AYSGARTH SCHOOL Staff induction, training and development ...

AYSGARTH SCHOOL
Staff induction, training and development programme.
Reviewed : 20 th January 2012
Responsible Member of Staff : Philip Southall
POLICY
1. The School recognises its obligation to provide Newly Qualified Teachers (NQTs) with a
statutory induction period.
2. The School also recognises the importance of providing for the induction of teachers and
support staff new to Aysgarth School.
3. The induction programmes will enable new staff to be made aware of the ethos of
Aysgarth School. The programmes will also inform new staff of the expectations of
governors, management and parents.
4. The school recognises its obligation to support all members of staff in their own personal
training and development.
PROCEDURE
5. The School will implement this policy by carrying out the following programmes:
a. The induction of newly qualified staff.
b. The induction of new members of the Teaching Staff.
c. The induction of new Heads of Departments.
d. The induction of new members of the Support Staff.
MONITORING
6. The Professional Mentor, PJS will monitor induction. The Director of Studies will
monitor all NQT induction.
EVALUATION
7. The Management Team will monitor the effectiveness of this policy.
See Also :
1. Staff Handbook.
2. Induction of New Staff and the Staff Responsibilities/ timings.

THE INDUCTION OF NEWLY QUALIFIED TEACHING STAFF
GENERAL
1. It is a statutory requirement that all teachers obtaining Qualified Teacher Status
(QTS) must undergo an induction period of three terms or equivalent if part time, during
which they will undertake a programme of monitoring and support alongside an
assessment of performance in line with the new induction standards.
2. The standards which the Newly Qualified Teacher will be required to meet include
those laid down for the award of QTS and specified Core Induction Standards. The
Standards cover areas such as planning, teaching, classroom management, recording
and reporting, and professional requirements.
3. All NQTs enter the profession in possession of a Career Entry and Development
Profile (CEDP), in which they have highlighted their strengths and specified areas for
further professional development. Since the CEDP will be used to set targets for
induction and professional development, the programme must be individualised to
ensure that the NQTs’ needs are met. NQTs should have a 90% timetable to allow the
induction programme to take place.
4. An NQT should not be given a job description which makes unreasonable
demands. The NQT should normally serve the Induction Period in a post which:
a. Does not demand teaching outside the age range and subject(s) for which the
NQT has been trained.
b. Does not present the NQT on a day-to-day basis with acute or especially
demanding discipline problems.
c. Involves regular teaching of the same classes.
d. Involves similar planning, teaching and assessment processes to those in which
teachers working in substantive posts in the School are engaged.
e. Does not involve additional non-teaching responsibilities without the provision of
appropriate preparation and support
5. Along with the Headmaster, the Independent School Council is responsible for an NQT’s
training and supervision during induction. It is the Independent School Council which
decides whether an NQT has met the Induction Standards on the basis of the Headmaster’s
recommendation.
THE INDUCTION PROGRAMME
6. The Induction Programme will be delivered primarily by the Induction Tutor (a role
undertaken by the Professional Mentor, EC). However, the relevant Head of Department
will also be responsible for the induction of the new teacher into departmental
procedures and practices and it is envisaged that the Head of Department will also be
involved in the gathering of evidence for assessment, eg via lesson observation. In
addition, it is hoped that other members of the department may feel able to offer
support as unofficial mentors to the new teachers.

7. The framework for the induction programme is laid down in the Induction Standards
from 1st September 2007. Prior to taking up the appointment, the NQT will make one
or more initial visits to the School during which the new teacher meets with the
Professional Mentor and the relevant Head of Department for an introduction to the
School, department and induction procedure respectively. At this time, the NQT will be
provided with the Staff Handbook.
8. The induction programme has a different focus for each of the three terms and forms
three cycles:
a. First Term. Support will concentrate on issues fundamental to the development of good
classroom practice using the targets set out in the new teacher’s CEDP and issues raised in
discussion with the Induction Tutor or other members of staff. In terms of assessment, the
focus will be on the extent to which the NQT is reaching the Core Induction Standards for
QTS.
b. Second Term. While the Induction Tutor offers continuing support in issues concerning the
new teacher, the focus for assessment will be on progress towards the Core Induction
Standards.
c. Third Term. Here, the focus will be upon the successful fulfilment of the Core Induction
Standards as well as upon the NQT’s further professional development.
9. As the emphasis throughout is upon the NQT’s individual needs, the induction
programme must necessarily remain flexible in terms of the issues raised and
discussed. However, all NQTs will be encouraged to continue to develop their skills of
self-evaluation, to take opportunities to observe more experienced staff at work, and to
attend any relevant INSET available.
ASSESSMENT PROCEDURE
10. Each NQT will meet with the Induction Tutor on a weekly basis.
11. The Induction Tutor will observe the NQT teaching during the first two terms and as
appropriate during the subsequent terms. These observations will be followed by
review meetings at the end of each of the induction cycles. The evidence gathered
from these meetings and any observations carried out by other members of staff will be
used as the basis for a summative assessment of the NQT. The NQT will be provided
with copies of all records.
12. At the end of the final induction cycle, the assessments made by the Induction
Tutor and other staff will provide the basis for the Headmaster’s recommendation of
satisfactory completion of the Induction Period.

