1. Welcome to NQT Induction Training Oxfordshire Teaching Schools Alliance

2. 9 Lead schools including
nursery, primary, secondary and special, and in total working with about 300 schools, mainly in Oxfordshire, but also in other counties.

3. Initial Teacher Training
Continuing Professional Development
School to School Support
Research and Development
SEND
Early Years
Professional Learning Networks
NQT Induction
Job Board

5. Today’s NQT Induction Training
The Appropriate Body
NQT Induction Team
Professional Associations
What is NQT Induction?
Personalised Induction Programme
Roles and Responsibilities
Key Information
Professional Development
OTSA Job Board
NQT Induction Training
It is a requirement of registration with OTSA that all NQTs, Induction Tutors and Co-ordinators, who have not previously been registered with OTSA, complete NQT Induction Training at the beginning of the Induction Period.

6. Training Videos

7. Video 1 - Introduction
Video 2 - What is NQT Induction?
Video 3 - Personalised Induction Programme
Video 4 – NQT Assessment Forms
Video 5 – Roles and Responsibilities: the NQT
Video 6 – Roles and Responsibilities: the NQT Induction Tutor
Video 7 – Key Points and FAQs
Video 8 – Detailed Assessment Form Guidance

8. OTSA Appropriate Body OTSA is an Appropriate Body for NQT Induction
An Appropriate Body is responsible for the administration and quality assurance of the Induction process. The AB makes the final decision about whether the NQT’s performance against the relevant standards is satisfactory or not, or if an extension is required.

9. Terminology NQT Induction Tutor (mentor) Induction Coordinator (Professional Tutor)

10. NQT Induction Team
8 ILs plus OTSA Director

11. Named Contact
Geraldine Thomas

12. Professional Associations OTSA recommends that NQTs give serious consideration to joining a union. The teacher unions provide a range of CPD opportunities and, when necessary, individual confidential support and advice.

13. ATL
Diane Wilson
Oxfordshire District Secretary
Tel:

14. NASUWT
Michelle Codrington-Rogers
Negotiating Secretary  
Based at The Cherwell School, Oxford
Tel:

15. NUT
Sarah Carter
Branch Secretary

16. What is NQT Induction?

17. From the Statutory Guidance
‘All qualified teachers who are employed in a
relevant school in England must, by law, have completed an induction period satisfactorily, subject to specified exceptions.’
There are some specific exceptions to this (see Annex B in the Statutory Guidance on Induction for Newly Qualified Teachers in England).
Teachers from Australia, NZ, Canada and US do not have to complete induction, also those from wales and Scotland.
QTLS also exempt.
Relevant School = only in maintained schools. Not a legal requirement in academies or free schools, but induction may be served in these settings.

18. ‘Statutory induction is the bridge between
initial teacher training and a career in teaching. It combines a personalised programme of development, support and professional dialogue, with monitoring and an assessment of performance against the relevant Standards.’

19. ‘The programme should support the newly qualified teacher (NQT) in demonstrating that their performance against the relevant standards is satisfactory by the end of the period and equip them with the tools to be an effective and successful teacher.’
Standards – new ‘cradle to grave’ standards which came into force on 1 Sept 2012.

20. ‘The decision about whether an NQT’s performance against the relevant standards is satisfactory upon completion of induction should take into account the NQTs work context and must be made on the basis of what can reasonably be expected of an NQT by the end of their induction period within the framework set out by the standards.’

21. ‘Judgements should reflect the expectation that NQTs have effectively consolidated their initial teacher training and demonstrated their ability to meet the relevant standards consistently over a sustained period in their practice.’

22. Recommendation at the Final Assessment
☐ The teacher named above has performed satisfactorily against the Teachers’ Standards for the completion of induction.
☐ The teacher named above has not performed satisfactorily against the Teachers’ Standards for the completion of induction.
The HT recommends and the AB makes the final decision

23. Personalised Induction Programme

24. Personalised Induction Programme

25. Please note that it is a requirement of registration with OTSA that these documents are completed as a record of NQT Induction. Please do not use documents from other Appropriate Bodies or documents developed ‘in-house’.
This requirement is an important element of the Statutory Quality Assurance responsibility of the Appropriate Body.

