Hampshire Local Education Authority

Education Personnel Services (EPS)

1.Numbers / Page 1
2.Results / Page 1
3.Funding / Page 2
4.Quality Assurance / Page 2-5
5.Additional support from EPS/HIAS/ HTLC / Page 5
6.Continuing developments for 2013/14 / Page 6

NQT Induction

2012/13 Report

One of the main changes this year for NQT Induction in Hampshire (HCC) is the use of the new online database management system, ‘NQT Manager’. Because of this change is has not been possible to calculate numbers for NQTs on induction in the same way as before so they are not comparable as they have been in previous years. Therefore I have mainly included figures for NQT’s from academic year 2012/13 only.

1. Numbers of NQTs

  • The total number of NQTs that have started at some point on induction with Hampshire acting as their appropriate body (AB) this academic year is 838 NQTs.
  • Hampshire continued to act as the Appropriate Body for NQTs in maintained schools in Hampshire and also with schools in other Local Authorities. The existing Surrey academies continued to contract with Hampshire and we also had new academies from Surrey join us, even one academy from Kent contracted with Hampshire this year. These academies stated that they chose to contract with Hampshire due to the excellent service for NQT induction which they receive from Hampshire. They have shared these views with other schools which have then also chosen to contract with Hampshire.
  • Overall we have seen an increase in the total amount of NQTs on induction with Hampshire working as the Appropriate Body. This is partly due to out of county schools contracting with Hampshire and academies buying into Hampshire to work as their appropriate body for NQT Induction. However, even with these additional NQTs from out of county the numbers have still increased slightly.
  • Although not completely comparable, increasing numbers of NQTs follows the same trend as last year. We cited quite a large drop in NQT numbers in 09/10, possibly due to the economic climate at the time and numbers have increased since then which is positive. Although Headteachers have stated that this July (2013) they have seen a much smaller amount of NQTs applying for posts for September 2013 so it will be interesting to see the numbers of NQTs on induction for the next academic year.
  • There has been a small decline in the number of NQTs in sixth form colleges and independent schools. This may be down to cost, as they have to pay to contract with Hampshire to work as their Appropriate Body and it is not compulsory for them to offer NQT Induction.

2. Results for the 2012/13 NQTs:

Total
Starters / 838
Passed / 713
Failures / 1
Number on NQT panel hearings / 3
Extensions given (excluding sick and maternity) / 2
Left at various points of the year throughout:
(various reasons including, end of contract; capability; personal reasons; no longer wants to teach etc.) / 105

The low number of failures, 0 in 2006/7, 2 in 2007/8, 1 in 2008/9, 2 in 2010/11, 1 in 2011/12, 1 in 2012/13 continues to show that schools are:

  • more rigorous in their recruitment processes
  • following assessment and support guidelines more closely
  • making more use of HCC training for Induction Tutors
  • recognising problems earlier
  • requesting earlier intervention by EPS/HIAS (NQT then chooses to leave before they fail)
  • making more effective use of the additional support provided by EPS/HIAS

3. Funding

Schools saw one of the first major changes to the way that NQT Induction is funded in schools since induction was introduced in 1999. From April 2013 schools were given money directly in their budget to pay an Appropriate Body to support NQT induction at their school.

Schools have now been given the freedom to choose their appropriate body. In addition to local authorities, teaching schools will now be able to carry out the role of AB for the purposes of statutory induction, providing that the NQT has not been assessed by the teaching school for the award of QTS or has served any part of their induction at that school.

Therefore the regulations now state that the appropriate body may make reasonable charges, (agreed in advance), not exceeding the cost of supplying the service as follows:

  • Until 31 August 2013: to an independent school; an Academy; a Free School; a city technology college; an independent nursery school; or a further education institution to which it is supplying the service
  • From 1 September 2013: to any school or institution

EPS completed an extensive costing exercise to ensure that any charges for AB work in Hampshire are reasonable to all schools. Maintained schools were also all included in a large consultation exercise instigated by EPS to gain an insight into how schools would prefer to be charged, whether they would like to pool their money collectively or to be stand alone. Consultation also included how schools would like to be quality assured through the process e.g moderation visits. This was very well received by all schools who took part, and we thank schools for their participation and contribution into this exercise.

