International Teacher Handbook - Prospero Teaching

International

Teacher

Handbook

Welcome! .............................................................................................................................................. 5

What to expect from Prospero Teaching ................................................................................................................ 6

1. Life in England .................................................................................................................................. 7

1.1 British values ........................................................................................................................................................ 7

1.2 Climate .................................................................................................................................................................. 7

1.3 Geography ............................................................................................................................................................ 7

North West ............................................................................................................................................................... 7

Yorkshire and Humber ........................................................................................................................................... 8

North East ................................................................................................................................................................ 8

West Midlands ........................................................................................................................................................ 8

East Midlands ......................................................................................................................................................... 8

East of England ...................................................................................................................................................... 8

South West .............................................................................................................................................................. 9

South East ............................................................................................................................................................... 9

London ..................................................................................................................................................................... 9

1.4 Accommodation ................................................................................................................................................... 9

Using a letting agency ........................................................................................................................................... 9

Renting a property .................................................................................................................................................. 9

1.5 Utility Bills ............................................................................................................................................................ 10

Council Tax ........................................................................................................................................................... 10

Gas & Electricity ................................................................................................................................................... 10

Water ...................................................................................................................................................................... 10

Internet & Phone ................................................................................................................................................... 10

TV Licence ............................................................................................................................................................. 11

Comparison Sites ................................................................................................................................................. 11

Mobile Phones ...................................................................................................................................................... 11

1.6 Healthcare in England ....................................................................................................................................... 11

Emergencies ......................................................................................................................................................... 11

The NHS ................................................................................................................................................................ 11

Registering with a GP (General Practitioner) ................................................................................................... 11

If you have not registered or are unable to get an appointment ................................................................... 12

Pharmacies ........................................................................................................................................................... 12

Registering with a dentist .................................................................................................................................... 12

1.7 Public Transport ................................................................................................................................................. 12

National Rail .......................................................................................................................................................... 12

Tips for good value train travel ........................................................................................................................... 13

Local Travel ........................................................................................................................................................... 13

Driving .................................................................................................................................................................... 13

Tube ....................................................................................................................................................................... 13

1.8 Food and Drink ............................................................................................................................................. 13

1.9 English Culture ................................................................................................................................................... 14

Socialising ............................................................................................................................................................. 14

Shopping ................................................................................................................................................................ 14

Work dress code ................................................................................................................................................... 14

Professional relationships ................................................................................................................................... 14

2. Managing your money ..................................................................................................................... 15

2.1 Bank Account ..................................................................................................................................................... 15

2.2 English Taxation ................................................................................................................................................ 15

Income Tax in England ........................................................................................................................................ 15

National Insurance Number ................................................................................................................................ 15

2.3 Pension Schemes .............................................................................................................................................. 16

3. The English Education System ....................................................................................................... 17

3.1 Types of School ................................................................................................................................................. 17

State-funded schools ........................................................................................................................................... 17

Alternative provision ............................................................................................................................................. 18

Independent schools ............................................................................................................................................ 18

3.2 Special Schools ................................................................................................................................................. 19

3.3 Staffing in English schools ............................................................................................................................... 20

Qualified Teacher Status (QTS) ......................................................................................................................... 20

Newly Qualified Teacher (NQT) ......................................................................................................................... 21

Overseas-Trained Teacher (OTT) ..................................................................................................................... 21

3.4 Academic structure of English Schools .......................................................................................................... 22

Foundation Stage ................................................................................................................................................. 22

Primary ................................................................................................................................................................... 22

Secondary ............................................................................................................................................................. 22

Further education ................................................................................................................................................. 22

Subjects studied ................................................................................................................................................... 23

3.5 Grading, accountability, inspection and improvement systems.................................................................. 24

Attainment Targets ............................................................................................................................................... 24

Levels of Achievement ........................................................................................................................................ 24

National Testing .................................................................................................................................................... 25

Ofsted ..................................................................................................................................................................... 25

4. Wider professional responsibilities ................................................................................................ 26

4.1 Pastoral Responsibilities .................................................................................................................................. 26

Form tutor role ...................................................................................................................................................... 26

4.2 Safeguarding and Child Protection Policy ..................................................................................................... 27

What is Safeguarding? ........................................................................................................................................ 27

Recognising signs of abuse ................................................................................................................................ 28

4.3 DBS Disclosure and Barring Service Procedure .......................................................................................... 29

5. Work Load and Well-being .............................................................................................................. 30

Joining a teacher union ........................................................................................................................................... 31

School Holidays and Terms .................................................................................................................................... 32

English School Term Dates 2018/19 ..................................................................................................................... 32

6. Appendix ......................................................................................................................................... 33

Educational Acronyms ............................................................................................................................................. 33

FAQ ............................................................................................................................................................................ 35

References ................................................................................................................................................................ 36

© Prospero Teaching 2018 5

This handbook was produced in partnership with: the Department for Education & the Spanish Ministry for Education and Vocational Training.

Everyone here at Prospero Teaching wishes you a warm welcome to England as part of Spain’s Visiting Teacher

Programme (SVTP). As a teacher from overseas, your experience and expertise will be highly valued by the students

and staff you work with!

The support team at Prospero Teaching are all qualified teachers with experience of different school settings in England and abroad, so we understand that moving to a new country to live and work is a big challenge. We want

to support you every step of the way.

Within this handbook you will find lots of useful information to help you settle into living and working in England. In

addition to the handbook, you will have access to online e-learning courses, webinar training sessions and individual

contact with one of our team members before you begin your placement at a week-long residential event. You will also

receive ongoing advice and support from your in-school mentor. Prospero are available throughout the year for both e-

mail and phone communication. As a part of the SVTP, the Spanish Ministry and the DfE may be in contact with you

and your school if required.

You will be expected to attend a 5-day event at the University of Hertfordshire, England. This will be held 13th – 17th

August 2018.

✓ Free en-suite accommodation, meals and refreshments for the week ✓ Free training and development from experts on all aspects of preparing to teach in England

✓ Organised evening social events with other teachers on the programme ✓ Free access to campus leisure facilities including: cafes, bars, gyms and sports facilities

✓ Opportunities to unwind and explore the picturesque surroundings



What to expect from Prospero Teaching

Here’s what you can expect from us over the next year:



You will probably be concerned with the challenges that moving to live in a new country can bring. There is so much to

plan, think about and learn. In this first section of the handbook, we aim to make your transition to living in England as

smooth as possible.

1.1 British values

England has a population of over 55 million people, making it the most populated nation of the United Kingdom. Britain

is a modern, multicultural nation which upholds the value of fair and equal treatment of all citizens regardless of

background or personal choices. The government outlines four ‘fundamental British values,’ which are increasingly

referred to within schools:

Democracy

The rule of law

Individual liberty

Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith.

The Equality Act 2010 states that it is unlawful to treat someone less favourably because of their: age, disability, gender

reassignment, marriage or civil partnership, pregnancy or maternity, race, religion or belief, sex or sexual orientation.

These are referred to as the ‘nine protected characteristics,’ and relate to laws applied to the treatment of adults as well

as students in schools.1

1.2 Climate

The coldest months are December, January and February where the temperature is usually between 3°C and 6°C. In

July and August, the temperature averages between 16°C and 21°C. Rain falls throughout the year, and the weather in

England can sometimes change very quickly.

Clocks go forward one hour at 1am on the last Sunday in March, and back one hour at 2am on the last Sunday in

October.

Starting working in a school in the Autumn term can at first feel a little dark and cold if you are not used to the climate,

however after the Christmas holidays the country soon feels much brighter and warmer once you are into the Spring

and Summer terms.

1.3 Geography

The United Kingdom is made up of Northern Ireland, Scotland, Wales and England. Below is an overview of the regions

in England where you may be based. Use this as a starting point for your own research into the areas so you can make

an informed choice. 2

North West This is third most populated region in England. It borders the Irish sea in the east and the Pennine

mountains and hills to the west. The North West includes parts of three National parks (including the

stunning Lake district, the Yorkshire Dales and part of the Peak District). This part of the country also

boasts three government-preserved Areas of Outstanding Natural Beauty (Arnside and Silverdale, the

Solway Coast and the Forest of Bowland.)

The two main cities here are Liverpool and Manchester and are situated in the southernmost part of

the region. Between these cities, there is so much to soak in whether your interests lie in sport, music,

arts or culture.