26. Agree dates, times and locations in advance to avoid ‘slippage’ of induction meetings.
‘Paperwork’ can be stored in a file, electronically, on Blue Sky or on NQT Manager.

28. The Meeting Notes and Action Points (MNAP) form is used to record the meetings that take place between the NQT and the Induction Tutor. The NQT and Induction Tutor must meet formally a minimum of once a fortnight – these meetings are the core part of the Personalised Induction Programme. We recommend that the dates of these meetings for the whole year are agreed at the beginning of the induction period and recorded on the ‘Meeting Schedule’ below.
The meetings must take place in an appropriate environment with sufficient time allocated to allow for professional dialogue. The focus for discussion will vary depending on the individual development needs of the NQT, and the stage of the NQT in the Induction process. Guidance for the focus of each meeting is given at the top of each MNAP form.
The NQT Induction Tutor is responsible making brief notes about what is discussed in the meeting. Actions, linked to the NQTs ‘areas of focus’, should be clearly recorded including the initials of the person responsible for carrying out the action, and the date by which the action will be completed or reviewed. Both the Induction Tutor and the NQT must retain a copy of the MNAP form for their records.

31. The ‘Teachers’ Standards Evidence Form’ (TSEF) is a working document that is completed by the NQT throughout their Induction Period as a record of how they are meeting the Teachers’ Standards. The TSEF should be updated regularly by the NQT as evidence of their progress throughout the Induction Period. It will form a key piece of evidence which the Induction Tutor will refer to when completing the ‘Professional Review Form’ and ‘Induction Assessment Forms’.
The NQT should make brief statements or bullet points underneath each Standard with a reference to where the evidence may be found. e.g. (Lesson Observation Form 10/12/15). NQTs may wish to compile a portfolio of evidence, but this is not necessary as long as the TSEF is well referenced. When reviewing the TSEF the Induction Tutor should suggest any ‘further development opportunities’ in the relevant box, and tick the appropriate box to indicate progress.

33. Example of a completed TSEF form – on the OTSA website
Evidence:
Evidence from terms 1 & 2
PW – Every student book has ‘class rules’ which they try to follow to take responsibility for their own work and improve their attitude to work (e.g. inside cover of any KS3 book)
F – Using feedback to show what current position students are in, then explain through a variety of methods how to continue progressing. (E.g. Feedback from KS3, KS4 & KS5 end of topic assessments.)
P – Identifying students that are ‘more able’ and need ‘nurturing’ through various different differentiation techniques to still be able to build on their current knowledge and to still be able to progress (e.g. accessibility of work for nurture students via word fills & less complicated questioning – Y7 – 13/11/15. As well as, providing ‘will, should, could & extension opportunities for the ‘more able’ students – Y12 – 30/11/15.)
Evidence from terms 3 & 4
Using a ‘Test, therapy, test’ approach to an Y10 end of topic test led to 60% of the students maintaining their grade or achieving a higher grade on their test. (21/1/16).
Understanding what makes a student learn through self-assessment has led to an altered structure in current planning to: Prepare for learning, new learning, learning activity, demonstrate learning & review learning. (Y12 – Evidence of global warming – 3/2/16)
Using feedback from HWs, end of topic test and exam questions (Across KS3, 4 & 5) enables planning lessons to the student’s current understanding. (e.g. Y7 Questionnaire homework or Y12 mock exam feedback lessons)
Evidence from terms 5 & 6
i) In order to be aware of pupil’s capabilities and prior knowledge of different areas. Starter activities as simple as a mind map showing what students already know on a topic help identify the areas they both know and do not know.
ii) Using D.I.R.T to get pupils to reflect on their own work based on feedback on their book work or assessments.
iii) Students are encouraged to think of their own WWW and EBI comments occasionally, to help them reflect on their own work.
Iv) Progress reports of individual students to tailor where each student needs to improve
Example of a completed TSEF form – on the OTSA website