4. Quality Assurance

Under DfE regulations the LA must quality assure the induction processes, quality assurance in Hampshire is very rigorous and a very important part of the induction year. We have found that as an AB Hampshire has one of the most rigorous and extensive quality assurance processes around the country.

The quality assurance processes throughout the year included:

  • EPS verification of training and qualification status of each NQT
  • EPS monitoring of termly assessment reports
  • EPS providing detailed self assessment checklists to schools specific to the NQT support process which support schools’ wider self evaluation processes
  • opportunities for NQTs to give feedback

at training to headteachers, inspectors and trainers

by commenting on their assessment forms

by commenting on questionnaires distributed and analysed by EPS

via the EPS helpline for NQTs

through the LA's 'named contact'

  • targeted verification by EPS of school assessments where school’s judgement is unclear or raises concerns
  • early intervention by EPS as soon as concerns are expressed by a school or an NQT
  • consideration/ratification by a panel of independent inspectors meeting at the end of each term, where appropriate, of headteacher’s recommendation to fail (or a border line pass) an NQT at the end of term three
  • moderation/review of the induction support/assessment processes in a sample of Hampshire maintained schools providing induction. Also moderation of 100% of all 6th Form Colleges and FE Colleges, Independent Schools and Academies contracted with EPS to oversee the process for them.
  • Results for maintained schools moderated:

Primary / Secondary / Special and Education Centres / All maintained
Number moderated / 16 / 3 / 6 / 25
Very Good rating / 11 / 1 / 3 / 15
Good rating / 3 / 2 / 2 / 7
Sound rating / 2 / 0 / 1 / 3
Poor rating / 0 / 0 / 0 / 0

These results are excellent with the majority (88%) of Hampshire Schools being deemed as ‘very good’ or ‘good’ in providing Induction for Newly Qualified Teachers. Demonstrating that schools processes, in conjunction with EPS are becoming better and more efficient. It is excellent that a very small number were deemed to be ‘sound’ and that no school was deemed as ‘poor’. All schools with a sound rating have been followed up with support from EPS in how to better their practices. The LA need to ensure the process in schools to be certain of Headteachers final judgements for the NQTs at their schools.

Past results for all maintained schools:

2012/13 / 2011/12 / 2010/11 / 2009/10 / 2008/9 / 2007/8 / 2006/7 / 2005/6 / 2004/5
Very good / 60% / 45% / 56% / 60% / 43% / 46% / 41% / 55% / 44%
Good / 28% / 47% / 34% / 32% / 54% / 43% / 43% / 34% / 39%
Sound / 12% / 6% / 8% / 8% / 3% / 11% / 13% / 11% / 16%
Poor / nil / 2% / 2% / nil / nil / nil / 2% / nil / 1%

N.B. A random sample of schools is selected each year, so no direct comparison can be made of year on year figures and these figures show the yearly trend.

External Schools:

HCC Academies / FE/6th form Colleges / External customer’s inclu. Independent schools / Total
Number moderated / 18 / 10 / 18 / 46
Very Good rating / 14 / 8 / 14 / 36
Good rating / 3 / 2 / 3 / 8
Sound rating / 1 / 0 / 1 / 2
Poor rating / 0 / 0 / 0 / 0

The above results are for all Acadedmies, Sixth Form and FE Colleges and Independent school moderated this year. These have been included in the results this year and from last year (2011/12 was the first year this has been done) as Hampshire now has such a high number of NQTs in Adacemies. The results over all were very good and there is some excellent practice occurring, especially in Academies. It is very good that only 2 schools were rated as sound and excellent that no academies were rated as poor this year. The schools with sound ratings will be followed up with if they chose to contract with HCC for the next academic year.

