it often helps for a senior colleague to observe lessons informally as part of the initial support offered. ISCtip recommends that (a minimum of two) different observers witness the work of the NQT at different times and that a variety of classes (depending on the nature of the timetable allocation) are observed, at different times of the day. Class teachers of primary age children should be observed teaching different skills or subjects. The actual number of observations deemed appropriate will vary, but it is also worth pointing out that it is possible to "over observe".

Classroom observation may not be something routinely practised in some schools. Subject mentors and other observers may need and value advice or training. NQTs have usually undergone rigorous observation during their PGCE courses and appreciate that rigour.

It is recommended that observers make notes and give detailed feedback, both positive and critical, to the NQT. ISCtip recommends that schools use the lesson observation forms despatched with the Induction information pack as these support the formative process.

Assessment Forms
Schools frequently ask how much detail is required when completing these forms. ISCtip is very happy to accept a series of bullet points in each of the spaces provided, linked to the Induction Standards and backed up by evidence. In the case of failing NQTs, detailed evidence is vital and must be explicitly linked to the Standards. In all cases, bland statements such as "Induction Standards met" are insufficient; evidence of progress towards meeting the standards must be given.

Record Keeping
All schools should ensure that both the school (usually the Induction Tutor) and the NQT keep copies of all relevant documentation (lesson observation notes, minutes of review meetings etc). Both the Induction Tutor or mentor and the NQT should countersign and date formal documents. Some schools have found it helpful to use a "Feedback Sheet" on which the NQT is encouraged to write their comments and thoughts on the lesson observation or the review meeting.

The NQT's Professional Development File
ISCtip strongly encourages schools to ensure that NQTs keep a Professional Development File. It could include a weekly planner, a schedule of resources and ideas as to when and where to use them, copies of documentation (eg lesson observation forms), details of courses attended and so on. A number of schools require NQTs to keep a grid of their own evidence, stating how they themselves believe that they are meeting the Induction Standards. This is good practice and is recommended.

Some advice from individual schools
"Make sure that the lesson observation and review meeting schedule is agreed and in the diary at the very outset. It is all too tempting to leave it until the NQT has settled - and then the diary prevents you from doing a professional job"

"It is easy to forget how important it is for the NQT to feel part of the whole team/school from the beginning. That's why we believe that information sessions with the Bursar (and not just about salaries), the SENCO and Matron/School Nurse are an important part of each NQT's early experience."

"I'm not very good at taking minutes. Our NQT is highly skilled in ICT and so he produces minutes of our meetings in record time - and they are very accurate. We both produce agendas for our meetings and they complement each other."