IStip NQT Survey – Archive

This page contains previous IStip NQT Surveys. The current survey is available here.

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2015-1016 Survey

This year, we received 251 responses from the cohort of 1041 NQTs (24.1%). In each case, the figure in brackets is the equivalent result for the preceding year (2014-2015) where applicable/available.

1. Communication with IStip

Please rate the following as Excellent/Good/Satisfactory/Poor

IStip email contact:

  • Excellent: 58.9% (49.0%)
  • Good: 30.2% (44.0%)
  • Satisfactory: 6.5% (2.0%)
  • Poor: 0.0% (2.0%)
  • No contact: 4.4% (3.0%)

IStip telephone contact:

  • Excellent: 8.0% (10.0%)
  • Good: 9.2% (8.0%)
  • Satisfactory: 0.4% (3.0%)
  • Poor: 0.0% (0.0%)
  • No contact: 82.4% (79.0%)

If you rate either as ‘poor’, could you say why?

  • (None rated as poor)

2. Quality Assurance Visit

Has your school had a Quality Assurance visit from one of our QA Officers in the past year?:

  • Yes: 42.0% (49.0%)
  • No: 58.0% (51.0%)

If yes, was it helpful?

  • Yes: 95.0% (89.0%)
  • No: 5.0% (11.0%)

If no, could you say why?

  • I fail to see how it was meant to be helpful, or how anyone could consider it to be helpful. Printing and collating all the (excessive) paperwork took a great deal of time as did the meeting. Whilst I won’t go as quite as far as saying it was actively unhelpful (since it was merely an inconvenience) the QA visit was much closer to being unhelpful than it was to being even a little bit helpful.
  • I’m not sure what it’s supposed to help with – they checked I was doing everything correctly, had a meeting with my mentor and other members of the school, and then left, happy, so far as I know, with what was being done.

Any additional comments regarding the visit?

  • It was good to get reassurance that I was documenting my progress in the correct way.
  • I felt that it was really helpful and allowed me time to talk over any queries that I had regarding paperwork and the entire process. This helped a lot with workload.
  • The person who conducted my visit was very welcoming and encouraging.
  • It helped me to know what was expected of me at school. As the school had me doing a little too much I didn’t know at the time if this was right until the visit happened when I was made aware of it.
  • Valuable advice was given regarding feedback of observations. THANKS
  • It really helped to focus everyone involved and made the expectations extremely clear.
  • Really helpful advice for making sure the folder has everything it needs.
  • Good advice, tailored to the individual based upon their files
  • Very straight forward and stress free.
  • Very informative and useful. The QA Officer was insightful and helpful.
  • I started the NQT year with mentor difficulties and I feel that the QA officer really listened to what I had to say.

3. Regional meetings

Did you receive notification in advance of the meeting (please mark as appropriate)?

  • From IStip: 12.0% (13.0%)
  • From the centre/school: 9.0% (7.0%)
  • From both: 79.0% (80.0%)

How did you find the meetings?

  • The term 1 meeting was a little late, as everything that was covered I had already spent weeks doing.
  • Term 1 meeting was very useful because we were given further instruction about the year, its demands and the paperwork. This has really helped to inform the way I have filled out the paperwork all year.
  • Notice from the centre was very short; on one occasion details of the start time etc. were received only 2 days before the meeting.
  • The panels were particularly informative, both from parents and from staff. Sharing of information was also useful.
  • I felt that they were really good if you were in your first year of teaching. In my case this was a bit different as I have been teaching for more than a year.
  • Very well organised. A good mixture of talks across lots of different topics. Added greatly to professional development.
  • One or two subject days would be helpful where all of, in my case, the Music teachers from a given area could get together to share ideas and discuss our day-to-day jobs.
  • It would be really nice to have, perhaps, a single large gathering of all the ISTIP NQTs, not just from the Midlands, once over the year.

Autumn Term

  • Useful: 70.1% (67.0%)
  • Neutral: 14.3% (14.0%)
  • Poor: 3.3% (2.5%)
  • Did not attend: 12.3% (16.5%)

Spring Term

  • Useful: 73.0% (68.5%)
  • Neutral: 18.1% (15.0%)
  • Poor: 2.1% (4.0%)
  • Did not attend: 6.8% (12.5%)

Summer Term

  • Useful: 77.3% (65.5%)
  • Neutral: 12.2% (15.5%)
  • Poor: 2.5% (2.3%)
  • Did not attend: 8.0% (17.2%)

4. Welcome Pack

Did you receive a copy of the Welcome Pack?

  • Yes: 96.0% (90.0%)
  • No: 4.0% (10.0%)

Did you find it useful?

  • Yes: 95.0% (92.0%)
  • No: 4.0% (8.0%)

Any other comments about the Welcome Pack

  • Very thorough.
  • The exemplars of evidence were particularly useful.
  • Have never used it.
  • Effective layout. Good clarity.
  • It was good to have all of the information in one handy pack.
  • Very long. A short more to the point version would be useful.
  • I cannot remember ever using the welcome pack so I don’t think I found it useful, however it could be that I used it at the beginning and it was sufficiently useful that I didn’t need to look at it again…/li>
  • Lots of useful and relevant material for reference over the course of the year.