Airports: Liverpool Airport, Manchester Airport

https://en.wikipedia.org/wiki/File:North_West_England_in_England.svg



Yorkshire and Humber Leeds, York and Sheffield are wonderful cities for shopping, cafes, bars, music and restaurants. York

is the place to go for charming cobbled streets and the breath-taking York Minster. Sheffield has

fantastic links to the peak district and is great for outdoor activities. Yorkshire is well-known for its

rolling hills, green valleys with streams and acres of forest that lead to the coastline of Robin Hood’s

Bay and picturesque Whitby.

Airports: Doncaster Sheffield Airport, Leeds Bradford Airport

North East Like most of the regions described here, the geography and communities are diverse. Here you will

find spectacular landscapes, stunning castles and historical sites (including Durham Cathedral and

castle, Lindis Farne and Alnwick Castle).

The main city areas are Newcastle and Gateshead with excellent shopping, cafes, restaurants, bars

and the only tilting bridge in the world. Head to the coast, for beaches, quaint fishing villages and a

range of lively towns and ports.

Airports: Newcastle International Airport, Humberside Airport

West Midlands The West Midlands is the second most populous area in England and consists of seven metropolitan

boroughs contrasting with more rural areas.

Birmingham is the main city in this region and is currently undergoing substantial regeneration and

is home to an excellent cultural scene. The Cotswolds are a beautiful part of the region including

scenic country side and quaint villages. Typical English landscapes can be explored during a trip to

the Malvern Hills. The birthplace of William Shakespeare, Stratford-upon-Avon, is well worth a visit

for anyone with even a passing interest in history and culture.

Airports: Birmingham International Airport

East Midlands This region, which includes Derby, Leicester, Lincoln, Northampton and Nottingham, thrives as

an economic hub, partly due to its proximity to London.

It is home to the Peak District, Sherwood Forest, and the ‘Golden Mile’ (Leicester) hosting the largest

selection of Indian jewellery shops outside of India. The area is historically famed for its food (Red

Leicester cheese, the Lincolnshire sausage, the Melton Mowbray pork pie, Stilton, the Bakewell tart

and the Bramley apple to name a few).

Airports: East Midlands Airport

East of England This is a diverse region including schools in coastal areas, small rural schools as well as urban

schools. These areas are intertwined with wetlands, a network of lakes, rivers and royal estates.

Cambridge and Norwich are steeped in history and culture and are home to vibrant nightlife and a

wide choice of shops. Within this area, you can visit the Norfolk Broads, the Brecks and Thetford

Forest.

Airports: Norwich International Airport, London Luton Airport, Stansted Airport

https://en.wikipedia.org/wiki/File:East_of_England_in_England.svg

https://en.wikipedia.org/wiki/File:Yorkshire_and_the_Humber_in_England.svg

https://en.wikipedia.org/wiki/File:East_Midlands_in_England.svg

https://en.wikipedia.org/wiki/File:North_East_England_in_England.svg



South West Home to the ancient wonder Stonehenge, this region covers some of the most beautiful areas of the

country, encompassing two national parks (Dartmoor and Exmoor). You can stroll down sandy

beaches in Cornwall, Dorset and Devon and find excellent night life in the cities of Bristol and Bath.

The region is also known for several cultural institutions such as the Glastonbury Music Festival and

Cheddar cheese.

Airport: Bristol International Airport

South East Including the counties of Buckinghamshire, Kent, Surrey and Berkshire this is another region of

contrasts: coastal towns, prosperous areas and inner-city communities, whilst also being the most

populous region of England. Brighton is a vibrant and artistic city. Other places of interest Windsor

castle, Oxford, and Blenheim Palace. Highlights of the countryside in the area include the North

Downs, the Chiltern Hills and two national parks: the New Forest and the South Downs.

Airports: Southampton Airport, London Gatwick, London Heathrow

London Sprawling London is a tapestry of 32 boroughs and the City of London District. Within these, there is

huge variation in what they have to offer. Prosperous and economically challenged areas can often

co-exist in quite close proximity. In any case, London’s diversity and cultural richness means it has

attractions suitable for any visitor. It is generally more expensive to live in London than the rest of

England, although salaries usually include a London weighting to account for this.

Airports: London Gatwick, London City Airport, London Heathrow, London Stansted Airport.

1.4 Accommodation

As in any country, different localities have differing amenities, transport links and cultures – as well as varying rental

prices. Before you go, you should research different areas and identify ones that suit you, offer suitable transport options

to your school and are within your budget.

Whilst you are viewing properties, you will need a place to stay. Staying with a family member or friend if they are local

can be a great option. If this isn’t possible, there are a variety of websites that can assist you with finding a spare room

or hotel accommodation. Your placement school may be able to provide advice about temporary accommodation you

can access in your local area.

Using a letting agency Letting agencies can be used to find a rental property. You will be asked to confirm the type of property you are looking

for and the amount of money you wish to pay. Search your web browser for ‘letting agencies in [locality]’ to find a suitable

agency in your required area.

It is normal to be asked for details of your job and income, as well as employer references. However, it is against the

law for an accommodation or letting agency to ask for payment for putting you name on a list, taking your details or

providing you with a list of properties available for renting.

Renting a property It is recommended that you read the government’s guide to assisting with renting a property:

How to rent

https://www.gov.uk/government/publications/how-to-rent

https://en.wikipedia.org/wiki/File:South_East_England_in_England.svg

https://en.wikipedia.org/wiki/File:South_West_England_in_England.svg



Citizens advice

When first becoming a tenant in a rental property, a damage deposit will need to be paid to ensure that any damage

caused to the property throughout your tenancy is covered. This is often taken as part of the ‘tenancy deposit’, in order

to ensure you are going to be moving into the property, as per your initial agreement.

The deposit is refundable when you finish your agreed contract and move out of the property, providing the property is

still in the same condition as when you originally moved in. We recommend taking several photos of the interior when

you move in (including existing damage) and sharing these with the letting agent/landlord so that they don’t try to charge

you for repairs out of your deposit at the end of your tenancy for damage that wasn’t your fault.

Getting insurance for your household items is recommended. Contents insurance can be provided by a variety of

sources including insurance companies, banks, supermarkets, web providers and brokers. Prices and levels of cover

vary considerably, so shop around and check a variety of providers. There are a range of online comparison services

than can assist you here, but they may not represent all insurers. Building insurance will be covered by the landlord,

and so you will not be required to pay for this.

1.5 Utility Bills

If you don’t find accommodation with bills inclusive then you’ll also need to sign up to a range of utility services. Your

new landlord may help you with this, but if not, here is a quick guide to the bills you’ll need to pay. As you can see, the

list is quite long. Thus, we recommend looking for accommodation that includes all bills in order make your relocation

as smooth and stress free as possible.

Council Tax This is a compulsory tax which will vary depending on which local authority you live in. The rate of tax is based on the

‘valuation band’ of your property, and how much your local council charges for that band. The ‘valuation band’ is based

on the value of the property on 1st April 1991. Go to your local council website (for example, if you live in Hackney go to

www.hackney.gov.uk) and sign up. If you are living in a house share, the costs of council tax will be spread between all

the adults living in the property.

Gas & Electricity Many households in England use gas for heating and cooking, and you can arrange to have both your gas and electricity

supplied through the same provider to make your bills simpler to manage. Try companies like British Gas, E-On and

Npower. Make sure you ask to be put on the most economical tariff for you, as the Standard Variable Tariffs provided

by these companies can be quite a lot more expensive. Your energy provider are obliged to provide you with the

information you need to make a decision about which is best tariff to suit your needs.

Water Water is managed by different companies depending on what area you live in, for example, in London the main water

supplier is Thames Water. Go along to their website to register for bills, to report a leak or to find contact details for local

plumbers. Water bills are based either on water metre readings or a ‘rateable-value’ (an estimation of how much water

is used by the size of the house you live in). This will already be set up by the landlord, but you will need to put the

utilities in your name to be able to pay for the water you use.

