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Newly Qualified Teacher Induction Handbook 2017-2018. Contents:. Dear Colleague,
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Dear Colleague, I am delighted to welcome you to the Archer Academy to your new teaching post. We are pleased that you have chosen the teaching profession as your career, and the Archer Academy as your first school of employment. Many congratulations on getting to this point and successfully achieving the challenging standards of Qualified Teacher Status. I sincerely hope that you find this handbook of real use. The NQT section in particular has been specifically designed with you as the clear focus and will help to guide and assist you through the key aspects of your first year of teaching. It is however, only a small party of the support offered to you. The staff in school, particularly your assigned Induction Tutors and Mentors, are there to help steer you through the year and to offer vital help and advice. Our friendly and supportive wider staff body are also on hand to answer and questions or queries that may arise. Please do not hesitate to contact us at any time. All the best with your induction year! Yours sincerely, Simran Jouhal, Lead Practitioner of Staff Development
NQT Entitlement • Your induction year is intended to be a “bridge‟ between your initial teacher training and becoming a fully qualified teaching professional. During this period you should aim to build on what you achieved during your initial teacher training, and you should expect support and professional guidance to enable you to do this. • The Teachers‟ Standards define the knowledge, skills and characteristics expected of all teachers. You will be expected to meet these standards fully and consistently by the end of the induction period. The Teachers‟ standards are shown at the rear of this guide. • As you progress through induction, you will gradually work more confidently and independently as a teacher in order to securely meet these standards. • As an NQT, you are entitled to: • a reduction of 10 per cent in your teaching timetable in relation to the other teachers in your school. This is in addition to the guaranteed minimum 10 per cent timetabled teaching time for planning, preparation and assessment (PPA) time that all teachers receive • an individual programme of monitoring and support, which includes sustained and relevant professional development opportunities and the support of an induction tutor in school. • Together with your induction tutor, you should periodically review your progress towards meeting the standards, and set objectives in order to achieve these standards. Together, you should identify and plan for your professional development needs and priorities. This should include what further experience, monitoring and support you would find helpful.
Roles and responsibilities • The Newly Qualified Teacher • The NQT should be pro-active in the induction process: • 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; • provide evidence of their progress against the relevant standards - The Teachers‟ Standards will be used to assess an NQT‟s performance at the end of their induction period. The decision about whether an NQT‟s performance against the relevant standards is satisfactory upon completion of induction should take into account the NQT‟s work context and must be made on the basis of what can be reasonably expected of an NQT by the end of their induction period within the framework set out by the standards. 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. • participate fully in the agreed monitoring and development programme; raise any concerns with their induction tutor as soon as practicable; • 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; • agree with their induction tutor the start and end dates of the induction period/part periods and the dates of any absences from work during any period/part period; and • retain copies of all assessment forms. • Your key responsibilities are: • together with your induction tutor, you should periodically review your progress towards meeting the standards, set objectives, and identify and plan for your professional development needs and priorities. • this should include identifying what further experience, monitoring and support you would find helpful, and to participate fully in the programme of monitoring, support and assessment which has been agreed • to be familiar with the Teachers‟ Standards and monitor your progress in relation to them and contribute to the collection of evidence towards your final assessment • to take increasing responsibility for your own professional development • to act quickly and raise any concerns you may have about the content or delivery of your induction programme. First, raise concerns with the school but if you feel that the concerns have not been properly addressed or that they go beyond the school‟s systems or procedures you should contact the named Local Authority contact • You can also get advice from your professional association, or the Teacher Enquiry Line: The Teacher Enquiry Line handles queries about teacher induction, qualified teacher status and teacher regulation. Tel: 0300 7900225