For reference:
Induction and QTS Standards.
THE INDUCTION OF MEMBERS OF THE TEACHING STAFF NEW TO AYSGARTH SCHOOL
GENERAL
1. The induction should provide a level of professional support which will introduce the
newly appointed member of staff to the practices and procedures of the department and the
School.
2. The induction of temporary and short term staff employed to work in a classroom
environment at Aysgarth (eg Supply Teachers) will be based at an appropriate level that is
needs driven according to the length of time that they will be working at Aysgarth.
THE INITIAL VISIT
3. The aims of the visit are to:
a. Meet the departmental staff.
b. Meet other staff in the School and develop an understanding of their roles.
c. Become familiar with the geography of the School.
d. Receive the Staff Handbook.
THE INDUCTION PROGRAMME
4. In terms of support during the induction period for an experienced teacher, the programme
will address issues found on the programme below. It involves a variety of staff and areas of
school life which need additional explanation and/or training. Each new member of staff will
have a Mentor to discuss any issues with.

INDUCTION OF NEW STAFF
Strategy, Child Protection etc : CAAG Staff
responsible
• Ethos and Mission Statement CAAG 20/10/11
• Strategy CAAG 20/10/11
• Financial position CAAG 20/10/11
• Salary structure CAAG 20/10/11
• Career Development CAAG 20/10/11
• Child Protection CAAG 20/10/11
• Organisation/Responsibilities CAAG 20/10/11
Complete by Comments
Academic : EC to cover the following,
• Assessments, marking, marks, grades
etc
EC 20/10/11
• End of Unit Tests/topic tests EC 20/10/11
• Duties/Responsibilities of a Head of
Department
EC 20/10/11
• Target setting EC 20/10/11
• Exam papers, length of exams, make
up of exams, extra time boys, what
time of the year the exams are taken
and by whom
EC 30/9/11
• Reports, content EC 30/9/11
• Scholarship and CE requirements EC 30/9/11
• Risk Assessments EC 20/10/11
• Names of classes/classrooms EC 15/9/11
• Music lessons and clashes with lessons EC 15/9/11
Skills Development : SJO SJO 21/10/11
Photocopiers : PEH PEH 15/9/11
Computers/Lap tops etc : PRG to cover the
following,
• How to put
data/targets/credits/pluses etc onto
the school network
PRG 15/9/11
• Staff Share and where to find things! PRG 15/9/11
• Email issues, accounts etc PRG 15/9/11
• Whiteboard training/issues PRG 15/12/11
• Training on computers if required PRG 15/9/11
• PSHE lessons/syllabus PB 20/10/11

Boarding, Sundays, Activities: PB to cover the
following,
• Boarding issues helping upstairs. PB 15/9/11
• Sunday activities, how many, for how
long, type of activities
PB 15/9/11
• Evening activities, groups at different PB
times, expectations of boys, behaviour
15/9/11
etc
• Trips and Risk assessments PB 20/10/11
• Minibus bookings and keys PB 20/10/11
• Common Rooms PB 20/10/11
• Dining Room PB 15/9/11
Art, CDT : SPS to cover all issues in relation to
these subjects
Sport : GM to cover the following,
• Games times, dress,
15/9/11
expectations, safety equipment
eg gum shields, shin pads
GM
• Behaviour of Boys, Staff and
Parents
GM 15/9/11
• Names of pitches and
locations, pavilions and
expectations of tidiness
GM 15/9/11
• Taking of teams, picking of
teams, writing of match
reports, where to put the
report etc and what is involved
with both home and away
fixtures for both boys and staff.
GM 15/9/11
• Swimming, safety rules and
regulations, use of pool,
checking of pool, numbers
allowed in pool etc. Signing in
and out of pool.
GM 15/9/11
• Risk Assessments GM 20/10/11
• Minibus bookings and keys GM 20/10/11
Health and Safety/Admin : AMF/PM and SM
to cover
• Fire Training and procedures,
Police checks, Bank accounts,
pay, tax details, Personal
details eg driving license,
AMF/PM
15/9/11

