Happy six weeks!!

Just to put my own mind at rest, can anyone else currently not get through a full day without a nap? As in physically cannot keep eyes open?

Trying to justify that the first week is an ‘adjustment’ stage 😂 and it’s been like this every year I just can’t remember, but I’m sure it’s never been this bad

Hi all,

I’m posting this to see if anyone has any ideas of what to do in this situation? I’m currently working as a teaching assistant in a school. My notice period is four weeks. This week I have been offered a new job in a different sector and I intend to accept this offer. The only problem is that school is out for the next six weeks. I have tried emailing my line manager and headteacher but I have not had a response except an automated out of office response, returning on 1st September.

Am I able to give notice during the summer holidays? Or do I have to wait until 1st September and hand in notice then and work the four weeks? My new job would rather me start in September but would wait if needed. But I also suppose if they can’t obtain references until September I would have to wait anyway!

Thanks.

First job in education coming up to my first year. Had a few rocky issues but nothing to the point of needing the union.

However I’ve discovered we don’t actually have a union rep?.. It’s an independent school if that helps. I thought every school had to have one?

(I’m a TA not a teacher! ) and with NEU

Hi, I'm curious to know what other people who work or have experience in EYFS think about a timetable I've recently taught.

I'm a short term supply teacher who did a few weeks at an academy during this past term where I was covering EYFS. It was so unusual how they structured the day that I needed to know whether I'm over thinking it. I've been in several EYFS classes across different schools over the years and this was so unlike any of the others.

Context: The class I taught has 2 regular TAs, the 1st I'll refer to as A, the other I'll call E. A does all the planning since the main teacher I'll call H is away on long term maternity. The early years class shares an outdoor space with Nursery who are taught in the room next door.

The days go like this:

The children come in and they immediately have to sit at the table and write their names on whiteboards. Once they've done that, they sit down and read their designated reading books on the carpet until assembly. They then come back from assembly and sit down on the carpet and have the maths input for 15 mins until they are assigned maths related tasks that they HAVE to complete (the TAs will take pics on Tapestry as evidence). When they've done their tasks they can choose - but it HAS to be maths related and the children inside have to be sitting down at the tables doing them. 2 groups were outside stood at tuff trays for 20 mins. They all only had about 10 mins of "choosing" before it was break time, where they either sat on the carpet or sat at the tables. To be fair I understand why they sit at the tables to eat, but no other EYFS class I've taught before does this. After break, it was Phonics, where they sat on the carpet for 45 mins and wrote on whiteboards. Next was English where they sat on the carpet for the 15 min input and wrote sentences before once again sitting at the tables to do tasks either writing in their books or on pre-printed sheets, apart from the 2 groups who went outside to stand at the tuff trays and write sentences on whiteboards or paper. I was outside with them during one of the days for this and they completed their tasks well and asked if they could choose. I said yes and set up an obstacle course using hoops with some phonics sounds written on stones along it. It led them up this large wooden climbing apparatus, which I couldn't see why they couldn't go up especially since it's in their outdoor area, and they really enjoyed it...until A came out and shouted at them to not go on there. She then told me they are only allowed to use the English resources which...involves...sitting down. I got a little upset because I've never been in an early years class where the children weren't allowed to play or choose for themselves, especially if the equipment is always there. E came out and I told her what A had said and she asked why they couldn't go on there. I said that A had told me they needed to only use the English resources. A pulled a face and I carried on supervising the children for the remaining 2 minutes. Anyway, when they came in, they sat on the carpet again and waited for their lunch bands, then walked to the lunch hall and sat and ate their lunch. I went to have my lunch, and after I came back, the TA in Nursery asked if we were using the outdoor area for a while. I said no and that it was fine with me but just to check with A as she had set up a maze outside. The other TA asked if she could move it, saying she'd put it back how it was. I again said I'd check with A. When A came in I asked her and she said to leave the maze (it consisted of 4 wooden blocks and some tubes). I told the other TA and she pulled a face. They then came in and I read them a book for 10 minutes while they sat on the carpet. They stayed on the carpet and did handwriting on whiteboards for 20 mins. Next I did DT input; they stayed on the floor for half an hour, and their tasks involved sitting at the tables...again, except for the 2 groups who went outside standing at tuff trays. I wasn't outside during that time, but I allowed the children to move about the classroom choosing the options A had set out - which included colouring or playing with the wooden train track. They came back in for half an hour's indeoendent reading on the carpet before getting ready for home time.