Roles and responsibilities • The Induction Tutor • The Induction tutor should: • provide, or co-ordinate, guidance and effective support including coaching and mentoring for the NQT‟s professional development (with the Appropriate Body (AB) where necessary); • carry out “regular” progress reviews throughout the induction period; • undertake three formal assessment meetings during the total induction period co-ordinating input from other colleagues as appropriate (or pro rata for part- time staff); • inform the NQT during the assessment meeting, the judgements to be recorded in the formal assessment record and invite NQTs to discuss, and add their comments; • 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; and • take prompt, appropriate action if an NQT appears to be having difficulties. • The Role of the Headteacher: • The headteacher is, along with the appropriate body, jointly responsible for the monitoring, support and assessment of the NQT during induction, and should: • notify the appropriate body when an NQT is taking up a post in which they will be undertaking induction, maintain and retain accurate records of employment; • meet the requirements of a suitable post for induction; • ensure the induction tutor is appropriately trained and has sufficient time to carry out their role effectively; • ensure an appropriate and personalised induction programme is in place; • ensure the NQT‟s progress is reviewed regularly, and that termly assessments are carried out and reports completed and sent to the appropriate body; • make a recommendation to the appropriate body on whether the NQT‟s performance against the relevant standards is satisfactory; • participate appropriately in the appropriate body‟s quality assurance procedures; and • retain all relevant documentation/evidence/forms on file for six years • The role of the Local Authority: • The local authority in its role as the appropriate body, has the main quality assurance role within the induction process, and should assure itself that: • head teachers/principals (and governing bodies where appropriate) meet their responsibilities for monitoring support and assessment. This includes ensuring that an NQT receives a personalised induction programme, designated tutor support and the reduced timetable; and • the monitoring, support, assessment and guidance procedures in place are fair and appropriate, and receives termly reports on progress against the Teachers‟ Standards • where an NQT may be experiencing difficulties, action is taken to address areas of performance that require further development and support • the NQT is provided with a named contact(s) within the appropriate body with whom to raise concerns • a final decision is made on whether the NQT‟s performance against the relevant standards is satisfactory • appropriate records are kept and the Local Authority is kept informed of all NQT starters, leavers, passes, fails and induction extensions (in specific circumstances)
The Induction Process • Many schools believe that the NQT induction is the responsibility of the whole school. The programme may be coordinated by one person, but a variety of people contribute to mentoring, demonstrating, encouraging, assessing and reporting. Such a rich fabric of support is essential, but it is imperative that everyone involved has a thorough understanding of the whole induction process and of his or her own roles and responsibilities. • What is the purpose of the NQT Induction Year? • Statutory induction is the bridge between initial teacher training and a career in teaching. It combines a personalisedprogramme of development, support and professional dialogue, with monitoring and an assessment of performance against the core standards. • Each NQT’s induction programme should enable the NQT to build on and extend the knowledge and skills developed during initial teacher training and provide the foundation for continuing professional and career development. The programme should assist the NQT to meet the core standards by the end of the period and equip him or her with the tools to be an effective and successful teacher. Each NQT’s programme should be tailored to meet their individual needs and circumstances and should provide a 10% reduced timetable (as well as planning, preparation and assessment time) and significant opportunities for the NQT to: • Show their potential; • Make rapid advancement towards excellence in teaching; and • Begin to make a real impact on their school’s and pupils’ development. • Why does an NQT have to complete induction? • Aqualified teacher cannot be employed as a teacher in a relevant school in England unless he or she has satisfactorily completed an induction period in accordance with the induction regulations and its guidance. This requirement applies regardless of the route by which the individual gained Qualified Teacher Status. • What is QTS? • Qualified Teacher Status is granted by the National College for Teaching and Leadership (NCTL) and is the formal and legal recognition that a person has undertaken recognised training and is properly qualified to teach in schools in England and Wales. Without this, schools can only employ a teacher in an unqualified position for a limited period of time, or in the capacity of “Instructor”. Central to the granting of QTS is the need for teachers to hold a pass on the skills tests, which are undertaken on-line prior to their training. It must be noted that, at the point of writing, no International PGCE carries QTS.