Past results for external schools:

2012/13 / 2011/12
Very good / 78% / 83%
Good / 18% / 10%
Sound / 4% / 3.5%
Poor / nil / 3.5%

Key findings from moderations and feedback:

  • Induction Tutor and other support:

Schools must ensure that if the role of the Induction Tutor is designated to a member of staff new to this, or that has not carried out the role for some time, that they allow them to attend the NQT Induction Tutor Training. Most schools have done well to attend the training this year. Schools mainly wanted Tutors to attend training due to the change over in the system to NQT Manager and also because of the change from the Core Standards to the Teacher’s Standards. They were reminded of this during last year’s moderation visits. Schools must remember that the money given to the school can be used to cover costs incurred in regards to the induction tutor, such as to pay for cover to give release time to the Tutor at any stage of the induction year and to attend the training.

The quality of mentoring for induction tutors has generally improved and this may partly be due to the excellent Induction Tutor training which Hampshire delivers. Feedback from the course is always used to make any changes but feedback is generally positive. From the evaluations the part of the training which most tutors state is the most useful is how to complete assessment forms and what evidence to collect in regards to the Teachers’ Standards.

  • Documentation:

Schools are getting much better at ensuring that all activities throughout the Induction Year are related to the Teachers’ Standards but there are still some schools which needed to be reminded of this. It is important that this is done as it ensures consistency and relevance for NQTs during their induction year. All schools must strive to ensure that lesson observation feedback and professional development activities are always linked to the Teachers’ Standards. Schools must pay particular attention to doing this when working with an NQT that is ‘not on track’ to pass their induction year as it makes it very clear to the NQT the areas that they are not meeting the teachers’ standards in. There was some excellent practice observed in moderations for gathering evidence towards the standards. General record keeping has also improved and schools find the HCC proformas useful to use.

Schools still continue to be employing quite a lot of NQTs that have completed part of their NQT year in another school or another Local Authority, this may be due to the fact that there have been fewer positions due to high competition for posts so NQTs are taking on short term contracts for Maternity or long term sick cover. Schools must ensure that they have any previous documentation and assessment forms prior to the NQT starting induction at their school to ensure consistency and so that the school can see what the NQT has already covered in their Induction year. This is also most important if the NQT has been marked as ‘not on track’ as the school will need to provide extra support for this NQT. Schools must also ensure that questions about any previous induction are asked in the recruitment process at the interview stage.

  • Professional Development:

The majority of schools are ensuring that NQTs have the opportunity to visit other schools in their development time, this is a useful activity and all schools should try to include this if possible. Special schools are particularly encouraged to do this and some special schools had to be reminded of this during the moderation visits as they have not been doing this. Schools are also recognising external courses to send their NQTs on to ensure that they receive any additional training that they may require. Last year feedback from schools was that our Hampshire NQT course information leaflets did not have enough information in it with regards to the course content. This was addressed this year and we ensured that fuller course content detail was included.

Larger Secondary schools and Academies carry out some excellent CPD in house for NQTs as they have a larger cohort of NQTs in their own school. However, schools must remember that this does not allow for larger subject networking for NQTs in the wider Local Authority.

It seems that schools are reducing the use of the Career Entry and Development Profile (CEPD), this may be due to the demise of the TDA and the Teaching Agency taking over. It seems as though NQTs are no longer completing part one of this at University so the school have nothing to work from. Advice still remains that if the NQT come to the school with a CEPD then the school must complete it. If they don’t then the school must carry out a similar exercise in regards to setting targets etc. for the coming year.

The NQT conferences still ran this year with excellent support from HIAS other Hampshire organisations. They are well received by NQTs who attended and is a very useful day for development sessions and for networking with other NQTs in Hampshire.

NQTs in special schools requested that there is more specialised training for them as the general training is not always as appropriate. This will aim to be addressed for the next academic year. As there is no funding for NQTs within the local authority this may be something that special schools organise amongst themselves to get the best outcomes required.