5. IStip Paperwork/Pro Formas

Have you found them helpful?

  • Yes: 95.2% (92.0%)
  • No: 4.8% (8.0%)

Which particular forms did you find most useful? Most useful, most mentioned pro formas:

  • Weekly meeting forms.
  • Self-evaluation forms.
  • ADP.
  • Example pro formas.
  • Evidence tracker.
  • Formal Progress reviews.
  • Lesson observations.

Any other comments about the paperwork:

  • Good level of paperwork – no real duplication of work (in contrast to last year!!!)
  • The part 2 standards are very difficult to show ‘progress’ if you already follow the rules, act appropriately, dress appropriately, complete forms successfully, are careful to follow procedures and are always on time.
  • Some of the paperwork can get quite repetitive at times.
  • Minutes of regular meeting proforma felt too rigid.
  • No forms for any additional evidence i.e. self-reflections of learning outside of lessons.
  • There should be a bigger stress on NQTs not completing a preparation for progress review document if their evidence tracker is sufficiently detailed.
  • A really useful way to keep track efficiently.
  • Great that it can all be done electronically as easy to access and you don’t lose any of the paperwork.

6. Online NQT Manager

Have you found the system easy to access?

  • Yes: 97.6% (94.0%)
  • No: 2.4% (6.0%)

Have you found the system easy to use?

  • Yes: 97.5% (97.0%)
  • No: 2.5% (3.0%)

Have you any additional comments about NQT Manager?

  • I found the notification emails useful (when assignments are open/need signing etc.)
  • I haven’t liked the fact that my NQT mentor has been able to see what I have written. I would like a forum where I can confidentially voice how I have felt this terms progress has been.
  • The NQT should be able to start adding comments to the online assessment form at the end of each term before the mentor has finished doing their bit. This would allow for a more efficient/quicker filling in of the assessment.
  • Why is the NQT login name so random? Why not use surname and school name, or surname and a number so that it is (at least vaguely) memorable? It is very irritating having to look up the number every time I wish to access the site.

7. IStip Website

Have you found visited www.istip.co.uk this year?

  • Yes: 71.0% (79.0%)
  • No: 29.0% (21.0%)
  • Have you found the website easy to access?

    • Yes: 99.5% (99.0%)
    • No: 0.5% (1.0%)

    Have you found the website easy to use?

    • Yes: 98.3% (96.0%)
    • No: 1.7% (4.0%)

    Have you any additional comments about www.istip.co.uk?

    • Like the section enabling pro forma download.

    8. Your Induction Year/Support

    By what route did you gain QTS?

    • Training on-the-job (based in a school): 47.6% (46.0%)
    • Training in a higher education institute (with school placements): 52.4% (54.0%)

    How would you rate the support you received this year from (where relevant):

    The Head

    • Excellent: 55.6% (55.0%)
    • Good: 29.5% (34.0%)
    • Satisfactory: 12.3% (10.0%)
    • Poor: 2.6% (1.0%)

    The Induction Tutor

    • Excellent: 73.5% (86.0%)
    • Good: 20.2% (9.5%)
    • Satisfactory: 5.9% (4.5%)
    • Poor: 0.4% (0.0%)

    The Subject/KS Mentor

    • Excellent: 81.8% (83.0%)
    • Good: 14.1% (12.5%)
    • Satisfactory: 3.7% (3.0%)
    • Poor: 0.4% (1.5%)

    Please feel free to make additional comments upon your induction experience:

    • Overall, it has been very good. The expectations and deadlines have been made very clear and the documents and submissions are easy to access and use. There was also always support available via email/telephone which meant seeking clarification or support with issues was easy. I would highly recommend this induction to others!
    • My mentor gave the perfect balance of support and advice and let me learn by my own mistakes/feedback.
    • My induction year has been amazing. The quality of the support has been exceptional. I have been given all NQT training and information but I have been allowed to develop and feel part of the team, not singled out as being an NQT. I have been welcomed to the staff and I have felt valued.
    • Everyone I dealt with at Istip made the process very straight forward and were all very helpful. Thank you!
    • I feel highly privileged to have had the support that I have received this year.
    • Overall an excellent, and very helpful, experience. However, on two different occasions I was questioned about the number of days I worked, with ISTIP stating that I could not possibly have worked as many days as I did. However, in a boarding school it is likely that every day is a work day, especially when you have Saturday lessons and afternoon matches, as well as duty in the evenings on a Saturday and Sunday. Could this be altered on the forms to take into account the Boarding School experience?
    • I really benefitted from having a non-linguist as a mentor and tutor so that I could gain an alternative perspective to my PGCE year.

    Are you planning to stay in teaching next year?

    • Yes: 98.0% (99.0%)
    • No: 2.0% (1.0%)

    If no, could you say why?

    • I have found it too difficult to maintain a sustainable work/life balance this year, and feel like I would like to try another job with a different rhythm before committing to teaching at this stage in my life.
    • I will tutor instead of teaching as unfortunately, I haven’t found a school for my subjects, this school is too far away from my home.
    • I am taking a break to pursue a different job. I may return to teaching in future, but at the moment I am unsure.
    • New job working within school PPA cover and holiday camps.
    • Yes in the future but next year I have had an opportunity to be employed in another area on a short term basis. After which I will return to teaching.