The Induction Process • An NQT cannot start a statutory induction period (or part period) in any permitted setting unless he or she has been awarded QTS by the NCTL. • It is essential that Headteachers/Principals check and confirm the individual’s QTS before an appointment is offered, either by writing to or telephoning NCTL, or, where the institution or their Appropriate Body has access to it, checking the NCTL online database. Please note that the NCTL issue an email to all NQTs to confirm their QTS. • Appropriate Bodies must always confirm that the NQT’s QTS has been checked when registering the NQT. • Please note that a teacher reference number does not mean the NQT has been awarded QTS. • Who must complete induction? • Teachers are only legally able to start the induction period once they have been awarded QTS by NCTL. The requirement to hold QTS before starting induction applies to all permitted settings. • There are a few instances where you will not need to complete induction. These are if: • You gained QTS before 7 May 1999; • You are a qualified teacher from the European Economic Area (EEA); • You are a qualified teacher from a country outside the EEA who has at least two years’ experience and have simultaneously been assessed by the NCTL as meeting QTS and the Induction Standards; • You are an overseas qualified teacher employed as an unqualified teacher. In this instance, you can be employed for up to four years only. After this period, if you wish to continue working as a teacher, you will need to gain QTS and successfully complete the Induction Standards. • If you fall into any of the categories above, you must check your status with the NCTL. You must successfully complete your induction if you want to continue teaching in a maintained school or a non-maintained special school. • The Statutory Guidance for NQT Induction can be found here: • https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/458233/Statutory_induction_guidance _for_newly_qualified_teachers.pdf • Overseas Trained Teachers • Please refer to guidance on the OTT page of the learning trustNQT website www.nqt.learningtrust.net for all up-to-date information about converting your OTT qualifications to QTS. • Please note OTTs who do not hold QTS cannot complete NQT induction. The government website www.gov.uk/qualified-teacher-status-qts provides all the official guidance.
Overview of Induction Process – Taken from the Statutory Guidance HT carries out pre-employment checks HT appoints NQT and notifies Awarding Body/Local Authority before Induction begins AB/LA provides NQT with named contact AB/LA notifies NCTL that NQT has started/is continuing induction HT appoints Induction Tutor AB/LA determines length of induction period HT/NQT agree NQT’s induction plan HT/IT ongoing QA of NQT induction IT observation of NQT and reviews of NQT’s progress NQT observation of experienced teachers IT/NQT other development activiesi agreed AB/IT/HT actions if NQT progress is unsatisfactory HT/HT formal assessment NQT reaches end of induction period NQT leaves post before end of induction period Extension of induction period agreed – notified NCTL HT final assessment and recommendation to AB HT interim assessment (if applicable) to AB and notify NCTL Fail – notify NCTL AB makes final decision on outcome of NQT’s induction HT dismisses NQT immediately Pass – notify NCTL NQT/AB/NCTL appeal process NQT able to teach without restrictions
Teachers’ Standards (Revised 2012) • Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. • Full document found here: https://www.gov.uk/government/publications/teachers-standards • Part One: Teaching • A teacher must: • Set high expectations which inspire, motivate and challenge pupils • Establish a safe and stimulating environment for pupils, rooted in mutual respect; • Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions; • Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. • Promote good progress and outcomes by pupils • Be accountable for pupils’ attainment, progress and outcomes; • Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these; • Guide pupils to reflect on the progress they have made and their emerging needs; • Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching; • Encourage pupils to take a responsible and conscientious attitude to their own work and study. • Demonstrate good subject and curriculum knowledge • Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings; • Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship; • Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject; • If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics; • If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. • Plan and teach well-structured lessons • Impart knowledge and develop understanding through effective use of lesson time; • Promote a love of learning and children’s intellectual curiosity; • Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired; • Reflect systematically on the effectiveness of lessons and approaches to teaching; • Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
Teachers’ Standards (Revised 2012) • 5. Adapt teaching to respond to the strengths and needs of all pupils • Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively; • Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these; • Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development; • Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. • 6. Make accurate and productive use of assessment • Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements; • Make use of formative and summative assessment to secure pupils’ progress; • Use relevant data to monitor progress, set targets, and plan subsequent lessons; • Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. • 7. Manage behaviour effectively to ensure a good and safe learning environment • Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy • Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly; • Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them • Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. • 8. Fulfil wider professional responsibilities • Make a positive contribution to the wider life and ethos of the school; • Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support; • Deploy support staff effectively; • Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues; • Communicate effectively with parents with regard to pupils’ achievements and well-being.
Teachers’ Standards (Revised 2012) • Part Two: Personal and professional conduct • A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. • 1. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: • Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position; • Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions; • Showing tolerance of and respect for the rights of others; • Not undermining fundamental British values, including democracy, the rule of law, individual liberty and • mutual respect, and tolerance of those with different faiths and beliefs; • Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. • • 2. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. • 3. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. • When writing your online termly assessments, please ensure they link to each of the Teachers’ Standards.
