Dania School – Induction Policy

 

Background

This policy outlines the programme that is used at Dania School to induct any newly appointed staff (both teaching and non teaching) and governors. It gives a framework within which all staff and governors can work together to ensure a smooth induction for new staff.

 

The Induction Programme for newly appointed staff is the first part of the School’s Staff Development Programme, which involves all staff – both teaching and non teaching.

 

Staff are our most expensive resource and form a large part of the investment of the school and therefore the induction programme is planned and budgeted for in the School Development/Improvement Plan.

 

Philosophy

At Dania School we feel it is important that all staff – both teaching and non teaching are inducted into the whole team and that induction should begin as soon as practicable after the appointment.

 

Dania School encourages the philosophy of a ‘whole school approach’ to the life and work of the school. All members of the school community are valued and respected as individuals and as members of the whole school team. It is important that new staff are welcomed into the whole school team, helped to establish their role and position within that team. It is vital that new staff are given every assistance in settling into school quickly and happily and gain a knowledge and understanding of the philosophy and ethos of the school, the routines and practices that take place and the way in which the school operates.

 

Responsibilities – Who Supports Newly Appointed Staff?

The induction of all new staff, including support staff, is an important aspect of school life and is essential in maintaining and developing the school ethos. It is essential that all new staff know who is responsible for giving them support.

 

At Dania School the Induction Programme for newly appointed staff operates under the direction of the Headteacher. The Headteacher acts as induction co-ordinator for newly appointed staff as well as being the Staff Development Co-ordinator. Induction is there to help, reassure, guide, counsel, inform and listen, and is responsible for monitoring the progress and professional development of newly appointed staff, guiding new staff through the school documentation, for whole school issues and for organising the appropriate support meetings.

 

The induction of a new Headteacher is the responsibility of the Chair of Governors, the Deputy Headteacher and the Leadership Team.

 

Curriculum co-ordinators will give information, support and advice about the curriculum.

 

All other staff in school are involved in the induction of any newly appointed staff. All staff assist in integrating a new colleague into the Whole School Team. They share experiences and ideas, help in practical ways and offer support. Newly appointed staff are encouraged to approach any member of staff with any queries they might have. The Headteacher adds the newly appointed staff to the INSET plans for the year and consults new staff regarding their INSET needs.

 

Financing the Induction Programme

The Headteacher and Governors at Dania School recognise the necessity for allocation of funds from the school budget in order to finance the Induction Programme.

 

The school might need to budget for supply cover so that the Headteacher can spend time with new staff in the classroom and/or in discussion and seminar sessions.

 

The Headteacher will need to budget for newly appointed staff to attend relevant courses.

 

Money for extra class/curriculum resources and for photocopying documents in the induction pack will be required.

The Induction Programme

Aims of the Induction Programme

  • To make all staff feel welcome and at ease in their new environment.
  • To enable new staff to settle happily into school so that the quality of learning experienced by the children can be maintained and improved.
  • To enable new staff to understand the philosophy and ethos of the school and to observe good practice so that it can be reflected in their own work.
  • To enable new staff to make a full contribution, taking on all their responsibilities as soon as possible.
  • To foster positive relationships between existing and newly appointed staff and to ensure there is a system of support in place.

 

Immediately after a successful interview, the Headteacher welcomes a new colleague to the school and answers any questions. At this stage, new staff members are made aware of certain documents (they made be directed to the school’s website to view these documents or given a paper copy if requested) These include:

 

  • Staff Handbook
  • Holiday list (including INSET Days)

 

New colleagues are shown around the school and their classroom is identified.

Pre Commencement Visits

Ideally, a new colleague should visit the school several times before starting. This could be in term time or during a holiday.

 

At this stage, the Headteacher makes available and explains further documentation including:-

 

  • National Curriculum Document;
  • School Policies
  • Child Protection Policy and Safeguarding Procedures:
  • School record keeping systems;
  • Timetables and rotas;
  • Term Planner (this includes the dates of all major events in the school year);
  • Class lists and class records (teachers only).

 

A full list of possible items in an induction pack for new staff is in Appendix 1. Some items may not be appropriate for non teaching staff.

 

The Headteacher explains the school’s staffing structure and introduces new colleagues to as many staff as possible. A second guided tour of the building helps identification of other classrooms, curriculum resource centres and stores etc.