    Are you remaining in your present school next year?

    • Yes: 84.2% (85.0%)
    • No: 15.8% (15.0%)

    If no, could you say why?

    • Maternity cover ends (fixed term contract).
    • Opportunity closer to where I live.
    • Going to work abroad.
    • Moving into the day school system after 5 years living/working in a boarding school.
    • I have been offered a leadership position in a new school.
    • End of contract.

    2014-1015 Survey

    This year, we received 203 responses from the cohort of 1084 NQTs (18.7%). In each case, the figure in brackets is the equivalent result for the preceding year (2013-2014) where applicable/available.

    1. Communication with IStip

    Please rate the following as Excellent/Good/Satisfactory/Poor

    IStip email contact:

    • Excellent: 49% (N/A)
    • Good: 44% (87%)
    • Satisfactory: 2% (11%)
    • Poor: 2% (0%)
    • No contact: 3% (2%)

    IStip telephone contact:

    • Excellent: 10% (N/A)
    • Good: 8% (19%)
    • Satisfactory: 3% (6%)
    • Poor: 0% (0%)
    • No contact: 79% (75%)

    If you rate either as ‘poor’, could you say why?

    • This is my first email from IStip, and I still don’t have a log in.

    2. Quality Assurance Visit

    Has your school had a Quality Assurance visit from one of our QA Officers in the past year?:

    • Yes: 49% (52%)
    • No: 51% (48%)

    If yes, was it helpful?

    • Yes: 89% (97%)
    • No: 11% (3%)

    Any additional comments regarding the visit?

    • I was fairly indifferent to its helpfulness – I expect it is very useful to those not getting the support that they might need.
    • The QA officer was extremely supportive and I found her visit very informative. It gave me a better idea of requirements and expectations and how to approach the NQT year
    • The visit was focused mainly on paperwork and admin, therefore I felt that a lot of time was taken up by discussing the administrative side of the folder and little time was left to discuss overall progress. I would have liked to have discussed my experience as an NQT more and had more time to talk about the support that I have received and how the process has gone overall
    • I found the visit extremely helpful as the assessment process was explained clearly. I found it helpful to meet an ISTIP representative to make the process less formal and more collaborative
    • Very pleasant conversation with the Officer, who gave positive and encouraging feedback and suggestions
    • Made it very clear what the expectations and requirements were for a successful induction year
    • Very informative and enabled me to have the difficult chat about non contact time with my mentor and head

    3. Regional meetings

    Did you receive notification in advance of the meeting (please mark as appropriate)?

    • From IStip: 13% (11%)
    • From the centre/school: 7% (7%)
    • From both: 80% (82%)

    How did you find the meetings? [Note: Some of the sessions provided could be tailored more to better suit prep teachers.]

    Autumn Term

    • Useful: 67% (69%)
    • Neutral: 14% (24%)
    • Poor: 2.5% (3%)
    • Did not attend: 16.5% (4%)

    Spring Term

    • Useful: 68.5% (65%)
    • Neutral: 15% (23%)
    • Poor: 4% (3%)
    • Did not attend: 12.5% (9%)

    Summer Term

    • Useful: 65.5% (70%)
    • Neutral: 15% (11%)
    • Poor: 2.25% (2%)
    • Did not attend: 17.25% (17%)

    4. Welcome Pack

    Did you receive a copy of the Welcome Pack?

    • Yes: 90% (91%)
    • No: 10% (9%)

    Did you find it useful?

    • Yes: 92% (93%)
    • No: 8% (7%)

    Any other comments about the Welcome Pack:

    • Excellent clarity and detail.
    • I did not really consult it
    • Very useful and informative as a guide to starting my NQT year.
    • Too much information to take in all at once – drip feeding information as and when it would be required would be more helpful – by the time I came to my progress review I had forgotten everything I had read about progress reviews

    5. IStip Paperwork/Pro Formas

    Have you found them helpful?

    • Yes: 92% (91%)
    • No: 8% (9%)

    Which particular forms did you find most useful? Most useful, most mentioned pro formas:

    • Evidence Tracker
    • Lesson Observation forms
    • ADP
    • Self-evaluation forms;
    • Regular Meeting
    • FPR
    • Timeline

    Any other comments about the paperwork:

    • We found it difficult to evidence part 2 standards- in my PGCE year our mentors just had to sign it off as ‘not a concern’, perhaps something to consider?
    • I find the paperwork in certain instances repetitive and a little over the top. Why are so many signatures needed?
    • The forms have proved useful and provided a firm structure from which to record and obtain evidence
    • No – it was clearer after the first meeting, but again there just seemed so many different sheets, for so many different things to fill out. It wasn’t that clear which should be hard copy or electronic. I think it could be simplified
    • Not over burdening yet in depth enough for critical thinking and reflective development

    6. Online NQT Manager

    Have you found the system easy to access?

    • Yes: 94% (97%)
    • No: 6% (3%)

    Have you found the system easy to use?

    • Yes: 97% (97%)
    • No: 3% (3%)

    Have you any additional comments about NQT Manager?