Unsatisfactory Progress • What happens if an NQT fails to meet the Teachers’ Standards? • The vast majority of NQTs will complete the induction period satisfactorily. Nevertheless, some NQTs will, at some stage of their induction support programme, feel that they are not making satisfactory progress, and some will be judged by others to be in this situation. If this occurs early action should be taken in order to support and advise the NQT to make any necessary improvements. • All NQTs should benefit from observations, professional reviews and formal assessment meetings. However, the Headteacher should ensure that procedures are in place in the school to give early warning of any difficulties experienced by the NQT in making progress towards the Standards. • Early warning and excellent communication to all involved is the key! • What to do if you are not satisfied with your induction • You should take increasing responsibility for your professional development as your induction support programme progresses. If you are not satisfied with the content and/or delivery of the programme of monitoring, support and assessment being provided during your induction, please act as quickly as possible – remember this is your induction. It is far better to raise any concerns at an early stage. • Talk to your Induction Tutor/Mentor; • Talk to a colleague; • Raise issues with the appropriate senior school staff; • Contact the NQT team at the Local Authority • Action in the event of unsatisfactory progress • If it becomes apparent that the NQT is not making satisfactory progress, this should result in an immediate stepping up of support and monitoring. This may, for example, include setting more specific or shorter-term objectives, closer monitoring and recording of progress. Action should not be delayed until a formal assessment meeting has taken place. It is better to bring forward a formal review meeting. • Concerns should be communicated quickly to all those involved in the induction process, including the NQT and the Appropriate Body. • It is especially important that the NQT is aware of the area(s) in which they need to improve their practice, and is advised and supported in doing so. There will be a need for additional meetings at agreed intervals to monitor progress. • As soon as there is any concern about the NQT’s progress, the Headteacher and the SLT, as the Appropriate Body, need to assure themselves that: • The assessment of the NQT as not achieving the teacher standards is well-founded and accurate; • Areas in which improvement is needed have been correctly identified; • Appropriate objectives have been set to guide the NQT towards meeting the standards; and • A relevant support and monitoring programme is in place to help the NQT to meet these objectives.
Unsatisfactory Progress Where the Induction Tutor is not the Headteacher, the Head should observe the teaching of any NQT considered not to be making satisfactory progress, and review the available evidence. Where the Induction Tutor is the Headteacher, they should ensure that a third party reviews the evidence and observes the NQT. At the next formal assessment point, if there are still concerns about the NQTs progress, the Headteacher should complete the First/Second Assessment Form and send it to the Appropriate Body indicating that at their current rate of progress the NQT is at risk of not completing their induction satisfactorily. A formal letter should also be written from the Headteacher to the NQT to inform them of this decision and to outline the consequences of failing to meet the Standards by the end of term 3. If the concerns are being made at the end of the second term, the school and NQT must agree a personal development plan that clearly identifies the NQT’s areas of weakness (referenced to the teacher standards), the support to be provided and the monitoring to be undertaken. This should be submitted as evidence when the online Second Assessment Form is completed.
