NQT Special: The rights and entitlements all NQTs should be receiving

Written by: Chris Keates | Published:

As part of SecEd's June 2015 NQT Special Edition, Chris Keates looks at the rights and entitlements that all NQTs should receive

Teaching is one of the best, most satisfying and worthwhile of the professions. It is also highly demanding and challenging.

Despite the government’s decision to remove the requirement for all teachers to hold qualified teacher status (QTS) in schools in England, the NASUWT is quite clear that children and young people are entitled to be taught by qualified teachers. We have maintained our belief that QTS should be the benchmark for teacher professionalism and that when parents send their children to school they have a right to know that they are being taught by qualified teachers.

We believe that the removal of the requirement on schools to recruit qualified teachers undermines the status of the profession and compromises the quality of educational provision.

This not only seriously undermines the right of all pupils to be taught by highly trained and skilled professionals, it also threatens teachers’ jobs in the future and makes it even more difficult for NQTs to secure employment if schools decide to opt for cheaper, unqualified personnel instead. This move is a further attack on the status of the profession and is based on the erroneous belief that “anyone can teach”.

We believe that teaching must remain a graduate profession and NQTs work hard to secure QTS. In recognition of the skill and talent required to become a teacher, NQTs have a number of statutory and other entitlements, specifically designed to ensure that the induction year provides a structured and high-quality introduction into the profession.

In England and Wales, the range of statutory provisions which schools are required by law to provide to all NQTs include:

  • A reduction in timetabled teaching, in addition to a contractual entitlement to 10 per cent guaranteed planning, preparation and assessment (PPA) time.
  • Teaching only the age range or subject for which they have been trained.
  • An induction tutor or mentor.
  • Not routinely to have to teach classes or children with especially challenging discipline problems.
  • Receiving regular feedback and support on progress.
  • Teaching the same class(es) on a regular basis to establish a routine and a rapport with pupils.
  • The right to be given early warning of any perceived problems or difficulties with progress.
  • Professional and timely communication about judgements on performance.

You should have been receiving all of these provisions this year. This induction period is intended to lay firm and positive foundations and provide a positive start to professional development and a career in teaching.

However, while some NQTs have a positive and supportive experience, unfortunately others do not receive not only their induction entitlements, but also are denied fundamental and important contractual provisions, such as guaranteed PPA time, which, when taken together with their induction time, should result in reduction in timetabled teaching time by 20 per cent.

A poll of new teachers at the NASUWT’s recent NQT seminar found that too many are being denied their statutory rights and entitlements. The poll found that:

  • More than a third were not in receipt of the full 10 per cent reduction in teaching time that they are entitled to during their induction year.
  • Nearly a quarter said they were rarely or never provided with adequate support and guidance from their induction mentor. One in 10 had not even been provided with a named mentor.
  • More than half said the purpose and objectives of lesson observations are never or rarely agreed with them in advance.
  • More than a third say they can rarely or never access appropriate external professional development.
  • Excessive workload was the biggest problem experienced during the induction year, followed by a lack of support to deal with poor pupil behaviour.

The NASUWT believes that provisions should be in place to ensure that in whatever school an NQT begins their career, they have a consistent, high-quality experience which instils confidence and nurtures the passion new teachers need to continue in the profession.

NQTs welcome developmental and supportive classroom observation, in which they meet with the observer prior to the lesson to discuss the focus of the observation and have verbal and written feedback afterwards which highlights all the positives observed and constructively details the areas for development.

It is the quality, not quantity, of classroom observation which is important and it is disappointing that there are still too many NQTs who report being observed, sometimes excessively so, with no feedback or constructive comment.

NQTs are entitled as part of their induction to have timetabled classes with which they can work on a regular basis to allow them to gain experience and build a rapport with pupils. It is not acceptable for an NQT to be allocated classes of pupils who are known to exhibit extremely challenging behaviour even with the most experienced of teachers.

An extremely worrying trend which has increased in recent years is for NQTs to be placed on temporary contracts in their induction year; usually for schools to keep open their options on performance or the budget, or both. Induction should not be conducted under the constant shadow of fear that a contract will not be renewed and made permanent.

Equally concerning is the number of NQTs who cannot find even a temporary placement for their induction year and who therefore work on supply. A recent NASUWT survey of supply teachers found that they are routinely denied access to training, have their pay and conditions entitlements flouted and are routinely expected to teach outside their specialism or age-range. This is no way for an NQT to begin their career.

This is one of the key reasons why the NASUWT has developed a programme to support supply teachers, including dedicated seminars and “SupplyAdvisor”, a website which enables supply teachers to rate agencies and share valuable information about terms and conditions.

The growth in the use of temporary contracts and the increasing number of NQTs working on supply has underlined even more strongly the importance of the NASUWT’s campaign for a guaranteed placement for all NQTs in their induction year, a scheme which already works successfully for new teachers in Scotland.

The NASUWT encourages and seeks regular feedback from NQTs to enable us to identify the specific challenges they are facing and provide the support and advice needed. New teachers are the future of the education service and a precious resource not to be squandered. The NASUWT will continue to support, advise and defend them.SecEd

  • Chris Keates is general secretary of the NASUWT.

NQT Special Edition

This article was published as part of SecEd's NQT Special Edition – an eight-page special published on June 25, 2015, offering guidance, advice and support to all NQTs and trainee teachers. To download the full eight-page section, which was produced in association with the NASUWT, click the Supplements button above


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