Internet & Phone There are lots of companies that can offer you internet and phone deals, so we would recommend going to a comparison

website (see below) and finding the best deal for you. The majority of English homes currently have access to ‘superfast’

broadband (speeds of 24Mbps or faster), with internet access at slower speeds available to an even larger percentage3.

https://www.citizensadvice.org.uk/housing/finding-a-place-to-live/finding-accommodation/



TV Licence If you own a TV, or intend on live-streaming TV online, you must pay for a TV licence. A TV licence will cost you £147

per year. Go to www.tvlicensing.co.uk and sign up. You can choose to pay weekly, monthly, quarterly or yearly. Note

that it is illegal to watch TV in England without a licence, and there are large fines for those breaking this law.

You do not require a TV licence if you only watch non-BBC programmes, videos or DVDs, and online clips on websites

such as YouTube.

TV Licence information

TV Licence in a rented property

Comparison Sites In the case of your internet, phone, gas and electricity bills, it’s highly recommended that you use a comparison site to

find the best deal. Use websites such as USwitch, Go Compare or Money Supermarket to compare deals and see which

one work best for you.

Mobile Phones When you arrive, it may be useful to have an international SIM or use applications such as Skype or WhatsApp over

Wi-Fi in order to remain in touch with family and friends at home.

If you want to use the same phone you have back home, it is advised to get it unlocked before you leave. There are

plenty of phone shops in England that will unlock it for you, but they usually charge a lot for the service. Generally, you

can call your current service provider and request an unlock code from them.

There are a number of phone providers to choose from: Vodafone, O2, Virgin, Three, Orange, T-Mobile, EE, TalkTalk

etc. You can use a comparison website to find the best deal for you. Some phone providers also have plans or bolt-ons

that give you cheaper calls to a nominated country, which could be very useful if you plan call home a lot.

Be aware that you may have to take a pay-as-you-go deal until you get a bank account and some proof of address.

Once you have those, you should be able to sign up to a longer contract.

1.6 Healthcare in England

Emergencies The emergency number in England is 999. Call this number for any life-threatening emergency. For medical advice on

any issue that is not life-threatening, call 111.

The NHS This is the National Health Service which offers free access to doctors, dentists and hospitals in England. You can find

further information here and here.

Registering with a GP (General Practitioner) Go to this website and type in your postcode (also known as a zip code: this is an area code which consists of numbers

and letters to denote the location of an address.) You’ll then be given a list of your nearby medical centres, including

information on what they can offer and a rating based on user reviews. Note that medical centres work only with patients

in their catchment areas, so your postcode will dictate who you can register with. When you get some spare time, head

down to your chosen medical centre and ask to register. You’ll be asked to complete some forms and to show photo ID

and a proof of address (e.g. bank statement, utility bill). Once you have completed registration, you can then book

appointments at this medical centre.

https://www.gov.uk/tv-licence

http://www.tvlicensing.co.uk/check-if-you-need-one/for-your-home/tenants-and-lodgers-aud2

https://www.nhs.uk/pages/home.aspx

https://www.nhs.uk/NHSEngland/AboutNHSservices/uk-visitors/moving-to-england/Pages/moving-to-england-from-the-eea.aspx

http://www.nhs.uk/Service-Search/GP/LocationSearch/4



If you have not registered or are unable to get an appointment You can also go to an NHS Walk-In Centre for minor injuries or for urgent care. However, in most cases you will need

to wait for at least 2 hours before being able to see a nurse. You can find your nearest NHS Walk-In Centre at this

website.

Pharmacies There are pharmacies all over the country, including small locally-run pharmacies and large chain pharmacies such as

Boots. They usually sell a wide-range of items (including food and drink in some cases) and are a good place to visit if

you have a mild cold or need advice from a pharmacist. Prescriptions are free aside from a dispensing charge of £8.80.

Registering with a dentist This requires a very similar process to registering with a doctor (above), although dentists do not operate with catchment

areas which means that you can register with whichever dentist is most convenient for you. Go to this website and type

in your postcode to find your nearest dentist. Receiving dental work with an NHS dentist will involve costs, although this

is less expensive than dental work with a private dentist.

1.7 Public Transport

Transport infrastructures around England make getting to where you need to be simple. Road and rail links span the

length and breadth of the country, with local and international airports situated in a variety of key locations. Cities and

metropolitan districts offer bus routes, rail and metro rail links, tram systems and local taxi services. Rural areas should

have at least one major rail link with surrounding bus routes.

Most local bus and rail transport links will allow you to purchase tickets on the day, however for longer journeys, it is

advisable to purchase tickets in advance, to ensure they are not oversubscribed. If you are making regular travel, you

may find weekly, monthly or annual season tickets offer better value.

National Rail All major cities and the majority of towns are served with rail stations. The National Rail Enquires website is a good

place to start when booking a journey, although there are several apps and websites which offer similar services (i.e.

the trainline). Train tickets can be purchased online or via app, over the phone with the train company, and at ticket

offices and automated ticket machines at stations.

There are different types of tickets available, each with varying costs and conditions:

‘Advance’ Bought in advance, sold in limited numbers and subject to availability, these tickets are only valid for the date/train specified

‘Off-Peak’ Bought any time for travel off-peak, i.e. outside the rush hours

‘Anytime’ Bought any time for travel any time

‘Season’ Unlimited travel between two stations for a specified period.

https://www.nhs.uk/Service-Search/Walk-in%20centre/LocationSearch/663

https://www.nhs.uk/Service-Search/Dentist/LocationSearch/3

http://www.nationalrail.co.uk/

https://www.thetrainline.com/



Tips for good value train travel Book in advance

Aim to travel during less busy times

Use a railcard – if you are aged 25 or under you can reduce the cost of train travel by applying for a ’16-25 railcard’

Buying a season ticket when you make regular journeys

Using money saving tools such as National Rail Enquiries’ ‘Cheapest Fare Finder’

Local Travel Travelling locally will usually involve a mixture of bus, train and tram routes. Search ‘transport in [local areal]’ in your

web browser to find suitable services.

Payment is taken in varying ways region to region. Some areas offer cashless prepayment such as the Oyster Card in

London and the Swift Card in the West Midlands.

Driving With an overseas driving licence, you can drive for up to 12 months in England from the time you become a resident, or

from the time you arrive in Great Britain as a visitor. After this 12-month period, a provisional GB license must have

been obtained, with a driving test passed before the 12-month period elapses.

Driving Licence information

Using a non-UK licence

Tube If you are living and working in London, then it won’t take long before taking the tube is part of your everyday life! The

main thing to remember is that you will get charged more for crossing into a different zone. Also, many of the Zone 1

stations in Central London are very close to each other, so walking is often a viable alternative. It’ll be cheaper and you’ll

be able to improve your bearings in the city more quickly. Lastly, if you are under 25 you may qualify for a Young

Person’s Railcard which will give discounts on your train and tube travel. Click here for more information.

1.8 Food and Drink

British food habits typically involve three main meals a day:

Breakfast – a ‘cold’ breakfast would typically consist of orange juice, fruit and a bowl of cereal with milk. When people

mention an ‘English breakfast’, they are referring to a ‘hot’ breakfast which could consist of cooked egg, bacon, sausage,

beans, and toast.

Lunch – This is usually a sandwich or a salad.

Dinner – Considered the main meal of the day, this is often eaten with partners, families or friends. In many cases,

dinner in England is eaten earlier than on the continent of Europe, often between 17:00 and 20:00. The meals are given

different names depending on where in the country you are. In some areas (usually the north of England), the midday

meal is referred to as ‘dinner’ and the evening meal as ‘tea’. The traditional ‘Sunday Roast’ consisting of roasted meat

and a variety of vegetables is often served at lunchtime.

http://ojp.nationalrail.co.uk/service/farefinder/search

https://www.gov.uk/driving-nongb-licence

http://www.iamintheuk.com/1173/driving-in-uk-on-a-foreign-license/

http://www.16-25railcard.co.uk/



1.9 English Culture

Typically, English people shake hands across both genders, particularly when being first introduced to someone for the

first time. More established friends may pat each other on the shoulder or back. Hugging is common between family

and close friends when greeting each other.

Socialising Many people socialise in pubs, restaurant and cafes with friends, work colleagues and families. Pubs are generally open

until around 23:00 during weekdays, and sometimes until 02:00 at weekends. The theatre, cinema, live music and

galleries are also common places for friends and family to socialise.

Shopping The opening times of shops in England can vary according to their size and type. Generally, supermarkets will be open

Monday to Saturday from 7:00 to 22:00 and 10:00 – 16:00 or 11:00 – 17:00 on a Sunday. Some smaller shops are open

for 24 hours every day of the week.

