2
0
14
GUIDE
to obtaining your first teaching post
MAP
of local authorities
ESSENTIAL
tips for success
SCHOOL DIRECT
frequently asked questions
www.teachers.org.uk/
firstpost
First
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Visit the NUT interactive
directory of local authorities at
www.teachers.org.uk/nqt/firstpost
The information in the directory
is supplied to the NUT by
the local authorities.
Here you will find
details of how,
when and where
they advertise
their vacancies.
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Visible Learning for
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Maximizing Impact on Learning
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A Practical Guide for all Teachers
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DIS
CO
UN
T
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
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Contents
7
2
0
14
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
See pages 10 and 24-25 for some
specific advice.
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
www.tes.co.uk
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.
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.
Go online at
www.teachers.org.uk/nqt/firstpost
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.
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Finding your
first post
Calling all NQTs
Be the sharpest
teacher in the
staffroom with
the help of
TES Connect
•
Free teaching resources
www.tesconnect.com/resources
•
Classroom management tips
www.tesnewteachers.com
•
Advice and support on the forums
www.tesconnect.com/nqtforum
•
Follow
@tesNewTeachers
Calling all NQTs
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.
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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.
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Applications
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.
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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 0203 0066 266/email [email protected] in
England or NUT Cymru in Wales on 029 2049 1818. Email 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 www.gov.uk/dbs
15
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 well-prepared, 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.
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Interviews
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.
● Read The Teacher magazine, which you will receive as a student member of the NUT. The NUT’s website at www.teachers.org.ukis 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.
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.
A new national curriculum is to be introduced in England in September 2014.
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
www.teachers.org.uk/campaigns/curriculum
to keep up to date.
Year of the
Curriculum
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.
● 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 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.
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
www.newteachers.tes.co.uk
for advice and guidance from the NUT
and jobs and resources from the TES.
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-● 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.
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.
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
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Offers
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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 0203 0066 266/email [email protected] in England or NUT Cymru in Wales on 029 2049 1818/email [email protected].
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.
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
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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.
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 2013. 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 2014. 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 www.teachers.org.uk for details.
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Salary matters
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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.
Points M2-M5 are not now mandatory points.
Pay areas
Teachers in the following areas will be paid on the Inner Londonpay 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 Londonpay 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 theFringe Areapay 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).
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
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
29
Sixth form colleges
There is a separate pay structure for teachers working in sixth form colleges. Please visit www.teachers.org.uk/6fcs/payandconditionsfor details.
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 0203 0066 266/email [email protected] in England or NUT Cymru in Wales on 029 2049 1818/email [email protected].
Employment rights
It is a common misconception that teachers employed on fixed term and temporary contracts cannot gain the same employment rights as
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Fixed term and
temporary
contracts
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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 0203 0066 266/email [email protected] in England or NUT Cymru in Wales on 029 2049 1818/email [email protected].
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 email address or mobile phone to correspond with pupils. Use your work email 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
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Cyber caution
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• 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 emails and by taking a screen capture of material, including the URL or web address
• use a school email address only for work purposes
• be aware that if you access any personal web-based email 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 emails 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 0203 0066 266/ email [email protected] in England or NUT Cymru in Wales on 029 2049 1818/email [email protected].
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 full-time basis must complete 380 school sessions.
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Induction
The NUT provides you with the best support
at the start of your career. For NUT members,
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learning
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, non-maintained 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.
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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 short-term 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 www.gtcw.org.uk
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 2013-14on the NUT website at www.teachers.org.uk/nqt
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
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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 0203 0066 266/email [email protected] in England or NUT Cymru in Wales on 029 2049 1818/email [email protected].
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 www.gtcw.org.uk
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.
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General Teaching
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The following table helps to clarify the different types of schools and, in particular, the identity of the employer.
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.
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TYPE OF SCHOOL EMPLOYER
Maintained schools
Community and community special schools
Local authority Foundation, foundation special and
trust schools
School governing body Voluntary aided schools (VA) School governing body Voluntary controlled schools (VC) Local authority Maintained nursery schools Local authority Pupil referral units (PRUs) Local authority
Academies Academy governing body or trust
Alternative provision academies Academy governing body or trust
Free schools School governing body/foundation/
trust
Independent schools Governing body/proprietor
Sixth form colleges College corporation
University Technical Schools (UTCs) School governing body or trust
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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.
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.
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 14-19 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.
The NUT is firmly committed to supporting the growing number of members who work in academies and free schools.
Academies and free schools (England only) are state funded independent schools. Some academies are run by sponsors – often large academy chains, business people or religious organisations – but some academies do not have sponsors and are instead run by a small academy trust drawn from the governing body.
University Technical Colleges (UTCs) and Studio Schools are types of academies with a 14-19 intake which can be set up by a range of organisations – universities, employers and existing schools or further education colleges.
Free schools may be new schools set up by an academy chain, a private company, a group of parents or teachers, a faith group, or a charity. Others are former private schools that have converted to free school status.
