NQT support

[Meganliz123]

Hi,

I’m an NQT, and I’m just wondering how much support I should be receiving. I started my job in September, and I don’t feel as though I’ve had any sort of “induction”. I completely understand these are unprecedented times, but I just turned up on the first day and started teaching. No one has actually checked if I’m teaching the correct topics, nobody has checked a lesson plan; is this normal? One particular class I teach is a small group of year 7 students who have additional learning needs and require additional support for general learning difficulties, ASD etc. Some teachers have mentioned that no one ever follows the schemes for these classes, that they just do their own thing with them due to their low ability, but no one has actually given me an example or advice on what to do. I don’t want to come across as needy or demanding because I successfully passed my PGCE and managed just fine; I’m managing fine now, but am worried that no one is actually aware of what I’m doing. So, for all I know I could be doing it wrong too! Is it normal to just turn up on your first day and get on with it?

Your head of department should have provided you with schemes of work and showed you how to access these on the IT system along with any other stored ‘stuff’ you may need. It is a two way process - ask if you are unsure. Yes, it’s normal to have to turn up and teach but most schools have an induction programme of some kind - meetings after school. You should also have a mentor you meet with regularly and you should have observations.

Posts like yours make me so sad and angry on your behalf.

As a second in faculty and NQT mentor I would consider myself to be failing as a leader if I left an NQT (or any new member of staff) in your position.

One of the leaders in department should have provided you with schemes of learning/access to resources -please email them and ask for them.

You should have a mentor and be meeting with him/her every week. This should be protected. They should be talking through how things are going, helping you identify evidence that shows you are meeting the standards, they should have observed you at least once by now and set targets to help you develop. I am very busy with my role but I make sure my NQT has his meeting with me every week without fail. Also,as a mentor, they should make an effort to informally just check in with you to ask how you are. If you are not getting this mentor support then you are being failed by your school.

So, first step - do you have a mentor who you meet regularly? If not, speak to your HoD or whoever oversees induction in your school. If you don't have any luck, contact the named person at the local authority as they should be able to help.

Are you in a union? Join one immediately if not.

I'm in charge of induction in my school.
This year is unusual in that all induction sessions took place over teams - but all of the usual sessions about SEN and day to day management things took place.
NQTs have a formal fortnightly meeting with the subject mentor which is minuted.
I saw them all teach in the first month and into my second observation period now. Mentors have all done one formal obs, and are now doing the second.
I've met with them as a group informally, and formally as individuals.
They've all been encouraged to observe outside of their subject area.
They've had two meetings with the appropriate body via zoom and they know to contact them if there are any problems which I'm not dealing with.
I've also had my visit from the AB to check I'm doing it properly.
You absolutely should have schemes of work!!!