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Assessment and Development During Induction

Assessment and Development During Induction

In this section you will find:

  • Relevant Standards

  • Action planning

  • Using release time

  • Lesson Observations

  • Best practice tips for giving feedback from lesson observations

  • Professional review meetings

  • Maintaining a record of progress

  • Assesment

  • Enabling NQTs to undertake new activities


The Relevant Standards

The Teachers’ Standards will be used to assess an NQT’s performance at the end of their induction period. The decision about whether an NQT’s performance against the relevant standards is satisfactory upon completion of induction should take into account the NQT’s work context and must be made on the basis of what can be reasonably expected of an NQT by the end of their induction period within the framework set out by the standards. Judgements should reflect the expectation that NQTs have effectively consolidated their initial teacher training (ITT) and demonstrated their ability to meet the relevant standards consistently over a sustained period in their practice.

The Pan Berkshire Appropriate Body Induction Leads have produced joint guidance on the assessment of NQTs against these standards.These materials are available on this website in the form of an inclusive and comprehensive joint tracker and assessment form.


Action Planning

Statutory induction arrangements require NQTs to set and agree objectives and write action plans for the induction period with their Induction Tutors.

Most schools will already have preferred formats for action-planning and will wish to continue to use these but see optional proformas as referenced above under the forms and guidance section of this website..

Whatever format is used for action plans, they should identify:

· objectives – between 3 and 5 (short and long-term)

· success criteria against which judgements can be made whether each objective has been reached

· actions – showing who needs to do what

· resources needed to support the plan (including time)

· target dates for achievement

· review dates when progress will be evaluated

Remember SMART!



Achievable (and challenging)





Target date

Success criteria

Action to be taken & by whom

Date this will be reviewed

To use a range of strategies in order to secure effective management of pupil behaviour

End of autumn term

· pupils focused on task

· pupils demonstrate positive contributions

· pupils make progress

· pupils adhere to teacher’s expectations

· progress evident in books & through observation

· behaviour referrals reduced

· range of strategies used effectively

· NQT to observe Ms Jones in an art and science lesson

· NQT to implement strategies (e.g. eye contact, moving to stand near an off-task pupil)

· NQT to use school behaviour policy

· NQT to draw on examples from training

· NQT to make expectations clear & agree code of conduct

Resources: Time for lesson observation, school documents, attendance central; training

Nov 12


Objectives and action plans should be reviewed every six to eight weeks (usually half-termly) to take account of progress and any new priorities and needs that have emerged.

Using release time

An NQT has a timetable of 90% of normal average teaching time in the school. The time released must be used for professional development activities in a way which meets individual and the school’s needs.

To reach best practice standards schools must ensure that these activities are focused and relate to the relevant standards, areas of strength, priorities for professional development and agreed objectives identified on the action plan.

This release time must be clearly distinguished from normal non-contact time provided for professional use, e.g. preparing for parents’ evening and normal attendance at external events or courses attended by other staff.The school must ensure that activities are programmed, structured and varied to match the learning style of the NQT and their range of experience.NQTs must be given opportunities to gain competence across the whole range of relevant standards.

Some examples of how release time may be planned for the purpose of professional development:

  • Participation in the school’s general induction arrangements for new staff

  • Time spent with the SENCO to focus on specific/general SEN matters

  • Training and development or advice from other professionals from both inside and outside the school, e.g. inspectors, advisers, coordinators, SLT, ASTs

  • Relevant familiarisation and research

  • Working with other teachers – in own and other departments and schools

  • Receiving information about policies, resources, rights and responsibilities etc

  • Tutorials/meetings about curriculum matters, planning, assessment, etc

  • External training

  • Professional review and assessment meetings

  • Working on the portfolio – this can be a very powerful means of encouraging a focused, reflective and purposeful approach to professional development within the induction period

  • Spending time with a different age group or visiting another area of the school, e.g. a different subject, department

  • Observation of experienced teachers either in own school or in another school where relevant effective practice has been identified, or in a special school or Sixth Form College, to help develop specific areas of your teaching. The focus for the observation should relate to the requirements for satisfactory completion of the induction programme and your objectives for development and must lead to learning outcomes for you which you can discuss at professional reviews.

Please note:

· The purpose of professional development activities and the expected learning outcomes should always be agreed beforehand.

· An opportunity to discuss the outcomes and their relation to objectives and the Core Standards must be provided at the professional reviews of progress.