•
Passport details etc,
Accommodation if applicable AMF 15/9/11
• Provide a map of the school
and Grounds
AMF 15/9/11
• Being appreciative of Estates
and Admin staff!
AMF 20/10/11
• Claim forms PM 20/10/11
• Expenses, extras etc PM 20/10/11
• SM : Health issues, doctors and
dentists, First aid,
SM 15/9/11
• Accident reports and
procedures
SM 15/9/11
• Working at heights and manual
handling policies
SM 15/9/11
General. PJS to cover the following,
• Duties, taking of Preps, tea etc PJS 15/9/11
• Day boys/saturdays PJS 15/9/11
• Dress standards, expectations
of when staff should be
present, eg end of exeats, all
staff occasions, meal times and
expectations of boys’
behaviour.
PJS 15/9/11
• Friendliness and familiarity PJS 15/9/11
• Role of the Form Tutor PJS 15/9/11
• Half days and beginnings and
ends of terms
PJS 15/9/11
• Punctuality to lessons, meals, PJS 15/9/11
games etc
• Discipline issues PJS 15/9/11
• Staff Briefings, assemblies etc PJS 15/9/11
• IDRs and training PJS 20/10/11
• House Duties and House
competition
PJS 15/9/11
• Use of Gap students PJS 20/10/11
• Location of loos, where/how to
get the extra coffee/tea
PJS 15/9/11
• Structure of the whole school
year
PJS 30/9/11
• Minibus and driving policy PJS 20/10/11
• Absences and cover of lessons,
Stationery
PJS 15/9/11
• Give telephone number of PJS 15/9/11

school/mobile number
All new members of staff are to have a mentor appointed to them. All NQT’s
should then meet once a week to discuss progress, problems etc. All other new
members of staff meet on an informal basis, with the Head of Department, where
possible, being responsible for new members of their department if they have a
teaching issue. (See above for other responsibilities).
NB The Staff Handbook is good and contains much, if not all the necessary
information and the mentor should go through the book with the new member of
staff.
INSET
Personal Training and Development
At the start of every term the school runs a thorough and comprehensive INSET
programme, some of which are on a timed schedule eg First Aid. In addition to this
other training and development is provided to help all members of staff deal with
relevant educational practice eg INSETs on Teenagers Translated and Supporting
children with Special Educational Needs. Please see table below for more
information.
Further Staff Training
The school has a generous budget to allow any member of staff to go on any relevant
educational course such as those run by IAPS, BSA, SATIPS etc. This development
programme is linked in with the Individual Development Review in which staff are
encouraged to seek further training.

INDUCTION OF NEW STAFF – PRE-PREP
Strategy, Child Protection etc : CAAG Staff
responsible
Complete by Comments
• Ethos and Mission Statement CAAG/TH Half Term, Autumn
Term
• Strategy CAAG/TH Half Term, Autumn
Term
• Financial position CAAG/TH Half Term, Autumn
Term
• Salary structure CAAG/TH Half Term, Autumn
Term
• Career Development CAAG/TH Half Term, Autumn
Term
• Child Protection CAAG/TH Half Term, Autumn
Term
• Organisation/Responsibilities CAAG/TH Half Term, Autumn
Term
• Liaison with Prep School TH Half Term, Autumn
Term
Academic : TH to cover the following,
• Assessments and marking TH Half Term, Autumn
Term
• End of Unit Tests/topic tests TH Half Term, Autumn
Term
• Duties/Responsibilities of a Head of
Department
TH Half Term, Autumn
Term
• Reports, content TH Half Term, Autumn
Term
• Risk Assessments TH/RP Half Term, Autumn
Term
• Names of classes/classrooms TH Start of term
• Music lessons and clashes with lessons TH Start of term
Skills Development : SJO SJO/LS Half Term, Autumn
Term
Photocopiers : RP RP Start of term
Computers/Lap tops etc : PRG to cover the
following,
• How to put data onto the school
network
PRG Start of term
• Staff Share and where to find things! PRG 15/9/11
• Email issues, accounts etc PRG 15/9/11
• Whiteboard training/issues PRG 15/12/11
• Training on computers if required PRG 15/9/11
Sport : TH to cover the following,
• Games times, dress,
expectations, safety equipment
eg gum shields, shin pads
TH Start of Term
• Behaviour of Boys, Staff and TH Start of Term