    • Beautifully simple system
    • If the document didn’t save then it often ‘timed out’ and I lost the data that I had inputted

    7. IStip Website

    Have you found visited www.istip.co.uk this year?

    • Yes: 79% (80%)
    • No: 21% (20%)
    • Have you found the website easy to access?

      • Yes: 99% (99%)
      • No: 1% (1%)

      Have you found the website easy to use?

      • Yes: 96% (99%)
      • No: 4% (1%)

      Have you any additional comments about www.istip.co.uk?

      • Very easy to use, easy to find the forms for meetings and observations etc.

      8. Your Induction Year/Support

      By what route did you gain QTS?

      • Training on-the-job (based in a school): 46%
      • Training in a higher education institute (with school placements): 54%

      How would you rate the support you received this year from (where relevant):

      The Head

      • Excellent: 55% (N/A)
      • Good: 34% (77%)
      • Satisfactory: 10% (18%)
      • Poor: 1% (2%)

      The Induction Tutor

      • Excellent: 86% (N/A)
      • Good: 9.5% (95%)
      • Satisfactory: 4.5% (4%)
      • Poor: 0% (1%)

      The Subject/KS Mentor

      • Excellent: 83% (N/A)
      • Good: 12.5% (94.5%)
      • Satisfactory: 3% (5%)
      • Poor: 1.5% (0.5%)

      Please feel free to make additional comments upon your induction experience:

      • This has been a valuable and positive experience, well supported and directed by IStip. It has helped to provide focus and direction in my NQT year
      • Often I have felt too supported by my mentor, which sometimes has restricted me in terms of what I have been capable of achieving and the professional development I have made. In terms of being able to gain experience of completing tasks independently, I have often felt too guided by my mentor which has made me feel limited when developing as a professional
      • The process has been made very easy for me thanks to the support that I have received – the school knows exactly how the process works, and I have been extremely lucky to have had such a good mentor. I feel that I have made enormous progress in myself
      • I have received a lot of support from school to help me develop during the course of the year, both formally and informally. The induction process was run very professionally
      • Having more people to go to has been great in terms of gaining several points of view and being able to go to one person if it would be uncomfortable to see another. This has helped to answer questions and resolve any issues that have arisen. However, this has also been complicated in that a lot of people are involved- for example, the Induction Tutor passing messages to the Head that have then been miscommunicated to me, the Induction Tutor going on the training in Autumn Term but not the Mentor until later despite the Mentor being the person I see each week- I feel information could have been passed down more quickly and efficiently to ensure we all knew what we were doing in September straight away. Instead, it took a while to get into our stride (which was organised by Spring term)

      Are you planning to stay in teaching next year?

      • Yes: 99% (99%)
      • No: 1% (1%)

      If no, could you say why? Reasons included:

      • I am staying at home to look after my one-year-old son.

      Are you remaining in your present school next year?

      • Yes: 85% (88%)
      • No: 15% (12%)

      If no, could you say why? Reasons included:

      • It is my 3rd year at the school and so feel it is time to move to a bigger department to get more experience
      • End of contract, moving to Kazakhstan
      • I am only on a 1 year maternity cover
      • I secured a Head of Department role for next academic year
      • I am taking up a Housemaster’s appointment
      • My contract is not being upgraded to permanent

      2013-2014 Survey

      This year, we received 200 responses from the cohort of 1170 NQTs (17%). In each case, the figure in brackets is the equivalent result for the preceding year where applicable/available.

      1. Communication with IStip

      Please rate your email contact:

      • Good: 87% (85%)
      • Satisfactory: 11% (7.5%)
      • Poor: 0% (0.5%)
      • No contact: 2% (7%)

      Please rate your telephone contact:

      • Good: 19% (19%)
      • Satisfactory: 6% (5%)
      • Poor: 0% (0%)
      • No contact: 75% (76%)

      2. Quality Assurance Visit

      Has your school had a Quality Assurance visit from one of our QA Officers in the past year?:

      • Yes: 52% (45%)
      • No: 48% (55%)

      If yes, was it helpful?

      • Yes: 97% (92.5%)
      • No: 3% (7.5%)

      Any additional comments regarding the visit?

      • The visit was helpful because it reassured me that the manner in which I was approaching the meetings, observations and subsequent paperwork was appropriate for purpose
      • The QA officer had clearly taken the time to familiarise himself with my paperwork and we had a very constructive conversation which was very useful
      • Very pleasant and professional feedback with some very good pieces of advice
      • It was useful being pointed in the right direction regarding areas that needed more detail and other things that we were doing unnecessarily
      • It was rather stressful making sure all my paperwork was printed off and in order

      3. Regional meetings

      Did you receive notification in advance of the meeting (please mark as appropriate)?

      • From IStip: 11% (22%)
      • From the centre/school: 7% (3%)
      • From both: 82% (75%)

      How did you find the meetings?
      Autumn Term

      • Useful: 69% (58%)
      • Neutral: 24% (25%)
      • Poor: 3% (3%)
      • Did not attend: 4% (14%)

      Spring Term

      • Useful: 65% (65%)
      • Neutral: 23% (21%)
      • Poor: 3% (3.5%)
      • Did not attend: 9% (10.5%)

      Summer Term (meeting in 2013 replaced by NQT conference)

      • Useful: 70%
      • Neutral: 11%
      • Poor: 2%
      • Did not attend: 17%

      4. Welcome Pack

      Did you receive a copy of the Welcome Pack? (First year this has been available)

      • Yes: 91%
      • No: 9%

      Did you find it useful?