· It is advised that NQTs should keep a record of activities in the portfolio: this should also include occasions when substantial support or advice has been given.It is the responsibility of the NQT to keep this record up to date, but the Induction Tutor has overall responsibility to ensure that this is being done.

· The Induction Tutor should ensure that there is a coherence to the development programme, that NQTs receive non-contradictory advice and are clear about the priority of actions an NQT might subsequently take.

Lesson observations

Observing teaching is one of the most important ways in which progress can be monitored and further learning can be gained. Under the regulations NQTs must be observed in the first 4 weeks of taking up their post and at least once every half term subsequently. If the NQT works part-time the intervals between observations can be adjusted appropriately, but the first observation must take place in the first 6-8 weeks.Any teacher or the Head teacher may observe, not only the Induction Tutor.

To achieve best practice standards, the observations must:

· have a defined focus

· have been self-evaluated

· generate specific feedback

· lead to learning outcomes

· be supportive and developmental

The Induction Tutor will:

· agree the time and place of the observation

· agree the focus of the observation in relation to the Core Standards and recorded objectives

· agree criteria for effectiveness in carrying out the lesson

· use the suggested Lesson Observation Record*to make notes about what is actually seen and heard

· use the suggested Lesson Observation Summary*to identify strengths and areas for development

· encourage the NQT to use the NQT’s Self-Evaluation of Lesson Observation* to make your own evaluation of the lesson. This enables you to comment on your teaching against the Core Standards and identify specific points about the lesson that you would like to discuss during the feedback session

· use the written notes as an agenda for the feedback

· record subsequent objectives on the action plan

*these are all available to download from this website under the section on forms and guidance

This checklist of questions will help your Induction Tutor prepare for the observation:

· What is the purpose in observing this lesson?

· What information is needed before the observation?

· What specific aspects of the Core Standards are being observed?

· When/where will the review meeting to provide feedback take place?

Best practice tips for feedback from lesson observations

Best practice standards indicate that feedback is most effective when it is open, specific and constructive.

· A room should be used where both parties may talk in confidence without being distracted or interrupted.

· The NQT should give their evaluation of the lesson

· The Induction Tutor will indicate with which points they agree, raise any further positive points and explain the areas to be developed or improved, using specific examples observed

· Both parties will set agreed objectives or revise current objectives

· The Induction Tutor will record the objectives in the action plan together with steps which will be taken to support the NQT toward the achievement of the objectives

· The NQT will be provided with their own copy

· The Induction Tutor will recap the points that have been raised

Professional review meetings

A professional review of progress based on the discussions between the Induction Tutor and the NQT must take place at least once every half term.The review should be informed by evidence, this may be outcomes from lesson observations, professional development activities and other areas of work.

Successful review meetings are calendared, structured and involve:

An assessment and discussion about progress towards objectives

NQTs should be made aware of their progress towards objectives and have an opportunity to talk through their own self-evaluation and recent experiences, and to explore particular issues. Objectives should be reviewed and revised in relation to the requirements of the relevant standards and needs and strengths.

Discussion about any observations and feedback since the last review meeting

Guidance for undertaking observations and feedback is given above.At the review meeting, discussions on their outcome will contribute to the formulation of objectives and professional development activities

Discussion about any planned professional development activities

Discussion of professional development activities which were planned for in relation to the achievement of objectives – these should evaluate these opportunities, to establish the learning outcomes and the level of success in meeting objectives. As a result of discussing these areas, further objectives may be set and professional development activities planned. Again, this should be recorded in the action plan.

An opportunity for the NQT to evaluate their own work and development toward the relevant standards

As induction progresses, NQTs are expected to be familiar with the relevant standards and to take increasing responsibility for their professional development; so it is important that NQTs are encouraged to monitor and evaluate their development in relation to the relevant standards.

After lesson observations NQTs will have used the NQT’s Self–evaluation of Lesson Observation to identify specific points about the lesson, which they would like to discuss during the feedback session. Follow-up discussions can then take place at the professional review meeting, where Induction Tutors should give NQTs the opportunity to:

· raise issues about other areas of the teaching role, e.g. relationships with colleagues, managing assessment

· identify areas of particular concern

· identify areas they are particularly pleased with

This part of the professional review will contribute to the revision and setting of objectives.