Work dress code Dress codes in English secondary schools vary slightly from school to school. In general, men are expected to wear

smart trousers, shoes and a shirt with a tie and optional blazer. Women should also wear smart, professional attire with

covered shoulders. Some faith and SEN schools have their own dress code, so check with your school contact on this

before starting work.

Professional relationships Teachers in English schools maintain professional relationships with colleagues, students and parents. It is important

to remain calm and professional at all times with students and to be caring whilst being seen as a respected teacher

figure rather than a friend.

Parents generally are responsive to clear and regular communication about their children whether this involves praise,

updates on progress, administrative information or to discuss behaviour issues. It is much better to build a rapport early

on to ensure all future communication remains professional and that parents feel they have been kept up to date.

Being a friendly face and regularly spending time with colleagues at break and lunchtimes in the staff room is a great

way to build friendships and to become a supported and respected member of the school team. Clarity in communication

with support staff and in particular the SENCo (Special Educational Needs Coordinator) are vital in supporting all

students in your care.



2.1 Bank Account

One of the first things you’ll need to do once you’ve arrived is open a bank account.

Although there are many banks to choose from here in England – HSBC, Lloyds, Nationwide, Barclays, NatWest,

Halifax, etc. – Most banks require you to have a English residential address to open an account. They also need to see

your passport, a letter confirming your English address (proof of address) and a document such as a tenancy agreement

or utility bill.

We advise that you arrive with some money to support you until you receive your first salary (which are often paid at the

end of each month.) Your salary will be agreed with your school before you sign your contract. Follow the link below for

further information on teacher pay scales and salaries.

Teacher pay scales and salaries

2.2 English Taxation

Income Tax in England For the tax year April 6 2018 to April 5 2019, each tax resident is entitled to the standard personal tax-free allowance of

£11,850, which is the amount of income on which you do not have to pay tax. Tax is automatically removed from your

salary by your employer each month and paid on your behalf. The table below sets out the tax rates payable in each

band:

Band Taxable Income Tax Rate Personal allowance Up to £11,500 0%

Basic rate £11,501 to £45,000 20%

Higher rate £45,001 to £150,000 40%

For more information on tax in England, please refer here.

National Insurance Number A National Insurance number (or NI number) is a requirement for every worker in England over the age of 16. It will

enable you to make National Insurance contributions from your wage, which will then make you eligible for state benefits.

As your NI number is unique to you, it can in some cases be used as a form of identification, especially when dealing

with HMRC and other tax-based issues.

How do I apply?

Call 0345 600 0643 to apply for an NI number. The line is open Monday to Friday from 8:00 – 18:00. Following this call,

you will either have an application form posted to you or an interview booked at your local Job Centre Plus.

When should I apply?

You should aim to get your application started shortly after arriving in England and once you have an address that you

can use for mail. You cannot apply for it before you’ve arrived in England.

How do I get it?

You will receive a letter in the post with your NI number printed on it. In the past, you would also receive a plastic ID

card but these were phased out in 2011.

How long does it take?

It may take anything between 2 weeks to 2 months before your NI number is delivered.

https://getintoteaching.education.gov.uk/funding-and-salary/teacher-salaries

http://www.gove.uk/income-tax-rates



Can I work without it?

You can, but some employers may charge an ‘emergency tax’ rate which means that you will potentially pay more tax

whilst you wait for your NI number to be delivered.

How much does it cost?

It is free to apply for an NI number. There are unfortunately some companies in the England who will charge expensive

fees to process NI number applications for you. Be sure to avoid these! Further information available here.

2.3 Pension Schemes

With a teacher pension, your employer and the government can help you save for your future. Every time you get paid,

a contribution is taken out towards the cost of your pension. Your employer also contributes to this, and the government

gives tax relief (no tax is paid on pension contributions). Your pension will later become a source of income after you

have retired, however you can also take some of it as a tax-free lump.

The minimum qualifying period for benefits from the Teachers’ Pension Scheme is two years’ service. That service does

not have to be consecutive. Contribution rates depend on your salary. If you wish you can opt out of contributions by

completing an online form. The information will be automatically sent to your employer and your contributions will case

from the first day of the month following the month in which the form is received by Teachers’ Pensions.

Information on pensions

Teacher Pension Scheme

https://www.gov.uk/apply-national-insurance-number

https://www.gov.uk/government/collections/teachers-pension-scheme

https://www.teacherspensions.co.uk/



There are approximately 8.74 million students in all schools in England. Schools in England are generally inclusive

and diverse environments. You will likely teach students from a range of backgrounds and cultures. It is common to

teach children for whom English is an Additional Language (EAL.) This level of diversity is common across all types of

schools in England. The most common types of schools are outlined below, and in subsequent sections you will find

information on supporting all students in your classroom.

3.1 Types of School

State funded schools (also known as ‘publicly-funded’ schools) are the most common types of schools in England, and

most children in England attend one. They are funded by the government directly or through a local authority (local

government). Some children in England attend a fee-paying school. These schools are a part of the ‘independent sector’

(also known as ‘private’ or ‘public’ schools).

Most commonly, children transfer from primary to secondary at the age of 11. Some areas operate a 3 tier system –

lower (ages 5-8), middle (ages 9-13) and upper (ages 14-16/18). At secondary school level, (ages 11 to 16 or 11 to 18)

‘Comprehensive’ schools admit students without reference to academic achievement or aptitude, aiming to cater for

children within their local area. ‘Grammar’ schools operate in some areas across the country, and their intake is selective,

with the schools taking in the highest academic achievers. There are also a small number of partially selective schools

that select a proportion of their intake, either according to general academic ability or ability in a particular subject or

skill.

State-funded schools in England fall into two categories, those maintained by local authorities and academies.

‘Academies’ are state-funded independent schools, which are directly funded by the Department for Education and are

independent of local authority control. They have greater freedom to innovate and raise standards according to their

own plans and resources. This is because they are overseen by individual charitable bodies known as academy trusts,

which may be part of an academy chain.

Schools can also be designated as having a ‘religious character’. They are associated with a particular religion and

usually have elements of this incorporated into the school day (e.g. morning prayers). These can include, but are not

limited to, Church of England, Roman Catholic, Jewish, Muslim, Sikh and Hindu faith schools.

Special schools are schools which cater for students with the most severe Special Educational Needs and Disabilities

(SEND). They specialise in one or more types of SEN, including: Social, Emotional and Mental Health (SEMH), Autistic

Spectrum Disorder (ASD), Severe Learning Difficulties (SLD) and Profound and Multiple Learning Disabilities (PMLD).

Alternative provision (AP) is education arranged by local authorities (and in some circumstances schools) for students

of compulsory school age outside of mainstream or special schools, who would not otherwise receive suitable education

for any reason, including students: with behaviour problems, with health needs preventing school attendance, or without

a school place. AP can be delivered by a pupil referral unit (PRU), AP Free School or AP Academy, independent school,

further education college, or other providers from the private and voluntary sectors.

.

State-funded schools Are those which provide free education to children in England and are generally: maintained schools (including

community, foundation and voluntary schools) which are funded by local authorities; or academies (including free

schools) which are funded by central government. Around a third of state funded schools in England have a religious

character (they are commonly known as ‘faith schools’) which may be reflected in their admissions policies and the



teaching of religious education. There is also a small number of grammar schools which use entrance tests to select

students on the basis of academic ability. Faith schools and grammar schools can be either be maintained schools or

academies.

Academies have more freedom than maintained school over budgets, term times, staff pay and conditions etc. They are

also free to choose their own curriculum, but are required (like all schools) to teach a broad and balanced curriculum.

They will also be held accountable for their performance in tests and exams which reflect the national curriculum.

Alternative provision Children can require alternative provision for a wide range of reasons. Some examples of children in alternative

provisions are:

Students who have been excluded from school either permanently or for a fixed period;

Students who are unable to attend school for health reasons – including those with mental health and emotional

needs;

Students who are directed off-site by a school without being excluded, for the purpose of improving their behaviour;

Alternative provision (AP) can be delivered in a number of settings. This includes state place funded AP schools (pupil

referral units (PRUs), AP academies and AP free schools). It can also be provided in other settings, including

independent schools, providers from the voluntary sector, further education colleges and other post-16 settings with a

pre-16 offer. In addition, there are a number of private providers of alternative provision, which either deliver part-time

education to children or full-time education to a very small number of children.