      • Yes: 93%
      • No: 7%

      Any other comments about the Welcome Pack:

      • Easy to read and put my mind at rest!
      • It is a very helpful and useful tool to start getting used to the NQT paperwork.
      • A sensible amount of information at the start of the year that provides useful information without being far too much to read.
      • A short summary page at the start would be useful.
      • Although it is quite well laid out, there were still things I had to “look” for. So, an easier index at the front would be useful + more examples of types of evidence.

      5. IStip Paperwork/Pro Formas

      Have you found this helpful?

      • Yes: 91% (89%)
      • No: 9% (11%)

      Which particular forms did you find most useful? Most useful, most mentioned pro formas (in order of popularity):

      • Evidence tracker
      • ADP
      • Lesson observation forms (of others)
      • Self-evaluation forms
      • Weekly meeting agenda/minutes
      • Timeline

      Any other comments about the paperwork:

      • The amount of paperwork is about right. I do feel that all the paperwork that is required has a purpose rather than paperwork being done for the sake of it.
      • Very intelligently collected, and useful that schools own similar documents can be used in place of some, if appropriate.
      • Found that there was a real overlap and repeat of much recording.
      • Some aspects felt overly prescriptive.

      6. Online NQT Manager

      Have you found the system easy to access?

      • Yes: 97% (96%)
      • No: 3% (4%)

      Have you found the system easy to use?

      • Yes: 97% (97%)
      • No: 3% (3%)

      Have you any additional comments about NQT Manager?

      • Very simple and easy to use, enables all parties to see the outcomes and have quick access to all information.
      • It would be useful to be able to create a new username, or have one which is easier to remember, such as our name.
      • It is not always very user friendly with the adding a digital signature because the information does not update very quickly.

      7. IStip Website

      Have you found visited www.istip.co.uk this year?

      • Yes: 80% (75%)
      • No: 20% (25%)
      • Have you found the website easy to access?

        • Yes: 99% (99%)
        • No: 1% (1%)

        Have you found the website easy to use?

        • Yes: 99% (98%)
        • No: 1% (2%)

        Have you any additional comments about www.istip.co.uk?

        • (None)

        8. Your Induction Year/Support

        The Head

        • Good: 79% (75%)
        • Satisfactory: 18% (17.5%)
        • Poor: 2% (2%)

        The Induction Tutor

        • Good: 95% (94%)
        • Satisfactory: 4% (5%)
        • Poor: 1% (1%)

        The Subject/KS Mentor

        • Good: 94.5% (96%)
        • Satisfactory: 5% (3%)
        • Poor: 0.5% (1%)

        Please feel free to make additional comments upon your induction experience:

        • Organised and structured to ensure that I am guided through the first year, enabling me to feel very supported in my teaching.
        • My induction tutor/subject mentor has been very supportive in my development and the regional meetings provided an opportunity to discuss things with other NQT’s which was useful as I am the only one in my school.
        • All the mentors have been extremely supportive during this induction year. Their advice and guidance has been very useful and made me reflect more about my teaching, helping me to develop main skills and avoid bad practice.
        • I felt it has allowed me the ability to teach on my own without someone else in the classroom while providing a “safety blanket” in case I needed extra support and advice.
        • I would have to say that I am a better teacher now than I was at the beginning of the year as a result of going through this process.
        • Always felt that induction is aimed at someone in their very first year at a school. For me, having completed a PGCE while in position, I found some of the processes rather tedious when I’ve been here for three years.

        Are you planning to stay in teaching next year?

        • Yes: 99% (99.1%)
        • No: 1% (0.9%)

        If no, could you say why?

        • Leaving to pursue further study

        Are you remaining in your present school next year?

        • Yes: 88% (90%)
        • No: 12% (10%)

        If no, could you say why?

        • Fixed contracts ending
        • Maternity cover ending
        • Family relocation within UK
        • Moving to state sector
        • Moving to overseas school (4 NQTs)
        • Moving to a FT post (from PT)

        2012-1013 Survey

        This year 340 responses were received. Not all of these were complete; ten were from regional coordinators who had attended the Conference and who only answered a set part of the survey.

        1. Communication with IStip

        Please rate your email contact:

        • Good: 85%
        • Satisfactory: 7.5%
        • Poor: 0.5%
        • No contact: 7%

        Please rate your telephone contact:

        • Good: 19%
        • Satisfactory: 5%
        • Poor: 0%
        • No contact: 76%

        2. Quality Assurance Visit

        Has your school had a Quality Assurance visit from one of our QA Officers in the past year?:

        • Yes: 45%
        • No: 55%

        If yes, was it helpful?

        • Yes: 92.5%
        • No: 7.5%

        Any additional comments regarding the visit?