34. The Lesson Observation Form (LOF) must be used for formal NQT Induction lesson observations. The NQT must be formally observed teaching a minimum of once per short term, so at least 6 times during their induction period. The focus of the lesson observation should be agreed in advance, and linked to the areas for development that have been identified by the NQT and their Induction Tutor. Usually, lessons will be observed by the Induction Tutor, however it may be helpful for other people to also observe, e.g. the head of department or the Induction Co-ordinator. If the NQT Induction Tutor is new to the role an early joint observation is recommended.
In every case the Headteacher, or member of the senior leadership team, must observe the NQT teaching before the completion of their first Assessment Form.
The OTSA Lesson Observation Form must be completed by the person observing the lesson and used to provide feedback to the NQT afterwards. The LOF has space to record the agreed focus, comments, strengths and areas for development identified in the lesson observed. On the second page of the LOF all of the Teachers’ Standards are listed. Please highlight those standards that were evidenced in the lesson.
The NQT and Induction Tutor should both keep a copy of the completed LOF.
Lessons observed as part of the NQT induction process must NOT be graded using Ofsted criteria. NQTs are assessed against the Teachers’ Standards and not Ofsted criteria.

35. Please ensure that anything highlighted here is referenced on the front page of the form. Make it clear when highlighting, which are strengths and which are areas for development

37. The Professional Review Form (PRF) should be used in the first meeting of every term to review and agree the ‘areas of focus’ for the NQT for the term ahead. In the first meeting the ‘areas of focus’ will be informed by any areas for development identified at the end of the Initial Teacher Training course. This information may have been recorded in a document called the ‘CEDP’ or ‘PDP’ – but this will vary, or not even exist, depending on where the NQT trained. Any previously identified development areas should be reviewed in light of the new context in which the NQT is teaching.
The PRF will be completed by the Induction Tutor approximately half-way through each induction period. Therefore, in the case of a full-time NQT this means the form needs to be completed before the half-term break in the autumn, spring and summer terms. The content of the PRF will be discussed by the NQT and Induction Tutor during their regular meeting and any additional areas of focus identified for the next term.
The Induction Tutor MUST tick the appropriate box to indicate either a) the NQT is on track to meet the standards, or b) there are concerns about the NQT meeting the standards. This will help to ensure compliance with the ‘No Surprises’ rule in the statutory guidance.
The NQT and Induction Tutor should both keep a copy of the completed Professional Review Form.

40. Induction Assessment Forms
The Induction Assessment Form (IAF) is the statutory document which is used to record progress at the end of the first two periods of induction and, at the end of the third period, to make the final recommendation about whether the NQT’s performance against the Teachers’ Standards is satisfactory.
Therefore, in the case of a full-time NQT an Induction Assessment Form must be completed, digitally signed and submitted to the Appropriate Body no later than 5 working days before the end of the autumn, spring and summer terms.

41. Assessment of progress against the Teachers’ Standards
The Induction Tutor must record details of the NQT’s progress against the Teachers’ Standards in the four boxes:
strengths;
areas requiring further development, even where progress is satisfactory and/or areas of concern;
evidence used to inform the above judgements; and,
targets for the next assessment period.
Comments must be in the context of and make reference to specific Teachers’ Standards.
It is the responsibility of the Induction Tutor, NQT and Headteacher, to complete the IAF. When completing the IAF the Induction Tutor, or Headteacher, must base their comments on evidence from:
Meeting Notes and Action Points form
Teachers’ Standards Evidence Form
Lesson Observation Forms
Professional Review Forms
Any other evidence provided e.g. lesson plans, assessment records, records of communication
The Induction Tutor, or Headteacher, must comment on:
Strengths*
Areas Requiring Further Development*
Evidence Used to Inform the Judgements
Targets for the Coming Term*
*Referenced to the Teachers’ Standards

42. Detailed guidance of how to complete the form plus and example, showing the level of detail we require. Also how to use NQTM.
All forms are reviewed by and IL and If not completed properly, it may be rejected.