All AP must be suitable and full time or as close to full time as in the child’s best interest because of his or her health

needs. Some children will attend AP as part of their wider education – for example, attending an AP provider for one

day a week. In this case, the education they receive overall must be full time.

Full time education is not defined by law; however, the AP statutory guidance recommends that commissioners should

arrange AP which offers appropriate and challenging teaching in English, Maths and Science (including IT) equal to that

of mainstream schools.

Independent schools Independent schools are sometimes referred to as private schools. These are schools that charge students to attend.

The national curriculum doesn’t have to be followed and schools set their own rates of pay and teaching conditions.

Some of these schools have a specific faith ethos. All schools must be registered with the government and are inspected

regularly. Ofsted inspects around half of all independent schools. Two other organisations inspect the remaining

independent schools.



3.2 Special Schools

Schools (and further education colleges, sixth form colleges and 16-19 academies) are required to identify and address the special educational needs (SEN) of the students they support and to use their best endeavours to make sure that a child or young person who has SEN gets the support they need. All types of schools will have students with Special Educational Needs and Disabilities (SEND), and usually these needs can be met with provision from a mainstream school, such as using the graduated approach to support i.e. assess, plan, do and review. When deciding on the provision to be made for a particular child or young person with SEN or a disability, schools and local authorities must have regard to the SEND Code of Practice. The Code is clear that professionals working with children and young people with SEN or a disability should involve the parents (or the young person) at every stage of planning and reviewing support and take account of their wishes, feelings and perspectives. If a child or young person has an EHC plan, this should set out exactly what support they should be receiving.

Where there is an EHC plan being drawn up, the child’s parent or the young person has the right to request a

particular school, college or other institution (including a special school/special post-16 institutions). The LA must

comply with that request unless it would be unsuitable for the age, ability, aptitude or SEN of the child/young person,

or the attendance of the child/young person would be incompatible with the efficient education of others, or the

efficient use of resources. The SEND Code of Practice can be accessed here.

From 2018/19 onwards, students who are working below the standard of the national curriculum tests and engaged in

subject-specific learning are to be assessed against the pre-Key stage standards. The pre-Key stage standards have

been published for use from 2018/19 and are available online on gov.uk

Students who are working below the standard of the national curriculum and not engaged in subject-specific learning,

should be assessed against Performance scales 1-4 for the coming academic year. As confirmed in the government

response4 to the Rochford Review, the DfE are currently piloting the 7 aspects of engagement, the Review’s

recommended approach to assessing students who are not engaged in subject-specific learning, before determining

future statutory assessment arrangements for these students. The DfE will publish the outcome of this pilot in autumn

2018 and will then confirm future arrangements for students not engaged in subject-specific learning.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf



3.3 Staffing in English schools

The following diagram represents staff structures in English schools, however some positions will only exist in larger

settings, and some job titles will differ from school to school.

Qualified Teacher Status (QTS) To work as a qualified teacher in maintained schools and non-maintained special schools in England you must hold

qualified teacher status (QTS) otherwise you will be classified as an unqualified teacher. Academy schools, free schools,

studio schools, university technical colleges and university training schools are not subject to the same regulations. The

heads of these schools can employ teaching staff who they deem to be suitably qualified – without the automatic

requirement for QTS.

QTS is normally achieved by completing a course on initial teacher training with an accredited training provider in

England or Wales. However, overseas trained teachers from certain countries are eligible to apply to be automatically

recognised as a qualified teacher in England.

If you have completed your initial teacher training, any required professional practice and hold full professional status

as a teacher in Australia, Canada, New Zealand, the United States of America or a member state of the European

Economic Area (EEA) you may be eligible to be recognised as a qualified teacher in England and can apply to complete

the online application here.

https://teacherservices.education.gov.uk/MutualRecognition



Newly Qualified Teacher (NQT) If you have completed your Initial Teacher Training (i.e. Professional Masters of Education / PGCE) in England or Ireland

you are considered an NQT until you have completed your induction period/required teaching hours. You have QTS as

soon as you have completed your induction year, however you are required to complete an NQT year in order to continue

teaching as a Qualified Teacher indefinitely.

Overseas-Trained Teacher (OTT) Teachers from overseas who do not have QTS are classed as Overseas-Trained Teachers (OTTs). This means that

you can teach for up to 4 years in the England, but after such time would need to work towards gaining QTS which can

be achieved through a number of pathways. For more information you can visit this website.

https://getintoteaching.education.gov.uk/



3.4 Academic structure of English Schools

This table outlines programmes of study undertaken by students in England depending on their age group.

Foundation Stage Age Year Stage Notes

3-4 years Nursery Early Years

Foundation stage (EYFS)

Can be on school site or separate building or annexe. Can also be a separate independent Nursery.

4-5 years Reception First compulsory year of schooling.

Primary

5-6 years Year 1

Key stage 1 (KS1)

Phonics screening check at the end of year 1

6-7 years Year 2 National Tests and teacher assessments in English,

maths and science

7-8 years Year 3

Key stage 2 (KS2)

8-9 years Year 4

9-10 years Year 5

10-11 years Year 6 National Tests and teacher assessments in English,

maths and science

Secondary

11-12 years Year 7

Key stage 3 (KS3)

12-13 years Year 8 Students may select their subjects to take for their

GCSE exams.

13-14 years Year 9 Some schools begin KS4 in Y9 rather than Y10.

Students may select their subjects to take for their GCSE exams.

14-15 years Year 10

Key stage 4 (KS4)

Students can opt to take up to three L1/2 Technical Awards alongside GCSEs.

15-16 years Year 11 Students take their GCSE and Technical Award exams

and compulsory schooling ends.

Further education

16-17 years Year 12

Key stage 5 (KS5)

Students can study L2Technical Certificates of L3 Tech Levels and Applied General Qualifications.

17-18 years Year 13 Students take their A Level and technical qualification

exams.



Subjects studied The national curriculum sets out the subjects and programmes of study which must be taught to children of compulsory school age in maintained schools in England. Academies, Free Schools and other types of independent schools have the freedom to design and follow their own curriculum.

Early years (EYFS) Children are mostly taught through play and structured games to assist in learning in the following areas5:

communication and language

physical development

personal, social and emotional development

literacy

mathematics

understanding the world

expressive arts and design

Primary (KS1 & KS2) English, mathematics, science, design and technology, history, geography, art and design, music, physical education (PE) including swimming, computing, ancient or modern foreign languages (at Key stage 2). Schools must also provide religious education (RE) however parents can request that their children are taken of part of this. Schools also often teach personal, social and health education (PSHE) and citizenship.6

Secondary (KS3) English, mathematics, science, history, geography, modern foreign languages, design and technology, art and design, music, PE, citizenship and computing. Schools must provide religious education and sex education from Key stage 3 (KS3) but parents can ask their children to be taken out of the whole lesson or part of it.7

Secondary (KS4) Most children are working towards national qualifications, usually GCSEs but can also include up to three Technical Awards

Core subjects are English, mathematics and science. Foundation subjects are computing, PE and citizenship. Schools must also offer at least one subject from each of the following areas: the arts, design and technology, humanities, and modern foreign languages. They must also provide RE and sex education.8 Schools also often teach personal, social and health education (PSHE). Some schools will offer their students the opportunity to undertake some technical and applied learning alongside their academic studies. Technical qualifications can be offered in a wide variety of subjects, for example in business management, engineering, hospitality and catering, and hairdressing, to name but a few. At level 1 and 2 (mainly Key stage 4) the qualifications should be equivalent to GCSE standards and equip students with applied knowledge and practical skills.

Further education (KS5) Providing students achieved a grade 4 or higher in GCSE English and Maths (and therefore don’t need to retake them) young people can make one of the following choices: Study a ‘substantial vocational qualification’ which provides the knowledge and

skills necessary to enter a trade or skilled occupation. This includes Apprenticeships.

Study academic A levels

Study vocational Tech Levels

Study applied General Qualifications.