        • Assisted with the understanding of the process/requirements/evidence collection
        • Reassuring
        • Professional
        • Supportive
        • Positive
        • Made SLT focus on requests already made by the IT
        • Productive discussion
        • Just looking at paperwork
        • Negative
        • Took too much time preparing paperwork (stressful)

        3. Regional meetings

        Did you receive notification in advance of the meeting from IStip or the regional centre?

        • IStip: 22%
        • The regional centre: 3%
        • Both: 75%

        How did you find the meetings?
        Autumn Term

        • Useful: 58%
        • Neutral: 25%
        • Poor: 3%
        • Did not attend: 14%

        Spring Term

        • Useful: 65%
        • Neutral: 21%
        • Poor: 3.5%
        • Did not attend: 10.5%%

        The main comments on this section (unsolicited) were focused around the importance of networking at the meetings, and taking away practical skills which could be used to improve teaching practise; negative comments centred around the primary/secondary split (comments came from the primary ages) and the lack of focus on non-classroom based practitioners.

        4. The National Conference – May 9 2013

        Did you attend this event?

        • Yes: 70%
        • No: 30%

        Which breakout sessions did you attend? (numbers given, not percentages as sessions were repeated)

        1. SEN – 80
        2. ICT – 51
        3. Pastoral Care – 112
        4. RYFS/KS1 – 33
        5. Outdoor Learning – 27
        6. Careers – 92
        7. Outreach – 29
        8. Classroom Presence – 50

        Feedback was extremely mixed which makes it extremely difficult to evaluate individual sessions. Some NQTs had obviously chosen inappropriate sessions for their levels of expertise/experience. Several commented with surprise (and horror) on the interactive nature of session 8.

        Common complaints from the NQTs included:

        • Sessions were too large (not something which could have been easily solved, but yes, they often were)
        • Sessions too rushed/short (again, true)
        • Too didactic/not sufficiently practical.

        What, in your opinion, was the most successful part of the day?

        • The plenaries stood out here, with 141 NQTs singling these out (or singling out a particular speaker. Ian Yorston was by far the most popular: ‘mindblowing and captivating’, said one delegate. Anthony Seldon was either inspirational, and a reminder why delegates had become teachers, or he was insufficiently practical (‘I had hoped for some tips to take away from his session’). One delegate labelled him simply, ‘too physiological’. The relevance of Ben Fogle to the day and to teachers was questioned by some; for others he was, ‘the icing on the cake’.
        • Other delegates valued the networking opportunities, praised the organisation of the event, and were struck by the sheer numbers there on the day. ‘People spoke to us as teachers, not as students’.
        • Only 3 stated it had been a waste of their time, for the distance they had had to travel; one preferred the regional sessions.

        5. IStip Paperwork/Pro Formas

        Have you found this helpful?

        • Yes: 89%
        • No: 11%

        Which particular forms did you find most useful? Most useful, most mentioned pro formas (in order of popularity):

        • Lesson Observations Forms
        • ADP
        • Regular meeting minutes
        • Evidence Tracker
        • Self-evaluation Forms
        • Progress Review Preparation Forms
        • Timeline

        Any other comments about the paperwork:

        • For those who had not found the forms helpful, the most common complaints were the amount of paperwork, and its repetition. For everyone who liked the regular meeting minutes, there were NQTs who found them confusing, restrictive and repetitive.
        • It may be worth looking these again for 2014-15 (although they were also very popular with some 49 NQTs singling them out), but in the main, the complaints about paperwork spoke more of NQTs not being briefed by their mentors as to how this might be used in a way which was helpful, and not burdensome. The training IStip will be giving to NQTs at the first regional meeting this year should address this, and it is very much more focused on understanding g the process and the paperwork.
        • For those who praised the forms, there was a logic to them, and they gave a structure to the process. This process was compared favourably with the GTP/PGCE experience.

        6. Online NQT Manager

        Have you found the system easy to access?

        • Yes: 96%
        • No: 4%

        Have you found the system easy to use?

        • Yes: 97%
        • No: 3%

        Have you any additional comments about NQT Manager?

        • Most NQTs felt that the system is good and works well.
        • There were a few requests to be able to change the user name to an email, rather than a series of numbers; and the uploading document facility was criticised as being slow and laborious (true).

        7. IStip Website

        Have you found visited www.istip.co.uk this year?

        • Yes: 75%
        • No: 25%
        • Have you found the website easy to access?

          • Yes: 99%
          • No: 1%

          Have you found the website easy to use?

          • Yes: 98%
          • No: 2%

          Have you any additional comments about www.istip.co.uk?

          • (None)

          8. Your Induction Year/Support

          The Head

          • Good: 75%
          • Satisfactory: 17.5%
          • Poor: 2%
          • Not applicable: 5.5%

          The Induction Tutor

          • Good: 94%
          • Satisfactory: 5%
          • Poor: 1%

          The Subject/KS Mentor

          • Good: 96%
          • Satisfactory: 3%
          • Poor: 1%

          The high level of praise for the staff who oversaw induction is excellent and a testament to their dedication and hard work. The IT/SMs tend to score more highly than the head as they are more actively involved. However, this year, the number of NQTs who stated N/A for the head as they were not involved at all is a cause for concern given heads are legally responsible for the process.