43. OTSA uses the NQT Manager website to manage the completion and submission of all Induction Assessment Forms.

44. Following the completion of the form by the Induction Tutor the NQT will receive an alert asking them to log in to NQT Manager. The NQT should read the report written by their Induction Tutor and then add their comments. This is the NQT’s opportunity to record their thoughts about their Induction experience and we would like to read about their successes, any challenges they are facing, as well as the identification of any areas in which they might benefit from further development opportunities. The NQT then adds their digital signature to the IAF.
The Induction Tutor and Headteacher will then receive alerts asking them to add their digital signatures to the Assessment Form. As soon as the NQT, Induction Tutor and Headteacher have all added their digital signatures to the Assessment Form the Appropriate Body will receive an alert to confirm that the IAF is ready to review. One of the OTSA NQT Induction leaders will then review the IAF and, presuming everything is in order, will sign-off the form as reviewed. The NQT, Induction Tutor and Headteacher will receive an that will confirm the IAF has been reviewed. The Appropriate Body will then notify the NCTL of the NQT’s progress.
The Assessment Form is held online – but the NQT, Induction Tutor and Headteacher are able to download PDF copies of the Assessment Forms at any time.

45. NQTs at risk of NOT meeting the Teacher Standards
‘No surprises’
IT to raise an alert on NQTM
Additional monitoring and support measures put in place immediately
Personal Support Plan
Guidance document on OTSA website
Visit by OTSA Induction Leader
Union support
It is important to inform the AB as soon as there is a concern and inform the NQT. There should be no surprises for the NQT.

46. NQT Induction Roles and Responsibilities
Please customise or delete the slides as necessary.

47.   NQT

48. Provide evidence that they have QTS and are eligible to start induction
Meet with their Induction Tutor to discuss and agree priorities for their induction programme and keep these under review
Agree with their Induction Tutor how best to use their reduced timetable allowance
Make sure you give your original QTS certificate (plus any others, degree etc.) to your Induction Co-ordinator or HR manager as appropriate. You cannot begin Induction until your QTS status is confirmed.

49. Participate fully in the agreed monitoring and development programme
Provide evidence of their progress against the relevant standards
Raise any concerns with their induction tutor as soon as practicable

50. Consult their Appropriate Body named contact at an early stage if there are or may be difficulties in resolving issues with their tutor/within the institution
Keep track of and participate effectively in the scheduled classroom observations, progress reviews and formal assessment meetings .

51. Retain copies of all assessment forms
Agree with their induction tutor the start and end dates of the induction period and the dates of any absences from work during any period
Retain copies of all assessment forms
Although the Appropriate Body will be able to confirm the end date, and dates assessment forms are due.

52. Induction Tutor (Mentor)
The Induction Tutor might be the head in a primary / special school
Who can be an Induction Tutor?
QTS (OTSA – at least 2 years post NQT experience)
An effective coach/mentor
Ability to judge NQT’s progress against the Standards

53. Carry out regular progress reviews throughout the induction period
Provide, or coordinate, guidance and effective support including coaching and mentoring for the NQT’s professional development (with the appropriate body where necessary)
Carry out regular progress reviews throughout the induction period
A reminder that the NQT Induction Tutor should check that the NQT has completed the registration form, and this has been submitted to the Appropriate Body. If the NQT leaves part-way through the year the Induction Tutor must inform the Appropriate Body.
How much time? Usually one timetabled hour per fortnight, however may be different in different schools. However, this must be quality time, with notes of the sessions kept – what was discussed? What are the action points? Who is responsible for the them? And by when? Would suggest NQT and Induction Tutor both keep a copy.

