For full-time NQTs, three formal assessment meetings will be conducted over an induction period. For part-time NQTs, the meetings are carried out on a pro rata basis...
After each of the first two formal assessment meetings, the headteacher/principal will send an assessment report on the NQTs progress towards meeting the teaching standards to the Appropriate Body (LA). At the end of induction, the headteacher/principal will recommend whether or not the NQT has successfully met the teaching standards.
In terms of review and formal assessment, the statutory guidance places the following expectations on the induction tutor, NQT, headteacher/principal and the appropriate body:
Induction tutor (or Co-ordinator): to carry out regular progress reviews and coordinate three formal end of term assessments/meetings.
NQT: to keep track of, and participate effectively in, the scheduled progress reviews and assessment meetings.
Headteacher/principal: to ensure termly assessment forms are completed and sent to the appropriate body (LA), including the recommendation on whether standards have been met at the end of the period.
Appropriate body: at the end of the induction period, decide whether the NQT has met the teaching standards to successfully complete induction and notify the relevant parties within the agreed time limits; provide the government Teaching Regulation Agency (TRA) with data on NQTs starting or completing induction and those who start and then leave a school/college part way through an induction period.
Progress review meetings…
Progress reviews are an opportunity for the induction tutor and NQT to discuss achievements and agree any changes to the induction plan in terms of objectives or actions. Progress reviews should be held half-termly (pro rata for part-time NQTs) and it is good practice to schedule them in at the start of induction.
Both the induction tutor and NQT should be properly prepared before the progress review meeting.
For an NQT this may include maintaining a self-evaluation and/or a portfolio of evidence, identifying courses they wish to attend etc.
For the induction tutor, this includes seeking feedback from mentors and other colleagues who have, for example, run specialist induction sessions or observed NQTs in the classroom.
Formal assessment meetings…
Formal assessment meetings must be held prior to submitting the end of term assessment form. They provide an opportunity for tutors to discuss with the NQT what they will be writing about them - there should be no surprises !
Meetings should be informed by descriptive evidence of an NQTs professional practice against the teaching standards and the outcome of progress review meetings including progress made against previous objectives/targets set. Objectives/targets should be reviewed and revised in relation to the teaching standards and the individual needs and strengths of each NQT.
The outcomes of the final term formal assessment meeting provide an opportunity for the induction tutor and NQT to take stock of what has been achieved over the induction period and prepare the NQT for involvement in performance management/appraisal arrangements during their RQT year.
Evidence of progress towards meeting the teaching standards…
Over the course of the induction period, evidence from day-to-day practice as well as from specific development activities will build up to show how the NQT is making progress towards meeting the teaching standards. However, we advise that NQTs carry out regular self evaluations regarding their own progress and we have put together an NQT self reflection/evaluation sheet which should assist them with this. The sheet is not a statutory requirement for induction nor is maintaining a portfolio of evidence against each standard, however, it is good practice for NQTs to do so.
Advice and guidance for completing assessments…
Completing end of term assessment forms is a statutory requirement for each period of induction. They must be completed by the induction tutor/head/principal and must contain brief descriptive evidence of an NQTs progress towards embedding each element of the government teaching standards into their practise including part 2 - personal and professional conduct. They must also state clear development targets for the upcoming period even if an NQT is leaving your school/college - the next school/college will want to know exactly where an NQT is up to with induction, the same as you should expect if you were receiving an NQT who has partially completed induction elsewhere.
Key points to remember when completing assessments:
- All sections must be completed
- They must be evidence based providing evidence of progress made during the term reporting on
- They must be in the context of and make reference to each of the government teaching standards and how they are being met/embedded including addressing any previous targets.
- They must state clear development targets relating directly to the government teaching standards (use the exact text from the areas of the standards to ensure NQTs are crystal clear)
- They must not be a self-assessment by the NQT (no part of your assessment should read as if written by the NQT)
- They must be written 'about' NQTs, not 'to' them.
- Avoid listing/bullet pointing evidence, the aim should be to briefly describe it and how your NQT is progressing towards fully embedding each element of the government standards.
- No 2 reports should ever be the same
- Proofread for errors, spelling mistakes, typos etc before discussion with your NQT and final submission to the appropriate body
- They must be submitted by the due date - particularly relevant where an NQT is leaving you or where there are performance related issues.
For further guidance and a list of full example assessments, please see example assessments
For examples of suggested evidence to describe and NQT behaviours to look for during induction, please see our induction monitoring/review sheet