5. Additional support from EPS, HIAS and HTLC in 2012/13

  • EPS attendance and presentations at university recruitment fairs
  • EPS provision of a section dedicated to NQT Recruitment at
  • EPS advice to schools on safe recruitment practices, qualifications and eligibility for induction
  • EPS verification of qualification status of all NQTs (through NQT manager)
  • The County NQT Conferences are the commencement of the NQT’s CPD leading to their ongoing training programme
  • EPS, HTLC and HIAS plan and arrange the primary and secondary training programmes
  • EPS provide details of training programmes/conferences to Heads, Induction Tutors and NQTs
  • The Online Hampshire Induction Handbooks for Headteachers, Induction Tutors and NQTs
  • Online access via NQT Manager to documentation, proformas, guidance and information
  • Communications to all schools outlining requirements, changes in regulations, completion of assessment forms, part-time arrangements etc.
  • Training for Induction Tutors provided by HIAS, EPS and Induction Managers
  • Access to designated Subject Inspectors for secondary NQTs
  • Access to designated Area Headteacher Co-ordinators for primary NQTs
  • Recording of NQTs’ details and progress through NQT Manager which is used for reporting to the NCTL.
  • Designated EPS personnel and helpline for school/NQTs to contact about any aspect of NQT induction, registration and funding
  • Prompt intervention by EPS when concerns are expressed by a school or an NQT
  • Close links and positive relationships built with EPS and Professional Associations for dealing with NQTs with concerns, capability issues and long term ill health.
  • Individual HIAS advice and inspection support for failing NQTs when required and booked by the school
  • Provision of a 'named contact' for NQTs to refer to confidentially

6. Review and Developments for 2013/14

  • The new cohort of NQTs from September 2012 was registered, and had their assessment forms completed on the new secure online system, NQT Manager. Overall this new system has been well received by schools. The implementation of NQT Manager still saw a large saving to EPS and Hampshire County Council in administration costs and time. The new system sends out automated reminders to schools to alert them that assessments are ready to be completed online and if the assessment are overdue. Due to the implementation of NQT Manager we have been able to reduce our costs to customers. The NQT website has been updated so that all of the Hampshire materials (handbooks, proformas etc) are now only available on NQT Manager through a secure online password system. Following feedback from schools we have been able to liaise with Evolution Internet (the company who overseas NQT manager) to make any changes that we have found through using the system such as amendments in assessment forms and we have removed the need for Headteachers to sign off every registration before it can be sent through. The local authority will continue to use NQT Manager into 2013/14.
  • 2012/13 continued to see some major changes in education and regulations. From 1st April 2012 the General Teaching Council for England (GTCE) was abolished and replaced by the Teaching Agency (TA). Later in the academic year the name was then changed again to the National College for Teaching and Leadership (NCTL), who are now the regulatory body for Teachers. A new Guidance document was produced to reflect any changes. This will continue to be used in 2013/14.
  • One of the new changes in the regulations allowed Education Centres to have NQTs on their Induction year. To support HCC Education Centres Verity Reynolds attended the management group meeting to explain NQT Induction to them and what this entails. This process is similar to NQTs that are in special schools and we have treated them in a similar way. They were moderated this year also and we are pleased to say that NQTs in Education Centres have done very well his year and the centres have supported them very well.
  • September 2012 saw the introduction of the new Teachers’ Standards which replaced the Core Standards. Any NQTs that started Induction from September 2012 were assessed against the Teachers’ Standards and also any NQTs that have completed part of their Induction year transferred onto the new standards. To help Hampshire Schools with this the NQT Induction Coordinator produced a mapping document showing how the old Core Standards fitted into the new Teachers’ Standards, this is so that schools can see how any previous evidence collected can be carried over. The majority of schools carried out this transitional period very well.
  • Changes were made this year in regards to Initial Teacher Training and the Skills tests. All trainee teachers are required to pass skills tests in numeracy and literacy before they can be recommended for QTS. This is to ensure that all teachers are competent in numeracy and literacy, regardless of their specialism. Applicants to ITT (Initial Teacher Training) courses which start after 1 July 2013 will be required to pass the skills tests before starting their course. This is different to the current position where trainees could take the skills tests in their final year.Unfortunately we have been contacted by a number of schools who have employed NQTs for September 2013 that have then failed their tests (which they have three attempts to pass) and cannot then re-take the test for 2 years. As a result of this, as schools have done in the past, some schools have indicated they wish to employ the individual as an unqualified teacher. However, the Education (Specified Work) (England) Regulations 2012 state that teacher trainees who have yet to pass the skills test can carry out specified work until 1 April 2013. Therefore, beyond 1 April 2013, such individuals would not be able to carry out specified work. Specified work is defined as:

-planning and preparing lessons and courses for pupils;