 

It might be appropriate for newly appointed teachers to ‘shadow’ the class teacher of the children they will be teaching.

 

Initial Induction Meeting – All Staff

The Headteacher meets new teacher(s) early in their first term to plan details of the induction programme for the school year.

 

Regular new teaching staff support meetings, taking the form of discussions/seminars are agreed. These could be ‘twilight’ meetings or held during the school day, if cover can be organised.

 

Induction Programme

The induction programme should cover the following where appropriate:

The school

  • Map or plan
  • Environment
  • Basic routines, procedures and documents outlined in the Staff Handbook, (registration, marking policy, assessment, recording and reporting, duties, emergency procedures, Health and Safety, etc)

The staff

  • Staffing structures (staff handbook)
  • Responsibilities (teaching and non teaching staff)
  • Lines of communication (i.e. to whom does the newly qualified teacher turn to help?)

Pastoral Organisation

  • Discipline
  • Rewards
  • Sanctions
  • General principles of pupil care and guidance
  • Records of achievement folders
  • Assemblies
  • Child Protection Plans and Training

Resources

  • Within school and locally
  • Location/supplier
  • Procedures for obtaining
  • Ordering
  • Stock control
  • Strategies for use

 

Classroom Management

  • Organisation
  • Display
  • Strategies for creating differing teaching and reading environments       (individual/small group/large group/whole class work)

Extra Curricular Activities

  • Range
  • Organisation
  • Staff involvement

Other parts of the Induction Programme

All teaching staff attend regular staff and curriculum meetings. Non teaching staff attend where appropriate.

 

Curriculum teams should meet new teachers to discuss curriculum policies and schemes of work.

 

The SENCO might discuss the special needs provision within the school with new teachers, their role as a class teacher is assessing, and providing for, children with special needs and the way in which the Code of Practice operates at Dania School.

 

Assigned mentors (teaching staff) will meet new teachers to discuss teacher assessment, record keeping, reporting to parents etc.

 

The above elements of the induction programme are tailored individually for newly appointed teachers, depending on their previous experience and expertise.

 

Areas with which mentors may support/help newly appointed teachers:

  • Day to day organisation
  • Class and school routines
  • Classroom timetables
  • Discipline procedures, including awards and sanctions
  • Short term plans
  • Initial and long term plans
  • Year group use of exercise books
  • Marking and presentation for the school/year group
  • Record keeping – teacher assessment grids, class lists, reading records and other records
  • Reading scheme
  • Home reading books
  • Handwriting style
  • Use of the photocopier

 

Extra Information

  1. Open nights
  2. Festival activities
  3. Class visits
  4. Class assemblies
  5. Health and Fitness Week

 

Governors

Governors are an important part of the management structure of the school and need time to acquaint themselves with policies and other key documents. New Governors will be assigned an experienced Governor who will mentor them through their first year.

 

All new Governors will be given an induction pack. Appendix 4a contains an induction checklist for new Governors.

Appendix 1 (Induction Resources for New Staff)

  • Child Protection Policy and Safeguarding Procedures
  • School Development Plan
  • Behaviour and Anti Bullying Policy
  • Blank timetable sheet
  • Class list
  • Code of Practice for Special Needs
  • Curriculum Documents Format
  • Curriculum Guidance for the Foundation Stage (Early Years Teachers only)
  • Curriculum Teams/TLR Teams
  • Directed time
  • Health and Safety Policy
  • Holiday list
  • INSET notes
  • Library information
  • Literacy framework
  • Medical register
  • National curriculum handbook
  • Numeracy framework
  • Planning master sheets
  • Policies file (including list of all policies and statements)
  • Pupil records
  • Reading scheme
  • Registration procedures
  • School brochure
  • School rules/Code of Conduct
  • School timesheets
  • SEN register
  • Staff absence handbook
  • Staff handbook
  • Staff structure/list
  • Staff meeting dates
  • Teachers reading record notes
  • Timetables
  • Educational Visits Policy

 


Appendix 2 (Policies and Documentation Checklist)

 

  • The following documentation is in your classroom and should be given to you before you start working in the school.
  • The documents belong to the school and should be left behind when you leave.
  • The documents are provided to support your teaching. Please read them as soon as possible, especially the Staff Handbook and Curriculum Polices.
  • Please inform the office staff if there is a document missing.