If you are working in a sixth form, Key stage 5 (KS5) lasts for a further 2 years after GCSEs. KS5 is optional for students, and some young people will choose to enter into an apprenticeship or undertake technical or applied courses rather than remain in a more traditional school setting. In England, students only select 3 or 4 subjects to study at A (Advanced) Level. There are no core subjects and students have free-choice in the subjects they elect to study. A small number of schools will offer technical and applied courses alongside A levels at KS5. Some schools will offer their students the opportunity to undertake some technical and applied learning alongside their academic studies. Technical and applied qualifications can be offered in a wide variety of subjects, for example in business management, engineering, hospitality and catering, and hairdressing, to name but a few. At level 2 (mainly Key stage 4) the qualifications should be equivalent to GCSE standards and equip students with applied knowledge and practical skills. At level 3 (Key stage 5) they should be equivalent to A level standards and equip students with



the appropriate knowledge and skills they need for skilled employment, for further technical study or for higher education in applied subject areas. An apprenticeship is a great way to progress after school, by getting a real job with substantial training to help you develop transferable skills and kick-start your career. Apprentices do not have to contribute to the cost of their training so it can be a great option for those who want to earn and learn at the same time. The ‘Get in, Go Far’ Apprenticeship website has everything you need to know about apprenticeships. You can watch videos of real apprentices telling their stories and browse frequently asked questions. Visit: www.getingofar.gov.uk

3.5 Grading, accountability, inspection and improvement systems

Attainment Targets Programmes of Study are the areas of teaching for each subject. Programmes of study are statutory requirements and

are divided into attainment targets. For example, in English these include Listening, Speaking, Reading and Writing.

Levels of Achievement KS1 & KS2 (Primary)

In primary schools, test outcomes are now in the form of scaled scores rather than national curriculum levels, which were used for the last time in summer 2015. The expected standard of attainment at the end of KS1 and KS2 is a scales score of 100 or more. Students receive a raw score, which is the mark achieved on that year’s test, and their scaled score, which ranges from 80 to 120 and indicates their performance in relation to the expected standard of 100. At KS1, students also sit a phonics screening check and the threshold mark for the check is 32.

Schools also have a statutory duty to report teacher assessment outcomes at the end of KS1 and KS2. For teacher assessment of English reading, writing and mathematics at KS1 and for writing at Key stage 2, there are 3 standards which are ‘working towards the expected standard’, ‘working at the expected standard’ and ‘working at greater depth within the expected standard’. For teacher assessment of English reading and mathematics at KS2 and for science, there is one standard which is ‘working at the expected standard’. The National Curriculum is statutory in maintained schools but not academies.

KS3 (Secondary)

Although Key stage Levels 1-8 have been discontinued in primary schools, some secondary schools are still using these

levels to quantify attainment of their students. Secondary schools have not been given an official framework to assess

the progress of students at KS3 and can do so as they wish. Other schools have chosen to use the GCSE grading

system (see below) to assess students from Year 7 onwards (KS3 and KS4).

KS4 (GCSEs)

As of 2017 for GCSEs in English Language, English Literature and maths are graded using numbers 9 – 1, with 9 being the highest. A further 20 new GCSEs will be graded from 9 – 1 in 2018, 25 in 2019 and the final 5 in 2020. In all subjects, a grade 4 or above is recognised as a ‘standard pass’. A grade 4 or above marks a similar achievement to the previous grade C or above. KS4 (Technical Awards)

Are graded as Fail, Pass, Merit, Distinction.

KS5 (A Levels)

The A Level grading system uses letters. A* to G are the A Level grades a student can achieve.

KS5 (Technical Certificates, Tech Levels and Applied General Qualifications)

Are graded as Fail, Pass, Merit, Distinction.

http://www.getingofar.gov.uk/



National Testing All students are required to complete the national tests. The Standard Assessment Test (SAT) is administered for the

core subjects at the end of Key stages 1 and 2. The SATs, in combination with teacher assessment, enable a level of

attainment to be given to each pupil. To help schools measure progress in phonics, the government introduced a “light

touch” statutory phonics screening check (PSC) in 2012 for students at the end of Year 1 (if students do not pass the

check, they re-take the check at the end of Year 2). GCSE (General Certificate of Secondary Education) is the

examination that is required at the end of Key stage 4 at age 16. These tests give an independent measure of how

schools and students compare with the national standards and also determine entry into further education.

Ofsted Ofsted (Office for Standards in Education) is the England’s independent inspectorate body for maintained schools,

academies and some independent schools. They are responsible for regulating education services provided for children

and young people. They carry out inspections and visits to schools (often at short notice) and assess areas such as

teaching, learning, assessment, behaviour, leadership, safeguarding, use of funding and teaching of literacy and

numeracy.

Ofsted inspectors then produce inspection reports that grade schools as either Outstanding, Good, Requires

Improvement or Inadequate. They then provide outlines for school improvement.9

The DfE (Department for Education) make data available on school performance against a range of statistical criteria.10



4.1 Pastoral Responsibilities

Pastoral care refers to the teacher’s responsibility for their group’s welfare and wellbeing, alongside ensuring the

students are following school rules.

Form tutor role In a secondary school, you will teach a number of classes across the year groups. In addition to this, you may be asked

to be a ‘form tutor’. A form tutor has pastoral care of a groups of students. If you are assigned a tutor group, you will

probably meet with them for a short time every morning, and in some schools for 20 mins in the middle of the day or

afternoon. Being a form tutor is an important role and is vital in ensuring the school is run efficiently and that the students

are cared for. Meetings with their form group is also an important way in which secondary students gain a sense of

consistency and structure throughout their week.

Usually students will have one main form tutor. Occasionally, there will be an additional co-tutor or TA attached to the

form group (this is more likely if this is your NQT year) Primarily, your responsibilities are to register the students every

day. You are also the students main port of contact throughout the day. You will have access to pastoral as well as

academic information on the students. Responsibility is overseen by the head of the Key stage and you will need to

liaise with parents to communicate key information and messages about their child. There will be a form room in which

you will meet with your group each session. This may or may not be your main teaching classroom. Most schools will

have a clearly defined tutor programme that will likely include some of the following:

Group discussions, focused reading, checking student planners/diaries, talking to students who are on behavioural

reports, checking students are correctly dressed in uniform, academic tutoring, passing on key messages from the Head

teacher and other staff

Behaviour management, consistency and structure is very important, as many students will be friends with their

classmates and may not see them throughout the week due to attending different classes. Year 7s take time to adjust

to finding their way around school and following their timetable. It is probable that students will come to you to ask where

they are meant to be. A friendly face and a reassuring tone will be welcomed by your potentially flustered students!

Reading programmes are increasingly common during afternoon tutor sessions, where each student will have a reading

book from the school library and take some form of assessment when finishing this book, for example, an online quiz.

Tutor group time is the most consistency students will experience throughout secondary school. The use of reward

points and prizes, competitions, creating group displays and having a time to share successes with each other are all

good ideas for how to utilise your time together.

You may also be responsible for planning class assemblies, writing class reports, and monitoring absences for your

tutor group.

Displays like this ‘positive thinking tree are a nice project to work on with your form group.



4.2 Safeguarding and Child Protection Policy

Teachers have a huge responsibility towards the children they teach and care for. Some children spend as much time

(and in some cases more time) at school than with their own family. Therefore, teachers must take the safety and well-

being of all students very seriously. Schools will have their own safeguarding policy but the information below highlights

some important points. Schools should also have a staff Code of Conduct which all staff are required to follow – be sure

to ask your school for their Code of Conduct. There is a free online course ‘An Introduction to Safeguarding’ which can

be taken via the Prospero Teaching website.

What is Safeguarding? Safeguarding is a term used in the UK and Ireland to denote measures to protect the health, well-being and human

rights of individuals, which allow people – especially children and young people – to live free from abuse, harm and

neglect.

The Department for Education summarises it as:

Protecting children and learners from maltreatment

Preventing impairment of children’s and learner’ health or development

Ensuring that children and learners are growing up in circumstances consistent with the provision of safe and

effective care

Taking action to enable all children to have the best outcomes

There is a wide range of legislation and government guidance on the subject. This includes Ofsted, the Department of

Education and documents and legislation such as Disclosure and Barring Service (DBS) checks on anyone who works

or volunteers with children and young people. When working in a school you should be made aware of their own

safeguarding or child protection policies. The document will usually cover the following areas:

Recognise

You should look out for signs of abuse. These fall into four categories: physical, emotional, sexual and neglect. See

below for more information on possible signs to be wary of.