Overview of Unsatisfactory Progress Process – Taken from the Statutory Guidance NQT identified as causing concern Communicate concerns to NQT • Headteacher reviews support mechanisms • Strengthen support as required; formulate a clear action plan with concerns linked to the standards and regular support and review. • Following additional support, concerns continue • Appropriate Body ensures school is meeting statutory requirements for induction and concerns are accurately identified, evidenced and linked to core standards • Headteacher writes to NQT outlining precise area(s) for improvement and support programme • Revised plan of support and monitoring is implemented • External support (e.g. subject specialist, AST) involved as appropriate • Evidence of meetings, support and monitoring kept by induction tutor and NQT Assessment meeting at end of term considers progress against the standards NQT has made satisfactory improvement and progress is now on track towards completion of induction • NQT has not made satisfactory progress • Headteacher writes to NQT outlining consequences of failing induction period • Advise NQT to seek advice from professional association/union • Revise support programme • Continue to support, monitor and gather evidence • Half term progress review meeting – NQT back on track • 2nd Assessment form reflects satisfactory progress OR • 3rd Assessment form recommends NQT has passed induction Second half term progress meeting – cause for concern continues Appropriate Body continues to monitor school’s support programme • 2nd Assessment form reflects NQT may not pass induction • Headteacher writes to NQT outlining consequences of failing induction period • Advise NQT to seek advice from professional association/union • Revise support programme • Continue to support, monitor and gather evidence NQT has made satisfactory improvements at 3rd assessment HT/P judges NQT has passed induction Headteacher recommends NQT has failed induction Appropriate Body decision: communicate to NCTL and NQT, following NCTL procedures and guidance's
Key External Contacts As well as the information provided within this handbook and that which our NQT Induction Team can provide, you may also wish to access further, more specific information. Support and Guidance can be provided by:
NQT Checklist - First Priorities Here is a quick and easy checklist to make sure that you are eligible to start your induction support programme and that you are fully aware of your roles and responsibilities. Any questions in bold are prerequisites i.e. if the answer is NO, you cannot start your induction, and any induction that you undertake will be invalid and have to be repeated! All other questions highlight the essential elements of a successful induction support programme.
Keeping Your Own Portfolio NQTs are advised to keep a record of their own progress. Not only is it important that you know and can provide evidence that the statutory requirements are being fulfilled by your school, it is also important that you are being reflective in reviewing and evaluating your progress, building on your strengths and addressing areas for development. The various checklists provide you with key documents to keep in your portfolio, but the following should be seen as guidance for what could be in a portfolio. You are not legally required to keep a portfolio, but it is seen as good practice and a useful tool for establishing your autonomy and control over your development as a teacher. Support Forms Organising your Portfolio This is personal choice, but it is important that the evidence you keep; how you reflect on your progress; your approach to evaluating success and impact, can all be shared and discussed with your mentor. Many NQTs, backed by school expectations, organise their files either by chronological development, or by the Teacher Standards. This can be done by separating your file by individual standard. You will find that support forms exist for this approach. Please see the NQT website for ideas and examples of appropriate evidence for your portfolio.
Teaching and learning • Daily lesson planning, schemes of learning • Daily lesson planning • All lessons should have a daily lesson plan. This can be done in a range of different formats based on personal preference: • Daily lesson plans: • Handwritten directly into your teacher planner • Typed on to scheme of learning template • Electronically planned on app or calendar. • A4 ring binder with plans in for each class • Full lesson plans are expected for: • Performance management observations • External inspections and reviews • All NQT lesson observations • Key ingredients of lesson planning: • Target students, differentiation (levelled / graded where appropriate), key questions, use of TA’s, how you measure students’ progress. • All lesson plans should provide personalised learning to ensure that all students make at least good progress. Target students for lesson-names to be placed here are colour coded: SEN: RED EAL: BLUE G&T: YELLOW PP: Green SLOW PROGRESS: PURPLE Assessment used for lesson, could include peer , self assessment Content and structure of lesson Must, should, could objectives linked to NC or specification Outcomes/evidence for progress of strategies Key words for lesson Differentiation strategies used to be recorded here.
Teaching and learning • No hands up • We are a ‘no hands up’ school • Targeted questioning should be in place in every lesson • The use of systems such a lollipop sticks are encouraged to support random questioning • QMS (quality minimum standards) –whole school policy, does not apply to ADT in some cases. • All work to be named and doodle-free • Label the work: either Classwork or Homework • Students write down the central Learning Objective. • Written work to be completed in blue or black ink; diagrams and graphs to be drawn in pencil. • Rule off after each piece of work before starting the next. • Any missed/unsatisfactory work must be done/redone. • All exercise books should have QMS, effort grade and literacy stickers on the front and should have a plastic cover to protect them. • Seating plans • Boy / girl seating plans, created and saved using www.classcharts.com Log on to www.classcharts.com and log in. Arrange students by clicking on ‘rearrange pupils’ – set the slider to ‘boys with girls.’ You can also add additional criteria to arrange students, including by behaviour score or SEN. Click on the symbol to display details about groups of learners (AGT, PP etc)
Teaching and learning • Honours thinking and honours doing • Honours thinking tasks are designed to stretch and challenge learners within lessons, homework and questioning. • Below are some strategies to includes these into lessons. • Honours thinking questions develop planned and targeted. These should be planned using question snail on the next page. • Honours Thinking tasks should embedded in lesson plans, resources, activities, homework and questioning. • Honours thinking questions in depth marked work. • Honours Thinking activities should be indicated with a graduation cap symbol • Honours thinking roles-such as honours teachers-here students lead on aspects of lesson or demonstrations. • Honours doing linked to objectives of lesson and NC level. • Differentiation Differentiation is a key component of quality teaching. Differentiation allows our most able students to be stretched and challenged as well as scaffolding and supporting our lower ability students to succeed and make progress. A range of strategies and ideas for differentiation a outlined on the right. This is a starting point for personalising learning of our students.