•
Parents
Names of pitches and
locations, pavilions and
expectations of tidiness
TH Start of Term
• Swimming, safety rules and
regulations, use of pool,
checking of pool, numbers
allowed in pool etc. Signing in
and out of pool.
GM/TH Start of Term
• Risk Assessments RP Start of Term
• Minibus bookings and keys RP Start of Term
Health and Safety/Admin : AMF/PM and SM
to cover
• Fire Training and procedures,
Police checks, Bank accounts,
pay, tax details, Personal
details eg driving license,
Passport details etc,
AMF/PM Start of Term
• Accommodation if applicable AMF Start of Term
• Provide a map of the school
and Grounds
AMF Start of Term
• Being appreciative of Estates
and Admin staff!
AMF Start of Term
• Claim forms PM Start of Term
• Expenses, extras etc PM Start of Term
• SM : Health issues, doctors and
dentists, First aid,
SM Start of Term
• Accident reports and
procedures
SM Start of Term
• Working at heights and manual
handling policies
SM Start of Term
• Administration of Medicines SM Start of Term
General. TH to cover the following,
• Duties TH Start of Term
• Dress standards, expectations
of when staff should be
present, eg end of exeats, all
staff occasions, lunch times
and expectations of children’s
behaviour.
TH Start of Term
• Friendliness and familiarity TH Start of Term
• Role of the Class Teacher TH Start of Term
• Beginning and end of terms TH Start of Term

TH Start of Term
• Punctuality to lessons, meals,
games etc
• Discipline issues TH Start of Term
• Staff Briefings, assemblies etc TH Start of Term
• IDRs and training TH Half Term, Autumn
Term
• House competition TH Start of Term
• Use of Gap students TH Start of Term
• Location of loos, where/how to
get the extra coffee/tea
TH Start of Term
• Staff Room/PP Kitchen Use TH Start of Term
• Structure of the whole school
year
TH Start of Term
• Minibus and driving policy TH Half Term, Autumn
Term
• Absences and cover of lessons,
Stationery
TH Start of Term
• Give telephone number of
school/mobile number
TH Start of Term
• Pre-Prep Parents’ Association TH Start of Term
All new members of staff are to have a mentor appointed to them. All NQT’s should
then meet once a week to discuss progress, problems etc. All other new members of
staff meet on an informal basis, with the Head of Pre-Prep, where possible, being
responsible for new members of their department if they have a teaching issue. (See
above for other responsibilities).
NB The Staff Handbook is good and contains much, if not all the necessary
information and the mentor should go through the book with the new member of staff.
Personal Training and Development
INSET
At the start of every term the school runs a thorough and comprehensive INSET
programme, some of which are on a timed schedule eg First Aid. In addition to this
other training and development is provided to help all members of staff deal with
relevant educational practice eg INSETs on Teenagers Translated and supporting
children with Special Educational Needs. Please see table below for more
information.
Further Staff Training
The school has a generous budget to allow any member of staff to go on any relevant
educational course such as those run by IAPS, BSA, SATIPS etc. This development
programme is linked in with the Individual Development Review in which staff are
encouraged to seek further training.

General
AYSGARTH INSET PROGRAMME - Draft 9/10/2011
2011/12 2012/13 2013/14
Autumn Spring Summer Autumn Spring Summer Autumn Spring Summer
School Overview CAAG CAAG CAAG CAAG CAAG CAAG CAAG CAAG CAAG
Staff Survey CAAG CAAG
Inspection CAAG
Academic
Skills Development EC/SO
Teaching
Pastoral/Boarding
Child Protection CAAG CAAG CAAG
Behaviour CAAG
Health & Safety
1st Aid SM
Fire safety AMF AMF AMF
Manual handling AMF AMF AMF
Sport
Rugby refereeing GM
Rugby coaching
Cricket coaching GM
Swimming pool
Activities
Shooting range JJM
ICT
Schoolbase PRG
Interactive Whiteboards
General skills PRG PRG PRG PRG PRG PRG PRG PRG PRG
INSET before start of term

Ongoing INSET during breaks etc
On-line training