Respond

If a student wishes to disclose a concern to you – listen carefully, but never guarantee confidentiality. Try to do this in

a sensitive way, as they have chosen to tell you for a reason. Also, be aware that the conversation you have with a

student may affect the evidence if there are subsequent proceedings. Do not jump to conclusions. Do not ask leading

questions or put words in students’ mouths – instead use open questions.

Record

Write down everything the student tells to you – verbatim (handwritten notes are okay). Make sure your notes are clear,

concise and legible. In case of a visible injury to a child, record the size and position of the injury as accurately as

possible. Sign your notes with your full name, adding both the date and time.

Refer

Inform the Designated Safeguarding Officer as soon as possible (usually the Deputy Head or a Senior Teacher) and

give them your written notes. Make sure you are aware of who the Designated Safeguarding Officer is before you begin

teaching.

Recommendations

Whenever possible try not to be alone in a room with a student, regardless of gender. If you are on your own with a

student, leave the door open and inform a colleague if possible. Always keep a safe distance between you and the

student. If you teach a small group of students or individuals outside of normal lessons inform the Head of Department

and always take a register.

Do not exchange mobile phone numbers with students. Do not have your mobile phone out when dealing with students.

Do not accept invitations by students on social media. Also, protect your own social media profiles from students by

ensuring they cannot access personal information about you. If a student contacts you via social media then report this

to the Safeguarding Officer.



Recognising signs of abuse11 Child abuse is widely defined, but may include physical abuse; emotional abuse which is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development; sexual abuse, which involved forcing or enticing a child or young person to take part in sexual activities; and neglect with is the persistent failure to meet a child’s basic physical and/or psychological needs, and is likely to result in the serious impairment of the child’s health or development.

Physical abuse is defined as deliberately physically hurting a child. It might include hitting, pinching, shaking, throwing, poisoning, burning, scalding, drowning or suffocating a child. Some of the following signs may be indicators of physical abuse:

Children with frequent injuries

Children with unexplained or unusual fractures and broken bones

Unexplained bruises, cuts, burns, scalds or bite marks

Emotional Abuse is defined as ‘the persistent emotional maltreatment of a child. It is also sometimes called psychological abuse and it can have severe and persistent adverse effects on a child’s emotional development.’ Some of the following signs may be indicators of emotional abuse:

Children who are excessively withdrawn, fearful or anxious about doing something wrong.

Parents or carers who withdraw their attention from their child, giving their child the ‘cold shoulder.’

Parents or carers blaming their problems on their child; and bruises or cuts.

Parents or carers who humiliate their child, for example, by name-calling or making negative comparisons.

Sexual abuse is defined as ‘any sexual activity with a child. You should be aware that many children and young people who are victims of sexual abuse do not recognise themselves as such. A child may not understand what is happening and may not even understand that it is wrong.’ Some of the following may be indicators of sexual abuse:

Children who display knowledge or interest in sexual acts inappropriate to their age.

Children who use sexual language or have sexual knowledge that you wouldn’t expect them to have.

Children who ask others to behave sexually or play sexual games

Children with physical sexual health problems, including soreness in the genital and anal areas, sexually transmitted infections or underage pregnancy.

Neglect is ‘a pattern of failing to provide for a child’s basic needs, whether it be adequate food, clothing, hygiene, supervision or shelter. It is likely to result in the serious impairment of a child’s health or development. Some of the following signs may be indicators of neglect:

Children who are living in a home that is indisputable dirt or unsafe.

Children who are left hungry or dirty.

Children who are left without adequate clothing, e.g. not having a winter coat.

Children who are living in dangerous conditions, i.e. around drugs, alcohol or violence.



4.3 DBS Disclosure and Barring Service Procedure

You will need a DBS check to clear you for work in English schools. Your school/employer will do this on your behalf

once you have provided the required documentation.

In general, it will be useful to have the following documents available with you:

An up-to-date curriculum vitae (CV) with a 5-year history

Confirmation of your right to work in England and photographic ID (e.g. a copy of your passport).

All relevant teaching qualifications

An overseas police check (if you have been outside of England for more than 6 months in the last 5 years).

Contact details of your current/most recent teaching employer and an additional reference from a teaching employer

within the last 2 years. If you have prewritten references or teaching practice reports, these are acceptable for

references if they are on headed paper and hand signed.

A recent professional photograph of yourself

Proof of name change (if applicable)

Proof of English address dated within the last 3 months (this could be from: utility bills, landline telephone bills,

posted bank statement, tenancy agreement, council tax bill or an official government letter e.g. tax credits, a tax

coding notice or a job centre letter).

Your valid DBS certificate.



The good news is that teacher work load and well-being is a concern that is increasingly being addressed by schools at

policy level. The bad news? Despite being a highly rewarding job, teaching can involve long hours and high levels of

pressure. School leaders all will have been teachers in the past too and therefore understand this. Hopefully, your new

school will have several initiatives in place to ensure staff wellbeing is nurtured. Information about the Department for

Education’s ‘reducing teacher workload’ toolkit can be found here. Additionally, below are a few useful tips you can keep

in mind to help look after yourself and maintain a healthy work-life balance!

Quality of time – Think about when you work best. Are you a morning person, or a night owl? If you get into school

early and get all your marking and resourcing done in a super productive hour after a coffee, don’t feel bad about

being ‘done for the day’ by 4.30pm.

Smart Planning – Think carefully about all the tasks you need to complete each week. Marking, assessment,

planning, reports, responding to emails. Contemplated all at once, it is easy to start to feel like you are drowning.

However, allocating time to address each of these alongside your weekly teaching timetable can really help you

stay in control of workload. Giving yourself a time limit and a reward on completion is a great motivator to stay

productive too!

Student word limits – Not only does this encourage the students to spend more time making their work have

quality over quantity, it can significantly reduce marking. Giving students limits will teach them to be succinct and

clear too, all great life skills for their futures.

Take Time for yourself – Don’t be ashamed to plan some time for yourself to put into a hobby or pursuit. Taking

up a sport or sticking to an exercise regime will help clear your mind, keeping you fit and healthy. In turn, this will

also make it much easier to ‘switch off’, allowing you to get rested and stay alert for your students.

Avoid taking work home – Some teachers seem to relish declaring that they spend their entire evening and

weekends knee deep in paper work. It can be easy to feel like you always have too much to do, and for tasks to

take up more of your time than they should. Working professional hours (which could be 7am – 4.30pm, giving you

2 hours before and 1 hour after the students are in class) and maintaining school as your ‘work space’ and home

as ‘your space’ is an important step towards keeping ‘work’ and ‘life’ separate.

Accept support, be supportive – Work with colleagues to maximise the strengths of everyone in your team. School

leaders are there to be supportive. If you are struggling, don’t be scared to speak out and ask for help. Advice from

leaders will help you get back to your best and will look a lot better in the long run than keeping quiet and for things

to unravel later down the line. Likewise, offer support to others when you can. This will help build relationships with

staff and will leave you with a warm satisfied feeling having eased a colleague’s strain.

https://www.gov.uk/government/publications/reducing-teachers-workload/reducing-teachers-workload



Support outside of school – Aside from friends and family, there are sources of support outside of school. For

example, the Education Support Partnership is available day or night. Their trained counsellors will listen to you

without judgment and will help you think through any problems you might be facing to find a way forwards and feel

better. All call are free of charge and depending on your need, they might:

o Deal with your call personally and offer emotional support straight away

o Offer action plan support (coaching)

o Transfer you to one of their accredited counsellors

o Connect you to one of their other services such as grants or information.

o Assist with referral for long term treatment (for example, to a doctor).

Joining a teacher union

Membership will give you access to legal advice and support, whilst offering you opportunities for further professional

development. Teaching unions will seek to campaign on issues of relevance to the profession and on the issues of pay

and working conditions.

You could also consider joining the Chartered College of Teaching, a professional body for the teaching profession –

dedicated to helping teachers be the best they can be.

ATL

NASUWT

NUT

Voice

Chartered College of Teaching

https://www.educationsupportpartnership.org.uk/

https://www.atl.org.uk/

https://www.nasuwt.org.uk/

https://www.teachers.org.uk/

https://www.voicetheunion.org.uk/

https://chartered.college/



School Holidays and Terms

School term dates change every year and will differ from school to school. State run schools will have dates set by their

local authority, and independent schools and academies will determine their own dates. It is advisable to check directly

with your school for confirmation of their term dates. Traditionally, there are three school terms, with short mid-term (half

term) breaks and a longer holiday over the summer.