54. Undertake 3 formal assessment meetings during the total induction period coordinating input from other colleagues as appropriate (normally one per term, or pro rata for part-time staff)
Inform the NQT during the assessment meeting of the judgements to be recorded in the formal assessment record and invite the NQT to add their comments
The Induction Tutor writes the Assessment forms

55. Ensure that the NQT’s teaching is observed and feedback provided
Ensure NQTs are aware of how, both within and outside the institution, they can raise any concerns about their induction programme or their personal progress
‘Feedback provided’ ….. This must be in relation to the teacher standards, but may also include an Ofsted lesson grading. There is a good correlation between the descriptors for ‘Good’ teaching and learning – but not perfect as written by two different departments. It is perfectly reasonable for an NQTs lesson to be graded as requires improvement – but generally you would expect that towards the end of the year the NQT is teaching consistently ‘Good’ lessons. However, ultimately the judgement must be based on evidence of meeting the standards, rather than a set of Ofsted gradings.
How often? No legal minimum, but would recommend at least 6 times a year (once a term) (with head observing before Christmas)

56. Take prompt, appropriate action if an NQT appears to be having difficulties
This would involve a range of support options – but remember the NQT is qualified – this is not a training course – and therefore they must take responsibility for their own professional development.

57. NQT Induction
Some Key Points

58. There is no time limit on completing induction.
Can complete 5 years of (short-term) supply before beginning induction.
Induction may not take place in a school in Special Measures, without agreement from Ofsted.

59. An NQT cannot start a statutory induction period (or partial period) unless he or she has been awarded QTS.
Note that a teacher reference number does not mean the NQT has been awarded QTS.
It is therefore essential to check the QTS certificate of every NQT and to confirm the individual’s QTS with the
NCTL. Ultimately this is responsibility of the Head Teacher, but the Induction Co-ordinator and Induction Tutor should make sure this happens.
Teacher reference numbers are issued by ITT providers at the beginning of the course, to allow trainees to register to take the ‘skills tests’. Therefore all trainees, including those who didn’t pass, will have teacher reference numbers. To ensure a teacher has Qualifed Teacher Status (QTS) the certificate must be checked and verified with the NCTL.

60. VERY IMPORTANT
Once an NQT has been appointed, the head teacher must notify the Appropriate Body as soon as possible to register the NQT, in advance of the NQT starting.
Schools must register NQTs with the Appropriate Body using the NQT registration form – may be paper, electronic or web based

61. Failure to register the NQT in advance may, particularly where there has been a significant interval, result in a delay to the start of the induction period.
The Appropriate Body must be satisfied that it has sufficient opportunity to fulfil its role, for example quality assurance of the NQT’s post and programme and advising on professional development where appropriate.
Failure to register may jeopardise the ability of the NQT to complete induction during their first year of teaching. So, get the form in now!

62. NQT induction must last the equivalent of three terms (based on an institution that operates three terms in an academic year).
Therefore in Oxfordshire it takes 6 terms.
In the case of a part-time teacher 195 days of induction will be completed over a period longer than an academic year, e.g. a teacher on a 0.5 contract will take two years to complete NQT induction.

63. The Appropriate Body has discretion to reduce Induction Length.
Automatic extension after 30+ days absence.
Minimum period of induction is 1 term. Why would you want to? Motivation of school? Motivation of NQT?
Lost data – AB discretion.

64. An NQT has one chance only to complete induction
An NQT has one chance only to complete induction. An NQT who has completed induction, and failed to meet the Standards, is not permitted to repeat induction. While such an NQT does not lose his or her QTS, he or she cannot be employed lawfully as a teacher in a relevant school.
This is a really important point!
Of course an NQT can, and may well, appeal to the NCTL against the decision of the school, and Appropriate Body.
In any event since this doesn’t apply to academies, free schools and private schools they would be able to work there.
Leaving a school before completion of induction means that failing induction is very unusual – it is simply not completed.