Teaching and learning • Questioning • Good questioning is an effective way to stretch and challenge students, assess their knowledge and understanding and provide a time to reflect on thoughts. Effective questioning is targeted and differentiated to the student. • Homework • Expectations for the setting of homework: • All homework should be set using Show my Homework with supporting resources and a success criteria. • Homework frequency and time varies across departments • A specific homework day must be identified with each class and each student must have this day recorded this in their homework timetable, within their student diary. • Homework should be collected in, peer and self assessed and stuck on place in folder/booklet.
Behaviour policy • We believe in recognising, celebrating and rewarding achievement of all kinds. Our rewards system is designed to celebrate success, hard work and effort. We also have clear expectations regarding behaviour and consequences for poor behaviour. • If a student is not meeting expectations of the teacher or disrupting the learning the teacher is to give sanctions in the following order. • Rule reminder • Verbal warning • C3 behaviour code. Incident recorded on sims (an example of how this would look is outlined below). The students will then sit an afterschool detention on Wednesday or Friday. • C4 behaviour code. If a student continues to disrupt the learning after a C3 then a C4 should be awarded. At this point the students will be withdrawn from the lesson by the member of staff on behaviour duty and complete restorative practice. They will also sit an SLT detention after school on Friday. • Rewards, Sanctions and Behaviour • Good behaviour is essential in all areas of school life. To further improve conduct in school, staff are required to be present in the corridors both before and after each lesson. This ‘heavy’ staff presence, has a huge impact on the mood/behaviour of the students as they enter their lessons. • Rewards for good progress or effort include achievement codes, postcards home, end of year awards as well as studetnts making the honours thinkers display boards. • Each half-term staff will nominate students performing well in each year group for progress and attainment. These students will be displayed on corridor display. Department teachers are also encouraged to use postcards and praise in lessons to celebrate all student success. • Poor conduct will not be tolerated in lessons and the HOD will intervene directly if needed. Once the classroom teacher has exhausted all options – including their own sanctions, phone calls to parents, the HOD will mentor the student. A range of appropriate sanctions can then be implemented if improvement is not rapid and sustained including; Departmental report, HOD detentions, escalation to SLT, lesson withdrawal and phone calls or meetings with parents. Example of C3 entered onto sims. It should be record if a C3 detention sticker was or was not given to the student in their planner. the date that the C3 should be sat. should also be recorded. The same system applies for adding a C4 code.