          Please feel free to make additional comments upon your induction experience:

          • NQTs were overwhelmingly positive. A number had scored out ‘good’ in the survey under the support received from IT/SM, and had written in ‘excellent’.
          • They praised the level of support, time, and expertise they were offered. They stated how they had grown in confidence, and experience; they felt like ‘proper teachers’, and had learned a huge amount.
          • They singled out the organisation and expertise of IStip.
          • One said of the year as a whole: ‘It’s been brilliant – simply a thorough and powerfully useful and professional entry into teaching’.
          • Some had a poor relationship with an IT or Mentor and this had marred the year to a considerable extent.
          • Some disliked the bureaucracy/paperwork of the process.

          Are you planning to stay in teaching next year?

          • Yes: 99.1%
          • No: 0.9% (3 NQTs))

          If no, could you say why?

          • Writing a novel
          • Entering the priesthood/ordination
          • Leaving the country

          Are you remaining in your present school next year?

          • Yes: 90%
          • No: 10% (36 NQTs)

          If no, could you say why?

          • Maternity cover ending
          • Fixed contracts ending
          • Redundancy (1 NQT)
          • Moving to state sector (1 NQT)
          • Moving to overseas school (3 NQTs)
          • Moving to a FT post (from PT)

          2011-2012 survey

          Over the summer term in 2012, IStip conducted a survey to gather information about the background, initial teacher training, induction year experience and future plans of NQTs undergoing induction.

          It is a repeat of a survey conducted by the Independent Schools Council (ISC) in 2007, with some limited changes to its questions. The survey forms part of the IStip’s five year development plan.

          A total of 928 NQTs – 72% of the year’s intake – completed a questionnaire at 28 meetings at regional centres. Questionnaires were completed by the NQTs themselves rather than being conducted by interviewers: self-completion maximises the number of NQTs surveyed, but does result in a lack of control over how fully questionnaires were completed. In a small number of instances, respondents overlooked or chose not to answer individual questions such as age and gender.

          The completed questionnaires were analysed by the research team at the ISC, which produced a report based on the findings.

          Summary of main findings

          There is much within the 2012 data that echoes the earlier results of the 2007 survey, and the most interesting findings are in the areas where there has been change over the past five years. For example, there has been a small drop in the proportion of NQTs that had themselves been educated at independent schools (42% compared to 47% in 2007) as well as a drop in the proportion of experienced teachers (9.7% compared to 13.4% in 2007.)

          There is very good recognition of the work of IStip: 95% of NQTs are aware of their named contact at IStip and 91% have access to the IStip handbook. Both figures represent significant progress from the situation in 2007 where the figures were 75.7% and 57.2% respectively. Similarly, attitudes towards the regional meetings have improved with three-quarters of NQTs finding them useful, up from two-thirds in 2007. Virtually all NQTs (95.8%) had been made aware at the outset of the QTS/Induction standards, as was the case in 2007 (95.2%).

          The support given by induction tutors and subject mentors was strong across all groups: men and women, all age groups, all school types. 86% of those responding rated the support they received from their Induction Tutor highly, 85% of those responding rated their Subject Mentor highly. Positive attitudes towards Induction Tutors and Subject Mentors have increased over the past five years. Reflecting their less hands-on role in the NQT’s routine, Head Teachers were seen as somewhat less supportive, although 56% of NQTs still scored them highly.

          Asked to consider their induction experience overall, 85% rated it positively with only 6% judging it on balance to have been negative. This is an improvement on the 2007 figures where 77% of NQTs had a positive experience and 8% a negative one. The most important contribution to a positive or negative experience came from Induction Tutors and Subject Mentors, and to a lesser extent from Head Teachers. Whilst a supportive presence within the school could not guarantee that the year would be a positive experience, it greatly reduced the likelihood of it being a negative one.

          Even where an induction year had fallen short of hopes, the great majority had been offered continued employment by their current school and planned to continue working there and to remain within the independent sector where – over the next 3 years – they hoped to improve their teaching skills and progress their careers.

          Not all ITT providers make it clear that statutory induction can be undertaken in the independent sector: 35% of NQTs were not advised they could undertake statutory induction in the sector and 6% were told they could not. Some of the tutors’ comments reported still continued to indicate extreme hostility to independent education.

          However these proportions are down on 2007 as is the proportion with a negative attitude to NQTs taking up positions in the independent sector: 13% of all ITT providers were described as having had such a negative attitude. The impression is therefore that while there are still cases of anti-independent school prejudices within some ITT providers – and that for some respondents, their ITT year provided little encouragement to consider a career within the independent sector – they are not as notable as they were five years ago.

          Respondents to the survey said that they had chosen to work in the independent sector because of the attraction of smaller class sizes (62.4%) and better behaved pupils (55.8%). The third most frequently cited influence was the opportunity to become involved in extra-curricular activities: for male NQTs it was the most important consideration, with 63.7% of male but only 40.6% of female NQTs citing extra-curricular activities as being influential to their decision to work in the independent sector.

