“I’m not sure I’m ready for this!”

These were the last words I said to the TA in my classroom before I opened the door to my very first class as a newly qualified teacher (NQT), back in 2002.

“You’ll be fine, and besides it’s too late now!” she said, with a smile, as she flung open the door. 

Of course, the instincts kicked in, seeing the smiles of the children as they approached the classroom. I still get that same feeling every year.

When I undertook my NQT year it was at a very different time in the world of education. I was not entering the profession as the NQTs of 2020 will be: not having received their full amount of days required and expecting to spend more time out of the classroom than in it come September. 

The upcoming academic year brings an unprecedented set of challenges. However, we cannot change this.

So, here are some ideas to help September’s NQTs get through the tough times ahead, with the support of their appropriate bodies.

1. Find out what you’re working with

Any good NQT mentor will take the time to get to know their NQT’s strengths, their experiences, their areas for development and whether or not they have completed their entitlement.

However, this year the process may take more time than usual. Some students on undergraduate courses may have achieved the required 120 days, while some may not. Once this has been established, specific support can be offered.

2. Offer a reduced timetable

Consider offering a reduced timetable to your NQTs to start with. Stay with me, here. I know there will be financial implications for schools, but with government support this could be achievable.

Even by pairing an NQT with a higher-level teaching assistant (HLTA), you could create a job-share environment where a reduced timetable could be implemented.

Stamina is a key area that final placements often build for trainee teachers. That daily planning and preparation for every lesson and teaching up to 80% by the end of placement is vital in giving them the best understanding of what being a full-time class teacher is like.

For some, this opportunity will have been missed, so additional planning, preparation and assessment (PPA) time, or moments when they aren’t leading the learning could be hugely beneficial for the first half term.

3. Offer more allocated mentoring time

I always push to have the same release time as my NQTs, so that each week, during their NQT time, I am available to talk things through.

This dedicated meeting meant there was ring-fenced time to adjust targets, to discuss what had happened in the past week, and to raise any concerns without clock watching.

This aligned release time also allows for paired learning walks and observations to help the NQT gain a full understanding of the school. The chances are they won’t have seen the school in “normal” operation since being appointed, so don’t underestimate the need for this activity.

4. Provide increased, specific CPD

Specific CPD is nothing new for NQTs, but this year’s cohort may need even more than usual.

Some trainees may have had limited experience of long-term planning, or how to plan short-term lessons from long-term plans. There may be gaps for NQTs in their experience of teaching specific subjects or groups of pupils - those with English as an additional language, for instance. 

All these things need to be considered when structuring support.

5. Don’t make assumptions…

There may be many systems, processes, opportunities that have been missed due to the lack of a final placement for most. We should not assume that NQTs will know what they don’t know. 

If we are to assume anything, it is that they may need our support with everything.

6. …but also don’t underestimate

Equally, we must be careful not to be so overbearing that we don’t give NQTs the chance to fly and be independent.

Some may welcome the support but, for others, it may cause self-doubt and a lack of confidence in their abilities.

Mentors taking on that coaching role can guide, support and signpost as they always have done, but should also aim to foster a feeling of competence and independence in their NQTs. Empowering NQTs to take the lead in their development will be key.

Striking the right balance will be quite the challenge for mentors.

7. Consider extending the NQT year

There has always been provision to extend the NQT year for those that may need it, due to absence. I think that what will be key to find out in the guidance from the government and appropriate bodies is whether the NQT year could be extended to enable NQTs to pass their probationary term.

Many local authorities are rolling out the Early Career Framework from this September and the idea of a two-year support programme for this current intake of NQTs could make a huge difference as to whether they are successful or not. 

The limit of one year should not be used to penalise NQTs for a situation that is out of their control, but should allow enough flexibility for those that would have normally been successful to be successful.

Schools are hugely supportive institutions. Staff will endeavour to do their best to meet the needs of the NQTs they work with in the next academic year.

What is important is that the right provision is available to meet the needs of the NQTs who will be employed next year (and beyond next year), so that they can have a successful and enduring teaching career.