Recording outcomes from the assessments and discussions

A written record should be kept of your progress towards objectives and any new objectives set, and you and your Induction Tutor should identify steps to be taken to support you in meeting the objectives. This information should be recorded in the action plan.

At the close of the meeting Professional Review Meeting: record of discussion or similar should be completed, and a date agreed for the next meeting.

Plan for the next review meeting

It is important to gather appropriate evidence before the next meeting to help both you NQT and Induction Tutor to decide whether the success criteria for the objectives have been met. This will involve carrying out a lesson observation linked to agreed objectives and collecting other evidence and any relevant information about professional development activities.

Maintaining a record of progress

Copies of records must be kept by the Induction Tutor and made available for the formal assessment meetings: all reports on observations, review meetings and objectives, until the Appropriate Body has decided whether the NQT has completed induction satisfactorily and any appeal has been determined.A note should be kept of the other evidence used and the outcomes of any informal meetings. If an NQT appeals against unsatisfactory completion of the induction period, the school records have to be provided.


The Induction Tutor, on behalf of the Headteacher, plays a key role in providing and co-ordinating assessment throughout the NQT’s induction programme.Where more than one person is involved in providing support and/or assessment, individual responsibilities should be clearly specified and agreed at the beginning of the induction period.All parties with a role should have clear arrangements for sharing information so that monitoring and assessment is based on, and informed by, evidence from the NQT’s teaching and professional development.

A formal assessment meeting between NQT and Head teacher (or the Induction Tutor acting on behalf of the Head teacher) must take place towards the end of each term (or the end of the appropriate period if the NQT is part-time or began induction midway through a term).

The purpose of the meeting is to discuss and confirm the extent to which the NQT is achieving the relevant standards and to complete the assessment form.Meeting dates should be set in advance and scheduled in time for the completed forms to be e-mailed to the LA by the deadline.

Assessments must be rigorous, accurate, fair and consistent throughout a school, and the relevant standards used to focus the gathering of evidence.

The pattern of these meetings should be as follows:

· The first meeting focuses on the extent to which the NQT is consistently continuing to meet the QTS standards with increasing professional competence, and is beginning to meet the relevant standards

· The second meeting focuses on progress toward the relevant standards

· The final assessment meeting is used to determine whether the NQThas met all of the requirements for the satisfactory completion of the induction period. If so, the final meeting can be used to set objectives and professional development opportunities for the second year of teaching.The leadership team will have a critical role to play in ensuring effective communication and handover between an Induction Tutor and any subsequent performance reviewer.

· The NQT should be involved in the process of drafting the assessment report.At the end of each form is a space for them to indicate whether or not they wish to make a comment, a box for comments and a space for their signature.

Sufficient specific evidence must be shown on the form against each of the Standards.Evidence should come from day to day practice:

· Lesson plans, records and evaluations

· Pupils’ assessment records

· CPD record

· The action plan

· Lesson observation records of at least 2 observations during the term

· Progress review: records of discussion from at least 2 professional reviews of progress during the term

· Self-evaluation records

· Information about liaison with others, e.g. colleagues or parents

· The CEDP

A signed hard copy of all assessment forms should be retained.

The Appropriate Body considers the recommendation in the final assessment, informs the school and NQT of the final decision and informs the Teaching Agency. The evidence is retained by the school after induction until notified by the Appropriate Body that the NQT has successfully completed induction.The governing body are not automatically entitled to have access to an individual’s assessment form, unless when an NQT has raised concerns.

Enabling an NQT to undertake new activities

There will be occasions during induction when an NQT will undertake certain responsibilities for the first time, e.g.

· School trips

· Parents’ evening

· Writing reports

· Taking an assembly

The NQT will be supported by the Induction Tutor during these activities. For this to be effective the level of support must be provided in three stages:

Before the activity takes place relevant policy and procedures should be discussed with the NQT, including those on health and safety. For example, it may be necessary to familiarise the NQT with the procedures for school trips, or how to manage a difficult situation at parents’ evening.

During the activity the Induction Tutor will ensure that appropriate support is available. For example, at a parents’ evening the Induction Tutor or a senior member of staff might be present or available during specific parent interviews

Following the activity a meeting should be arranged with the NQT to evaluate the experience. These evaluations should be referred to during the professional reviews of progress. Because of the infrequency of some of these activities it may be important not so much to set objectives as to record what to bear in mind next time.