65. Funding for the induction of Newly Qualified
Teachers (NQTs) is incorporated into the main school funding system.
In other words, there is no ring-fenced funding to support the induction of NQTs. However, it is expected that schools commit appropriate resources to induction, e.g. a reduced timetable for the NQT, timetabled meeting time for the NQT Induction Tutor as well as access to CPD opportunities for the NQT.

66. NQT Timetables
The Head Teacher must ensure an NQT has a timetable of no more than 90% of the timetable of other main scale teachers in the school without responsibility points. NQTs are also entitled to additional Planning, Preparation and Assessment (PPA) time.
NQTs are entitled to a reduced timetable of no more than 90% of the timetable of the school’s existing teachers on the main pay range to enable them to undertake activities in their Induction Programme. Therefore, depending on the school, NQT time is likely to be between 2 and 2 ½ hours per week, or between 4 and 5 hours per fortnight. This time is to form part of the NQT Personalised Induction Programme and should be clearly identifiable on the NQT’s timetable. The use of the time should be agreed between the NQT and their Induction Tutor and the NQT should keep a record of how they have used this time to support their Induction. This is in addition to the timetable reduction in respect of planning, preparation and assessment time (PPA) that all teachers receive.
Suggested uses of NQT Induction Time:
Meetings with Induction Tutor
Meetings with other staff with key responsibilities e.g. SENCO
Joint planning
Observing other teachers teaching
Reading!

67. NQT Time
NQT time should be clearly identifiable on an NQT’s timetable and must be used to undertake activities agreed as part of their induction programme, e.g. observing lessons, meeting with Induction Tutor.
NQT time is therefore not just additional PPA time. NQTs and Induction Tutors should be able to account for how the time has been spent at the end of the year. To reduce the timetable of an NQT, on point 1 of the pay scale, costs a school just over £2000 per year. For an NQT on point 6 of the pay scale the cost is just over £3000 per year. ** What other ways might this time be used?

68. Observing Other Teachers
NQTs should use some of their NQT Induction Time to observe experienced teachers either in their own school or in other schools where effective practice has been identified.
NQTs should use some of their NQT Induction Time to observe experienced teachers either in their own school or in other schools where effective practice has been identified. The NQT Induction Tutor should advise the NQT on who to observe and the NQT should make the arrangements to carry out the observations. The observations should have a focus which is informed by the ‘areas of focus’ agreed in the Professional Review Form. The NQT should make notes about what they have learnt from these observations and share these with their Induction Tutor during their fortnightly meetings. We would expect that an NQT observes a minimum of 15 lessons during their Induction Period, including at least one in another school.

69. NQTs and Cover
NQTs are subject to the same conditions as other teachers relating to cover. They may not be asked to cover for absent colleagues except in exceptional circumstances.
It is unlikely that NQTs will ever cover lessons, even in exceptional circumstances, since they should not be asked to use their PPA or NQT time.

70. NQTs and Pay Progression
Decisions regarding pay progression will be made with reference to the teachers’ appraisal reports and the pay recommendations they contain. In the case of NQTs, pay decisions will be made by means of the statutory induction process.

71. A word about Ofsted ITE inspections – sample of NQTs
Inspectors - gathering first-hand evidence about the quality of NQTs’/former trainees’ teaching and how well prepared they are for employment as a result of their training.
Joint observations of NQTs with Induction tutor
Interviews with NQTs, other colleagues and pupils
Analysis of folders and paperwork

72. A word about Ofsted
Inspectors must assess the effectiveness of the support and professional development put in place for NQTs and other teachers who are in the early stages of their careers, particularly in dealing with pupil behaviour. This must include the quality of mentoring and what the school has done to support their development in areas for improvement identified by initial teacher training providers.  

73. CPD Opportunities

74. ‘Successful NQT Induction’
Sue Cowley
Thurs 6th July
Oxford

75. CPD Alerts

76. OTSA Job Board Vacancies in OTSA partner schools are advertised on the OTSA Job Board. Applicants can sign up to receive personalised job alerts as well as creating an online applicant profile to get in touch with potential employers.

77. Questions