Teaching Environment

Independent means what it says: independent schools have the freedom to experiment and innovate and many of them have individual skills and strengths to complement the general excellence that is the hallmark of the sector. The independent school environment provides:

The freedom to teach with the minimum of bureaucracy
The encouragement to be innovative and creative
An ordered environment
Good career prospects
Supportive parents with high expectations
A favourable teacher/pupil ratio
A government-recognised NQT induction scheme

The freedom to teach with the minimum of bureaucracy
Although there are statutory regulations which all independent schools observe, they are not bound by all the directives of the DfE and Local Education Authorities. For example, they are not required to follow the National Curriculum. Independent schools use the National Curriculum as a flexible framework which they adapt to suit the specific characteristics of the school and the needs of its students. In practice, most schools cover nearly all aspects of the National Curriculum, but they have a strong desire to add more: for example making the study of foreign languages a core part of primary education.

Schools will all have policy documents and procedures, to support and safeguard all activities, but they are designed to impose as few burdens as possible on teaching staff. For instance, schools value record-keeping as an educational aid, not just for its own sake.

The encouragement to be innovative and creative
Many curriculum initiatives have originated from independent schools, especially in the teaching of mathematics, science and design. Heads recognise the great value of teachers who have an enthusiasm for developing knowledge and skills in their pupils, and are prepared to experiment with new approaches rather than being bound by tradition.

In addition, the creative and performing arts have a strong place in many independent schools, both within the curriculum and in out-of-hours activities, because of the important contribution they make to a full, all-round education.

An ordered environment
The good standards of discipline found in independent schools are a major attraction for NQTs, who value the chance to start their careers where there is an emphasis on good learning and socially responsible behaviour. They can concentrate on their teaching, rather than on behavioural problems and class control.

Parents expect efficiency from fee-charging institutions, and schools ensure that teachers and pupils make the best possible use of their time every day.

Good career prospects
NQTs who successfully complete their induction year in ISC schools are free to build their career in any school in the UK or overseas, whether it be maintained or independent. The opportunities available to teachers in independent schools are as varied as the schools themselves. They include:

• leading a team of subject specialists
• management posts
• senior academic posts, such as Directors of Studies
• pastoral responsibilities, as head of year or house
• responsibilities for the professional development of colleagues

Supportive parents with high expectations
A parent's decision to invest money in their child's schooling indicates a real commitment to education. Independent schools benefit from strong partnerships with parents. Independent school parents and teachers believe in maximising potential, and are prepared to make the necessary effort and commitment to ensure that children achieve as much as possible.

A favourable pupil/teacher ratio
On average, independent schools invest more heavily in teachers than schools in the maintained sector. In 2010/11, the pupil/teacher ratio remained steady at 9.4:1 for the second year running. This compares with an average of 16.6:1 in maintained mainstream schools in 2010/11.

The continuing fall in the teacher/pupil ratio not only indicates the importance of low classes sizes to parents, but also reflects the determination of ISC schools to continue to teach a wide range of subjects even if it is less economic to do so. For independent school teachers, this means smaller class sizes and more time for lesson preparation and marking. Most teachers and parents have few doubts that the amount of individual attention possible in smaller classes improves learning.

A government-recognised NQT induction scheme
It is necessary for NQTs, whether their initial teacher training has been an integral part of their first degree (eg a B.Ed or BA (QTS)) or through a PGCE or any employment-based route, to complete a statutory induction process in order to be fully qualified.

This is possible in any ISC school. The Secretary of State has constituted the Independent Schools Council Teacher Induction Panel (ISCtip) as an appropriate body for NQTs working in its member schools. The programme is based on the needs of the individual NQT, whose timetable of teaching and other duties will be reduced by 10% to allow for the necessary activities, including meetings with the Induction Tutor and observation of lessons. The outcome is determined by ISCtip. Every year, almost 1,200 satisfactorily complete the requirements and have their QTS ratified by the General Teaching Council. Once an NQT has successfully completed induction, they are eligible to work in any school in the UK.