Whole school monitoring systems • The Archer Academy uses a variety of approaches to review and improve teaching and learning. This happens at designated points in the school calendar and is designed to provide teachers with feedback on success in teaching and learning as well as providing quality feedback on ways to improve teaching practice. • The Archer academy monitors teaching and learning with Focus marking week, learning walk week and the PMR process. • Focus Marking Week • Objective: To review quality of marking and assessment across all subject areas and identify emerging trends and key areas for improvement. • Focus marking week is an opportunity to review and reflect on the quality and impact of marking. The week is comprised of two types of book review, outlined below. • Head of department book trawl: • A sample of books taken from department areas. This may have a focus on an aspect of the school development plan i.e. Pupil Premium and AGT focus from yr 7-10. • All staff members of department will be asked to provide designated students books as per request from HOD. • HOD to complete the marking review sheet and give feedback to member of staff with emerging themes such as strengths and areas for development. • FMW trends to be shared with SLT following review by HOD. • Whole School Book Trawl: • Middle leaders will visit lessons of departments other then their own, during middle leader behaviour duty. • This is not a pre booked visit and the review will take place as teaching and learning is taking place. • Review form to be completed and feedback to be given to member of staff and HOD after the lesson. • Head teacher book trawl • A request for a sample of books for a list of targeted students will be made by head teacher. • These books are to be placed in head teachers office or designated area at requested time and date by all members of staff that teach selected students. Schedule for whole school monitoring
Learning walk week • Objective: • To review the quality of teaching and learning to identify emerging trends for strengths and areas for development in departmental areas. • To review learning and behaviour routines across the school. • Learning walk week is a chance to showcase best practice teaching and learning, to review pedagogy and provide a point of reflection on areas for development. During learning walk week there are two types of classroom visit which are outlined below. • Subject learning walk: • This is a 15 minute classroom visit led by HODs for subject areas. • These will be prearranged and staff should provide daily lesson planning with differentiation included, seating plan, class data etc. • Each member of staff observed should receive WWW/EBI feedback. • Behaviour for learning walk: • Middle leaders will visit lessons of departments other then their own, during middle leader behaviour duty. • The focus of this observation is on behaviour for learning and Archer academy routines. • These include, silent entry to lessons and stand behind chairs awaiting instruction, planners and pencil cases on desk, routines, behaviour for learning, use of rewards and sanctions, orderly and timely dismissal . • These learning walks do not require lesson planning, seating plan or data . • An example of learning review form. • Lessons are reviewed and commented on the areas of • Challenge, • Engagement of students • Questioning • Learning. • AS with the focus marking review form feedback is given in WWW/EBI fashion.
Data and assessment • Reporting to students and parents happens at designated points in the school year. At these points of assessment, staff are to assess and provide students with an estimated grade on work during a term. • KS3 • Each department has established its down set of ‘Big Idea’s to assess students on. • Estimated grades • Year 7 & 8 • Feedback given referring to the progress made in the ‘Big Idea’ they are being assessed on • Behaviour, effort and homework grades are awarded from 1 to 4, with 1 being outstanding, 2 being good, 3 being satisfactory and 4 being unsatisfactory. • - a quiet student who does not give you any problems should get a behaviour score of "2". A "1" should be for those who are actively engaged, inquisitive, helpful etc. Giving a "4" should not be a surprise to parents as they should have had previous communications from you. • EOY targets will be added at the start of the year following baseline assessments. If a students meets this target then their target should be inflated and entered on sims to report to parents and students.
Data and assessment • KS4 • Assessment and reporting changes when student reach year 9 & 10/ Feedback is given referencing the 1-9 GCSE assessment criteria. Assessment and data drops still take place at designated points in the school calendar but the focus switches to [providing students with a “Working toward grade” (WTG). • Working towards grade (WTG) • This is a grade awarded to a student while taking into account their current standard of work as well as their work ethic, attitude to their learning and their rate of pr. This then informs a projection for what they would achieve at the end of year 11 if they progressed at the same rate as they are currently doing. • Year 9 & 10 data drop • To include estimated (current working at) grades are entered as GCSE grades, and you can give a + or - to indicate a strong or weak grade. (eg 3+ is better than a 3, and 3- is worse than a 3) • Estimated grades will not appear on reports to parents and are for internal tracking purposes. • "Working towards grades" (WTG) are what you think the student will get by the end of year 11 - this will be the key piece of information on reports • If their WTG exceeds their target grade, please raise the target grade and aspirational target so the student continues to be stretched • Never lower a target grade - this is not allowed at all • In year 9, it is best to be on the conservative side with WTG grades • WTGs will change colour when you save the mark sheet: green if WTG is very close to target, amber if WTG is short of the target, and pink if WTG is some way from the target. This colour then appear on reports to indicate to parents how concerned (or happy) they should be with their child's report. • Moderation should take place for a sample of work when awarding WTG grades. An example of this moderation sheet is included in this handbook. • Example of SIMS entry for year 10 data drop • Fisher family trust targets used to generate end of year 11 target. • Behaviour effort and homework grades added in 1-4 system. • Estimated grade entered for student. • WTG entered and colour coded to show progress against end of year 11 target. • Green for meeting target • Amber for if WTG is short of target • Pink is students is some way off target
