Newly-qualified Teachers Joining West Island School

West Island School recognises that teaching is a craft and, subsequently, developmental in nature.
Consequently, the school takes very seriously its commitment to the development of new members to the
profession and has a programme for NQTs which balances support with challenge.

Provision for NQTs at West Island School

The NQT is entitled to:

(1) a reduced teaching load of 90% for full-time teachers
(2) a personal subject mentor within their faculty
(3) a link with pastoral curriculum via a link to a tutor group
(4) a range of teaching groups within his/her teaching area
(5) opportunities to observe excellence in lessons within the faculty and beyond
(6) non-compulsory running of activities for the first year at the school
(7) no tutoring duties for the first year
(8) an end-of-term review meeting with the mentor to review the term and set goals for the following term
(9) regular contact with a member of the Leadership Team
(10) Recourse to Head of Faculty and Leadership Team link in the event of issues arising from lesson
observations or mentor-linking.
1. A reduced teaching load of 90% for full-time teachers

In order to aid planning and lesson preparation, the NQT will be given additional non-contact time.

2. A personal subject mentor within their faculty specialism:

• The mentor (designated by the HoF) will meet with the NQT on a regular time-tabled basis to discuss
whole-school and faculty issues and in particular lesson plans and issues arising for the NQT: it is
suggested this happens fortnightly.
• The mentor will observe the NQT, formally with documentation, at least once a term in their first year
of teaching to aid his/her development.
• The mentor will receive a period of non-contact time weekly to aid the above.
• Where possible, the mentor will team-teach with the NTQ.

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3. A link with the pastoral curriculum via link with a tutor group

While the NQT will not undertake form tutor duties, he/she will have developmental opportunities by being
a support tutor for a year team, and will be given opportunities to observe the year teams’ pastoral lessons.

4. A range of teaching groups within his/her subject area

The HoF will ensure that the NQT has experience of each Keystage in the school wherever possible and
that, where possible, the NQT should also teach in one teaching room only to aid a sense of ownership and
control of classes.

5. Opportunities to observe excellence in lessons within the faculty and beyond

The mentor will arrange within the faculty for the NQT to observe at least 5 lessons in his/her first term led
by members of the faculty. The NQT will observe the mentor first. In liaison with i/c staff development,
the mentor will arrange a further 5 lessons across terms two and three to observe other staff in a range of
other faculties.

6. Non-compulsory running of activities for the first year

The NQT is exempt from the requirement to run activities for their first year.

7. (see 3.)

8. An end-of-term Review

At the end of each term during the first year, the mentor will meet formally with the NQT to review the
term and to set targets for development jointly with the NQT for the following term. This will be
documented and a copy passed to the HoF
9. Regular contact with a member of the Leadership Team

The NQT will meet with a member of the Leadership

Team before school begins and termly to discuss:
• issues arising for the NQT
• whole-school policies and procedures not covered in the induction for all new staff at the year’s
beginning

10. Recourse to Head of Faculty and Leadership Team link

In the event of issues arising between mentor and NQT, the NQT has recourse to the HoF in the first
instance and to their LT link person.

Part-time Teachers

No additional time as a NQT is given to part-time teachers though the other support is identical. Mentors
for part-time teachers will be given an allocation for support based upon the number of lessons the part-
time teacher is given. Over 50% should result in a period a week, under 50% a period a fortnight.

Newly-qualified Teachers: Role of the Mentor at West Island School

The Head of Faculty will negotiate a member of the faculty to become a mentor for the NQT.

The role of the mentor is to provide support, guidance and to act as a subject “expert” for the NQT.

The mentor will:

• meet regularly at an agreed timetabled time with the NQT fortnightly to consider a range of issues
including:
- faculty/school policies
- reflection on lessons and forward planning
- schemes of work
- individual student needs
- other issues arising for the NQT.
• observe lessons using the agreed school format and provide developmental feedback for the NQT
• conduct a termly documented review of the NQT and help the NQT to identify goals/targets - passed to
the HoF
• Put the NQT in contact with other members of staff where needed
• Arrange a schedule of observations of other teachers in the faculty - up to 5 in the first term and a
further 5 in other faculties in the 2nd/3rd term. The mentor will be the first observed.
• Team teach where possible for some lessons with the NQT
• In the event of lesson observations revealing what the mentor sees as unsatisfactory practice, he/she
will inform the HoF. The HoF will then observe the NQT and, if in agreement, will liaise with the LT
link. At this point, the same procedures will be used as for all staff on 2-year contracts.