 

Document/Policy Received Read
1/   Staff Handbook    
2/   Health and Safety Policy    
3/   Planning File    
4/   Assessment, Recording and Reporting Policy    
5/   SEN Policy    
6/   Visits Policy    
7/   Behaviour and Discipline Policy    
8/   Literacy Framework    
9/   Numeracy Framework    
10/ Homework Policy    
11/ Child Protection Policy    
12/ Equal Opportunities Policy    
     
Curriculum Policies/Plans    
1/   English    
2/   Mathematics    
3/   Science    
4/   Information and Communication Technology    
5/   Religious Education    
6/   Technology and Design    
7/   History    
8/   Geography    
9/   Physical Education    
10/ Music    
11/ Art and Design    
12/ Handwriting    
13/ PSHEE and Citizenship    

 

 

 

 

 

 


Appendix 3 (Induction Procedures Check List)

 

To help you settle in as quickly as possible you should have the following meetings or discussion with staff. Please keep a record for future reference.

 

Activity/Meeting/Discussion Member(s) of staff Issues for Discussion Date Completed
Welcome/staff introductions and initial meeting with Headteacher on or before taking up post HT    
Be given important diary dates/school calendar, meeting times etc. HT    
Be given staff list/structure HT    
Be given a list of current policies and shown their location on shared drive (school network) HT    
Be given details about registration procedures, timings for the day, playtime and lunchtime routines, protocol when ill etc. HT    
Be given a tour of the building and shown resource areas, noticeboards etc. Office Manager    
Be shown photocopier, fax, telephone system etc. Office Manager    
Complete Health and Safety Induction HT Health & Safety Induction Checklist  
Be given a copy of the school prospectus, SDP and SEF HT    
Be given a copy of the Employee Code of Conduct HT    
Consider immediate training needs and arrange training (e.g. systems) HT    

 

 

Meetings with staff      
Initial meeting with head of Department, e.g. key stage co-ordinator Mentor Planning schemes, timetables, behaviour policy, resources and curriculum files.  
Special Educational Needs SENCO To discuss pupils in class with special needs, IEP’s etc  
Assessment recording and     reporting Mentor To discuss plans, record keeping, assessment, reports  
Homework Mentor Homework diaries, provision  
Initial meeting with staff in     same phase Mentor To discuss plans, expectations, setting, standards, groupings.  

 

 

Start Date:         ____________________

 

Completion Date:   ____________________

 

Signed:              ___________________ (Staff Member)

 

Signed:              ___________________ (HT)


Appendix 3a (Induction Checklist for new Governors)

 

After an appointment a new Governor should: By Whom Required/not Completed
Be invited to visit the school to have a tour of the school and meet members of staff HT    
Be given information about the role of Governors generally and how our Governing Body works specifically – details of sub committees etc. CHAIR    
Be given a copy of the last minutes and Headteachers report of the last full Governors meeting HT    
Be introduced to key school documents such as SDP, Raise Online by specific training CHAIR    
Be given a copy of the Legal Guide to Governors CHAIR    
Be given the names and details of all other Governors CHAIR    
Be invited to visit the school again, either to attend an assembly, to have a school dinner or to work in classrooms etc. HT/CHAIR    
Be made aware of training available and be encouraged to attend induction training run by LA as soon as possible HT    
Ensure Governors section has details of new Governor HT/CHAIR    
Be given a copy of the School Development Plan and School Profile HT    
Complete and send off a CRB disclosure form HT    
Be asked to complete a a declaration of business interests form HT    
Be given a copy of the Code of Conduct HT    
Be given a copy of the Finance Policy HT    
Be given a copy of the Barnsley Scheme for Financing Schools HT    
Be given a list of current policy documents HT    
Be given a copy of the last OFSTED inspection report HT    
Be given the dates of the next sub committee times and termly meetings HT    
Be given a copy of the school prospectus HT    
Be given a copy of the SDP HT    

Signed: _______________________                            Date: __________________

 

 

 

 

Review of the Policy

This policy is reviewed regularly and updated as necessary. Amendments are based on the experiences of recently appointed staff and the Headteacher and take account of their comments at all stages and if necessary, modifies it during the school year.

 

Next Date for review:    March 2018

 

Approved on 28/4/17 by: P.Melbye