In addition to holidays, most schools in England will have around 5 inset (in-service training) days which school will

determine in advance when they occur. These training days will be set aside for whole school or departmental training

for teachers when the school is closed and no students are on site.

English School Term Dates 2018/19

*depending on the school, these dates are subject to change

Autumn Term 2018:

Monday 3rd September – Friday 21st December

Half-term: 22nd – 26th October

Spring Term 2019:

Monday 7th January – Friday 5th April

Half-term: 18th – 22nd February

Summer Term 2019:

Tuesday 23rd April – Tuesday 23rd July

Half-term: 27th – 31st May



Educational Acronyms

ADHD - Attention Deficit and Hyperactivity Disorder

ADD - Attention Deficit Disorder

AFL - Assessment for Learning

ALS - Additional Literacy Strategy

ART – Age Related Target

ASD - Autistic Spectrum Disorder

AST - Advanced Skills Teacher

ATs - Attainment Targets

BFL - Behaviour for Learning

BSP - Behaviour Support Plan

CAT - Cognitive Ability Test

CEA - Cambridge Education Associates

CPD - Continuing professional development

DARTs - Directed Activities Related to Tasks

DfE - The Department for Education

EAL - English as an Additional Language

EBD - Educational and Behavioural Difficulties

ECM - Every Child Matters (government campaign

setting standards for safer work for children)

EHCP – Education, Health and Care Plan

EYFS - Early Years Foundation Stage

ELG - Early Learning Goals

ELS - Early Literacy Support

EO - Equal Opportunities

EP – Educational Psychologist

EWO - Educational Welfare Officer

EWS - Educational Welfare Service

FA - Formative Assessment

FFT - Fischer Family Trust (provide data estimates to

schools, who use this information for effective target-

setting and self-evaluation)

FS - Foundation Stage

FSM - Free School Meals

GCSE - General Certificate of Education

G & T - Gifted and Talented

GNVQ - General National Vocational Qualification

HI – Hearing Impaired

HLTA – Higher Level Teaching Assistant

HMI - Her Majesty's Inspector

HOD - Head of Department

HOF - Head of Faculty

HOY - Head of Year

HT - Head Teacher

IAP - Individual Action Plan

ICT - Information Communication Technology

IEP - Individual Education Plan

INSET - In service training

ITT - Initial Teacher Training

KS - Key Stage

LEA - Local Education Authority

LGBT - Lesbian, Gay, Bisexual and Transgender

LSA - learning Support Assistant

LSU - Learning Support Unit

MAST - Multi Agency Support Team

MATs – Multi-Academy Trusts

MFL - Modern Foreign Language

MLD - Moderate Learning Difficulties

NC - National Curriculum

NGFL - National Grid for Learning

NLS - National Literacy Strategy

NNS - National Numeracy Strategy

NQT - Newly Qualified Teacher

NUT - National Union of Teachers

OFSTED - The Office for Standards in Education

ODD – Oppositional Defiant Disorder

OT – Occupational Therapist

PDP - Professional Development Plan

PPA - Planning, Preparation and Assessment (half a

day a week non-contact time for full time teachers)



PGCE - Post Graduate Certificate in Education

PLTS - Personal Learning and Thinking Skill

PRU - Pupil Referral Unit

QCA - Qualifications and Curriculum Authority

QTS - Qualified Teacher Status

REACH - Record of Achievement

SA - Summative Assessment

SCLN – Speech, Language and Communication Needs

SATs - Standard Assessment Tasks (or tests) at the

end of Key Stage

SOP - School Development Plan

SEN - Special Educational Needs

SEND – Special Educational Needs and Disabilities

SENCo - Special Educational Needs Coordinator

SLD - Severe Learning Difficulties

SLT - Speech Language Therapy

SLT – Senior Leadership Team

SMT - Senior Management Team

SOW - Scheme of Work

SPAG – Spelling and Grammar

SpLD – Specific Learning Disorder

SPM – Sensory, Physical Medical (need)

TA - Teaching Assistant

TA – Teacher Assessment

TEFL - Teaching English as Foreign Language

TES - Times Educational Supplement-weekly news on

educational issues

TLF - Teaching and learning across the foundation

stage

TDA - the Training and Development Agency for

schools

UCAS - University and College Admissions Services

VI – Visually Impaired

YAM – Year Attainment Manager



FAQ

How soon after being hired by a school in England, will I be asked to relocate to England and begin teaching?

This will depend on when you are appointed. Candidates should seek to agree this with the school, during or after the

interview. Candidates will be expected to attend a residential acclimatisation event in August.

Can I bring my dependent children?

Yes, you are welcome to relocate with your dependant/s; although the organisation and cost for this is your responsibility

to organise.

What if I change my mind?

If you have accepted a contract from a school then the terms and conditions of that contract will need to be adhered to.

If the contract has not yet been accepted and you decide that you do not wish to proceed, you will need to notify the

relevant school, as well as your recruitment agency so that your details can be reinstated for other schools to consider

them.

What are the working hours throughout the school year?

Although there are general national expectations regarding the working hours of teacher throughout the school year as

an increasing number of schools are now academies, academies are free to determine their own working days and

terms. As a result of this the terms and conditions relating to the candidates working hours is a matter between the

recruiting school and candidate and it is recommended that candidates raise this matter during any interview (such as

Skype) with the recruiting school. The DfE or Spanish Ministry will not be involved in this matter.

Teachers are expected to be in school for 195 days across the school year, of which 5 days are set aside as ‘Inset’ or

training days, when the school is closed to students. Teachers are obliged to be in school during 1265 hour of ‘directed

time’ which is used for meetings and other duties as well as teaching and these times are determined by the school.

10% of a teacher’s timetables teaching time must be set aside for PPA (Planning, Preparation and Assessment).

In addition, a teacher “must work such reasonable hours as may be necessary to enable the effective discharge of the

teacher’s professional duties, including in particular planning and preparing courses and lessons; and assessing,

monitoring, recording and reporting on the learning needs, progress and achievements of assigned students.”

Teachers’ pay and conditions

This means that teachers are required to spend time planning, marking and reporting outside the school day. How much

time this will actually take will depend on the amount of shared planning available in the school as well as the school

policies on marking and reporting, and the experience of the teacher. Teachers often spend several hours per day

working in the evening and/or at weekends.

Will I be able to visit my home country?

Yes, you will have the freedom to visit your home country when you are not working in school. Any travel costs will be

your responsibility.

What social events or programmes are in place for networking and socialising with other international and

British teachers?

There will be opportunities for teachers on the programme to come together at key points, such as on arrival, to meet

each other and network. There will also be a community of teachers on the programme. Further information will be

provided to candidates in due course.

Will I have other opportunities to grow professionally?

The acclimatisation programme and in-school professional development should enable you to develop your skills. In

addition to this, you should be given the opportunity to develop your wider skills in preparation for future leadership

opportunities, should these arise. You may wish to discuss your professional development aspirations on interview. You

will also be given the opportunity to discuss this on an annual basis as part of your Performance Review.

https://www.gov.uk/government/publications/school-teachers-pay-and-conditions



References

1 UK Government, (2010) Equality Act

2 Images curtesy of user: Rob984 via Wikimedia Commons

3 Office for National Statistics, (2016) Internet access – households and individuals

4 Department for Education. (2017) Primary school pupil assessment: Rochford Review recommendations

https://www.gov.uk/government/consultations/primary-school-pupil-assessment-rochford-review-recommendations.

5 Department for Education. (2007) Statutory framework for the early years foundation stage Setting the standards for learning, development and care for children from birth to five 6 Department for Education, (2013) The national curriculum in England Key stages 1 and 2 framework document 7 Department for Education, (2014) The national curriculum in England Key stages 3 and 4 framework document 8 Ofqual, (2018) Get the facts: GCSE reform 9 https://www.gov.uk/government/organisations/ofsted

10 https://www.gov.uk/school-performance-tables

11 Department for Education, (2016) Keeping children safe in education Statutory guidance for schools and colleges

https://www.gov.uk/government/consultations/primary-school-pupil-assessment-rochford-review-recommendations

https://www.gov.uk/government/organisations/ofsted

https://www.gov.uk/school-performance-tables

International Teacher Handbook - Prospero Teaching

Documents

Transcript of International Teacher Handbook - Prospero Teaching