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.
Whatever the situation regarding union recognition in an academy or free school, teachers are still entitled to be members of the NUT. The NUT can advise you on any problems you encounter at work.
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Academies and
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The Secretary of State for Education has confirmed that academies and free schools are allowed to employ teachers without a teaching qualification. The NUT is completely opposed to children being taught by unqualified teachers.
Your employer
If you decide to work for an academy or a free school, your employer will be the school governing body. If your academy is part of a chain of academies run by an umbrella organisation, your employer may be the the academy trust. This is the case, for example, in academies run by chains such as Oasis, ARK, E-ACT and United Learning.
Your pay
Academies and free schools have the flexibility to operate outside the system of national pay and conditions for school teachers. They can set their own levels of pay for newly appointed teachers joining their staff. See also ‘Salary Matters’ on pages 26-29.
Your employment terms and conditions
Many academies offer teachers’ terms and conditions which are identical to or similar to the School Teachers’ Pay and Conditions Document and the Burgundy Book. However, academies and free schools can set their own rules regarding working duties, days and hours, breaks, holidays, sick leave, maternity/adoption/paternity leave and so on for staff who are new to an academy.
It is also worth noting that any continuity of service that you gain whilst working in an academy or free school will not necessarily be recognised if you later move to a local authority school. However, some local authorities have voluntary agreements to recognise service with academies or free schools within that authority. Whist there is no statutory right for your service to be recognised for pay and conditions, it will however be recognised for any redundancy payment.
Key questions to ask on pay and conditions
There are a number of key questions on pay and conditions that you need to ask when applying for jobs in academies or free schools. You may feel more comfortable seeking this information from your local NUT division secretary who will be able to put you in touch with the NUT representative in the school. For contact details go to www.teachers.org.uk/contactus
For example:
• What is the school pay policy and the pay structure? • Are payments made for additional responsibilities?
• Is there a limit on the annual or weekly number of hours of working time? • Is there a limit on the annual number of days of working time?
• Are teachers entitled to ring-fenced time for planning, preparation and assessment?
• What are the working time expectations with regard to:
– an extended school day i.e. before or after the normal timetabled day; – weekends and Bank Holidays;
– during half-terms and school holidays; and – in the teacher’s own time?
• Is there a guaranteed length of lunch break? • Is there a limit on teachers’ cover obligations?
• Is there a limit on the number and duration of weekly meetings?
• Are teachers entitled to a specified number of days of CPD during the working year?
• What are the sickness leave and pay provisions?
• What are the maternity/adoption/paternity/parental leave and pay provisions?
• What are the notice provisions?
For more information on academies go to
The NUT –
for qualified
and qualifying
teachers.
The union
that recruits only
qualified teachers,
or those who are
on courses or in
posts that lead to
teacher qualification.
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Q
ualified teachers
We stand up for teachers’ professional status and we campaign for a qualified teacher in every classroom.
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nity in the profession
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dvice and support
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argest and most effective
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nternationally connected
We campaign for education for all. Over 60 million children in the world currently don’t go to school.
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airness for all children
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quality of opportunity
We lead the way with our groundbreaking equality work.
51
In school your first point of contact with the union is your NUT representative.
For advice and guidance in England: • NUT AdviceLine 0203 0066 266 [email protected] In Wales contact:
• NUT Cymru 029 2049 1818 [email protected] The following pages give details of the NUT regional offices in England and NUT Cymru in Wales.