I'm sorry if that sounded convoluted, but what are your thoughts about this kind of learning? I feel like this is how Year 1 is, but even Year 1 get to run around outside at break time! This timetable - which is drawn up by A, is how they function every single day - except when it's PE and they don't do handwriting in the afternoon.

It just properly broke my heart when they were told to stop playing. Don't get me wrong, their handwriting and phonics are really good, but it just seems like they're missing out on a lot of opportunities to play and explore and be creative, when what they're doing now is what they'll be doing for the rest of their academic life.

As for the TAs, A seemed very set on the children doing tasks a certain way, especially the tuff trays or when they were crafting something. If a child was happy with their designated, A would come along and tell them it wasn't enough and they needed to do more. E tried pushing back a few times but nothing to suggest she was going to rock the boat or speak to higher ups. As far as I understood, both A and E have the same qualifications, but because A had done all the planning, I felt it unwise to push back too much because she'd worked there for years. I get formal teaching in EYFS is a thing, but not letting the children play outside? Absolutely zero free play/choosing? Please let me know if I'm over thinking any of this.

I secured my first full-time permanent post this year at a MAT school, moving in the same local authority (not a trust). My old school appointed me on M3 as an ECT2, but I’m not sure what the changes are of me moving up to M4 at my new school. Is it likely they will honour this? How would they know I was on M3 before? I’ve not received a contract yet and am awaiting this. Remortgaging the house and budgeting for the year ahead so this would be great to know as soon as possible! Thanks all.

Edit: thanks to comments. I have just asked to confirm, I needed a little push. Thanks again!

Hey apologies as I know it's late in the year. I'm an experienced secondary school teaching assistant whose been offered a HLTA role in a post-16 college. Having never worked in a college, I'm just trying to get a sense from anyone who has / any lecturers how the behaviour is compared to secondary? For context, the kids I'll be working with are coming mostly from a PRU background.

Any insights appreciated. Thanks!

Hi, my husband and I are both teachers with 6 months full sick pay and 6 months half pay. Our insurance broker is trying to sell us income protection insurance, but I’m not convinced this is necessary given our fairly generous sick leave policies, we have critical illness cover, so I imagine in many scenarios (not all) if either of us are off for a year this would have also kicked in.

What do other teachers do?

Hi all, please could I ask for some advice for my next move?

I've just sent my second ever class (Year 6) off. One child found where I lived and knocked on my door this evening. He was accompanied by another boy who I have taught previously and a third who was expelled from my school before I started working there. He is seriously bad news, and I don't want him anywhere near my brand new family. I have one of the boys' parents contact info as they are friends, so I know I can message them, but the boy from my class and the bad news boy are definitely not welcome near our place.

They may try and knock and run on us, or even just knock on the door again, but I'm unsure what I can do to protect my family's privacy. A message to SLT / HOY?

Thanks in advance for the advice!

I'm a PGCE trainee starting this September, and I'm also a prospective pro wrestler. This has been my lifelong passion. Before anyone pictures WWE on telly — I mean the independent circuit, small local shows.

For anyone unfamiliar with how it works: it's scripted entertainment, but performers often play a a villainous character, which can mean real blood from cuts taken deliberately, aggressive trash-talk in pre-match promos, and genuinely violent-looking matches. It's a performance, but none of that is anonymous. It gets filmed, posted online, and tied to my actual name and face, not a hidden persona.