          Characteristics of the respondent sample

          Gender:

          • Men: 32%
          • Women: 68%

          Age:

          • Under 25 years old: 30%
          • Between 25 and 30 years old: 46%
          • Over 30 years old: 23%

          Training Courses:

          • BA/BSc (QTS): 6%
          • PGCE qualification: 71%
          • GTP completion: 18%

          Training establishment:

          • 57% of NQTs worked in schools where over 90% of the pupils were day pupils
          • 24% of NQTs worked in prep schools
          • 36% of NQTs worked in senior schools
          • 40% of NQTs worked in in mixed-age schools
          • 74% of schools had pupil bodies that were broadly Co-Ed

          2010-2011 Survey

          Each year we send the current cohort of NQTs a brief survey about the induction experience at their school, and their views on the IStip service, including the NQT regional training.

          In 2010-2011, we had 195 responses to the survey, and the results are shown here. For comparison purposes, where available the figures from the 2009-2010 survey are also given in brackets.

          1. IStip Handbook

          Did you use the IStip Handbook and pro formas? (193 responses)

          • Yes: 87%
          • No: 13

          Please rate the IStip Handbook (164 responses):

          • Good: 55% (64%)
          • Satisfactory: 43% (28%)
          • Poor: 2% (6%)

          If you rate the IStip Handbook as ‘poor’ please could you say why?

          • I found the handbook confusing, as the different documents appeared to require the same information to be rewritten again and again. My mentor and induction tutor were equally baffled. It was not clear which were to be used at which point in the process, in paper or online format and to what purpose. Initially it was difficult to make sure all the necessary evidence was being collected as the format of the documents was repetitious and their use not explained in the handbook. The filling in of these forms took many hours, and I did not feel that it supported my development as a teacher. A simplified handbook with a clear overview of the process would be an improvement.

          2. Communication

          Please rate your email contact (190 responses):

          • Good: 67% (75.5%)
          • Satisfactory: 25% (20.5%)
          • Poor: 3% (2%)
          • No contact: 5% (2%)

          Please rate your telephone contact:

          • Good: 14% (31.5%)
          • Satisfactory: 9% (28%)
          • Poor: 1% (3%)
          • No contact: 76% (37.5%)

          If you rate either as ‘poor’, could you say why?

          • Very unclear communication regarding what exactly was required from the termly assessments – in what depth standards were required etc. No response after it had been changed or completed to inform the school that it had been completed correctly or indeed received, only communication was to say it was wrong.
          • I found the notification of Regional Meetings were too short notice to meet my employers system for seeking approval to attend external courses. An additional week would have helped with this.

          3. Regional meetings

          Did you receive notification in advance of the meeting from IStip or the regional centre? (185 responses):

          • IStip: 9% (3%)
          • The regional centre: 20% (25%)
          • Both: 71% (72%)

          How did you find the meetings?

          Autumn Term

          • Useful: 64% (66%)
          • Neutral: 21% (20%)
          • Poor: 7% (3%)
          • No answer: 8%

          Spring Term

          • Useful: 59% (65%)
          • Neutral: 27% (27.5%)
          • Poor: 8% (4%)
          • No answer: 6%

          Summer Term

          • Useful: 69% (72%)
          • Neutral: 17% (13%)
          • Poor: 9% (8%)
          • No answer: 5%

          4. Support

          How would you rate the support you have received over your induction year from (where relevant):

          The Head (183 responses)

          • Good: 63% (62%)
          • Satisfactory: 32% (26%)
          • Poor: 5% (7%)

          The Induction Tutor

          • Good: 87% (87%)
          • Satisfactory: 11% (13%)
          • Poor: 2% (0%)

          The Subject/KS Mentor (187 responses)

          • Good: 89% (80%)
          • Satisfactory: 9% (16%)
          • Poor: 2% (4%)

          Please feel free to make additional comments about your induction experience:

          Negative comments:

          • The regional meetings tended to be run by the same people and were quite similar in content. Some of the topics were really suited to PGCE students rather than NQTs and I feel that perhaps using a different location each time and a different set of presenters would have covered a broader set of subjects and given a more balanced presence.
          • I am not convinced that the school really knew what was expected of them.
          • I feel that a great deal of it is a waste of my time, and that of my mentors. Time could be better spent devoting myself to good teaching practice and proper planning if I were not required to devote my time to filling in boxes referring to standards that I have already achieved, many of which repeat themselves many times over. It is very much hoped that the coalition government’s intended streamlining of the standards will make available more of the NQTs’ precious time.

          Positive comments:

          • I received excellent support, they all showed a genuine interest in making my NQT year a success for both me and the pupils.
          • Absolutely fantastic support from both my mentor and induction tutor. This year would not have been so smooth sailing without them. I am very grateful and will never forget how much they have helped me.
          • The support I have found at the College has been exceptional and I have found the process a straight-forward and nurturing experience

          Are you planning to stay in teaching next year?

          • Yes: 98% (98.6%)
          • No: 2% (1.4%)

          Are you remaining in your present school next year?

          • Yes: 88% (86%)
          • No: 12% (13.5)

          If no, could you say why? (numbers of NQTs, not %)

          • Temporary/maternity contract: 7
          • Relocation: 3
          • Unhappy in school/teaching: 2
          • Restructuring/school closing: 3
          • New career: 1
          • Other: 5