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NUT contacts
NUT Regions
1. Northern 2. North West 3. Yorkshire/Midland 4. Midlands 5. Eastern 6. South East 7. South West 8. London W. WalesRegion 1 Northern
NUT Northern Regional Office
3 McMillan Close, Saltwell Business Park, Gateshead NE9 5BF
Regional Secretary:Mike McDonald
Tel:0191 482 7700
Email:[email protected]
Cumbria, Darlington, Durham, Gateshead, Hartlepool, Middlesbrough, Newcastle, Northumberland, North Tyneside, North Yorkshire, Redcar and Cleveland, South Tyneside, Stockton, City of Sunderland, City of York
Region 2 North West
NUT North West Regional Office
25 Chorley New Road, Bolton, Lancashire BLI 4QR
Regional Secretary:Avis Gilmore
Tel:01204 521434
Email:[email protected]
Blackburn with Darwen, Blackpool, Bolton, Bury, Cheshire East, Cheshire West and Chester, Halton, Isle of Man, Knowsley, Lancashire, Liverpool, Manchester, Oldham, Rochdale, Salford, Sefton, St Helens, Stockport, Tameside, Trafford, Warrington, Wigan, Wirral
Region 3 Yorkshire/Midland
NUT Yorkshire/Midland Regional Office
1st Floor, Lazarus House, Princes Street, Doncaster DN1 3NJ
Regional Secretary:Ian Stevenson
Tel:01302 342448
Email:[email protected]
Barnsley, Bradford, Calderdale, Derby City, Derbyshire, Doncaster, East Riding of Yorkshire, Hull, Kirklees, Leeds, Lincolnshire, North East Lincolnshire, North Lincolnshire, Nottingham City, Nottinghamshire, Rotherham, Sheffield, Wakefield
53
Region 6 South East
NUT South East Regional Office
Britton House, College Road, Ardingly, Haywards Heath, West Sussex RH17 6TT
Regional Secretary:Paddy Marshall
Tel:01444 894500
Email:[email protected]
Bracknell Forest, Brighton and Hove, East Sussex, Hampshire, Isle of Wight, Kent, Medway, Oxfordshire, Portsmouth, Reading, Slough, Southampton, Surrey, West Berkshire, West Sussex, Windsor and Maidenhead, Wokingham
Region 5 Eastern
NUT Eastern Regional Office
Elm House, Kennett Park, Moulton Road, Kentford, Suffolk CB8 8GF
Regional Secretary:Hilary Bucky
Tel:01638 555300
Email:[email protected]
Bedford Borough, Buckinghamshire, Cambridgeshire, Central Bedfordshire, Essex, Hertfordshire, Luton, Milton Keynes, Norfolk, Northamptonshire, Peterborough, SCE(Worldwide), Southend-on-Sea, Suffolk, Thurrock
Region 4 Midlands
NUT Midlands Regional Office
Jarvis House, 96 Stone Road, Stafford ST16 2RS
Regional Secretary:Kit Armstrong
Tel:01785 244129
Email:[email protected]
Birmingham, Coventry, Dudley, Herefordshire, Leicester City, Leicestershire, Rutland, Sandwell, Shropshire, Solihull, Staffordshire, Stoke-on-Trent, Telford and Wrekin, Walsall, Warwickshire, Wolverhampton, Worcestershire
Region 7 South West
NUT South West Regional Office
1 Lower Avenue, Heavitree, Exeter, Devon EXI 2PR
Regional Secretary:Andy Woolley
Tel:01392 258028
Email:[email protected]
Bath and North East Somerset, Bournemouth, Bristol, Cornwall, Devon, Dorset, Gloucestershire, Guernsey, Isles of Scilly, Jersey, North Somerset, Plymouth, Poole, Somerset, South Gloucestershire, Swindon, Torbay, Wiltshire
Region 8 London
NUT London Regional Office
The Pavilion, 90 Point Pleasant, Riverside Quarter, Wandsworth, London SW18 1PP
Regional Secretary:Bob Stapley
Tel: 020 8477 1234
Email:[email protected]
Barking and Dagenham, Barnet, Bexley, Brent, Bromley, Camden, City of London, Croydon, Ealing, Enfield, Greenwich, Hackney, Hammersmith and Fulham, Haringey, Harrow, Havering, Hillingdon, Hounslow, Islington, Kensington and Chelsea, Kingston, Lambeth, Lewisham, Merton, Newham, Redbridge, Richmond, Southwark, Sutton, Tower Hamlets, Waltham Forest, Wandsworth, Westminster
Wales NUT Cymru
NUT Cymru
T^
y Sinnott, 18 Neptune Court, Vanguard Way, Cardiff CF24 5PJ
Wales Secretary:David Evans
Tel: 029 2049 1818
Email: [email protected]
Blaenau Gwent, Bridgend, Caerphilly, Cardiff, Carmarthenshire, Ceredigion, Conwy, Denbighshire, Flintshire, Gwynedd, Merthyr Tydfil, Monmouthshire, Neath Port Talbot, Newport, Pembrokeshire, Powys, Rhondda Cynon Taf, Swansea, Torfaen, Vale of Glamorgan, Wrexham, Ynys Môn
NOTES
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...Teachers know that children learn to read through meaning and an
enjoyment of books.
‘Reading for Pleasure’ is the
NUT’s alternative to the
Government’s approach to
teaching reading in schools.
The NUT is working with other
unions, academics and authors
to persuade the Government
that while there is a place for
phonics, learning to read is
about much more.
To find out more about ‘Reading for Pleasure’ and to download the Union’s
guide for teachers go to the NUT website
www.teachers.org.uk/phonics
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
Speak up
for one
union for
all teachers
The NUT has proudly collaborated
with NASUWT, ATL, NAHT, UCAC and
ASCL on different campaigns at different times to
ensure the profession’s expert voice shapes
education and schools policy.
We are asking other teaching unions to talk with us
about the possibility of forming one union. If you
agree that now is the time for professional unity –
speak up for one union for all teachers.
Tell us why you support
professional unity.
Designed and published by The Strategy and Communications Department of The National Union of Teachers – www.teachers.org.uk Artwork and origination by Paragraphics – www.paragraphics.co.uk
Printed by College Hill Press – www.collegehillpress.co.uk (TU throughout) 9008/10/13
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