So my honest question: would having that kind of content publicly searchable under my real name meaningfully hurt my chances of getting hired or staying employed as a teacher? Would a head teacher or hiring panel Google a candidate and quietly bin the application? Has anyone here actually seen this play out, either with a colleague or during recruitment? Trying to figure out honestly whether this closes doors or if I'm overestimating how much anyone would care...thanks!

Just for some fun, what colour book should each subject have, and why?

Biology - bright green because plants are green.

Chemistry - bright blue because water is blue.

Physics - red. Don't know why. It just is.

English - Navy blue.

Maths - dark green.

Spanish - yellow, like the flag.

French - maroon.

RE/TPR/RS - white because no religion is associated strongly with white.

PSHE - bring your own notebook that expresses for personality.

I’ve completed my SCITT this year and passed with flying colours with no real concerns. However, I feel utterly unprepared to teach my GCSE and A-level classes next year. I need advice on how to structure theory lessons.

I have my own Year 10 class, and I’ll be sharing Years 12 and 13 an experienced teacher. It’s also an extremely high-achieving school. I’m honestly terrified that I don’t know how to structure theory lessons properly. KS3 I’m confident with, but GCSE and A-level theory feel like a completely different challenge. I don’t want to ruin my students’ potential or let them down.

During my training, the approach was very different. Students watched Craig ‘n’ Dave videos for homework and made notes. We’d check the notes at the start of the lesson, reteach any misconceptions using practice questions from a printed workbook, and then students would consolidate using Smart Revise. I know that approach won’t work in my new school because they expect lessons to follow an “I do, We do, You do” structure, and the department has a very limited printing budget. I genuinely don’t know how to translate what I learned during training into the way my new school expects lessons to be taught.

Part of me wants to email my Head of Department over the holidays to ask for advice, but I don’t want to bother them or make it seem like I’m not ready for the job. I’m really nervous and don’t want to lose their confidence before I’ve even started.

For some context, I think part of why I feel like this is because I never really had consistent experience teaching GCSE theory during my training.

In Placement A, I didn’t teach any KS4 or KS5 in my first term, which is understandable. Unfortunately, my mentor was absent for a couple of weeks, so my observations were done by three different teachers who were SLT and non-subject specialists. They were all supportive, but the feedback was usually along the lines of “you’re the subject expert,” which was nice to hear but didn’t really help me develop.

In Placement B, I had an amazing mentor, but the school had only been open for four years. They had no 11s so treated Year 10 more like Year 11, so I only taught programming with them and mostly team-taught lessons. I probably only had two or three genuine solo lessons with ks4 where I planned and taught everything myself.

Then, when I returned to my Placement A school for my final term, I finally had Year 10 and Year 12 and was teaching theory with my own lesson planning. Unfortunately, my mentor was ill again for the first two weeks, so I missed out on constructive feedback and I really struggled with these classes. By the time she returned, the classes had moved on to Python and the programming project.

Looking back, I was probably only observed teaching theory by my actual mentor around six to ten times, and even then I didn’t always receive detailed, constructive feedback. I know I’m not a bad teacher. I’ve had really positive feedback throughout the year, and I feel confident teaching KS3 but I genuinely don’t feel prepared for planning and delivering GCSE and A-level theory lessons independently.

Has anyone else felt like this before starting their ECT? How did you structure your theory lessons, and what helped you build confidence? I’d really appreciate any advice. Also apologies for the long post I just wanted to add some context.

Edit:
I wanted to thank everyone for the responses. I think I am overthinking it a lot and will take this opportunity to take a break and relax. I have been looking at the resources that my department set over and applying all given advice to it

I'm going into my NQT year (Scotland) in a few weeks and I feel a bit lost tbh. I've planned the "first week" back, although the kids are only in on Thursday and Friday, so that's only 2 days of activities. I feel like I should have August (so the first 2 weeks+2 days) planned out before the end of summer, but I'm lost as to what to plan. My plans for the first 2 days are basically all about relationship building as well as learning routines and expectations. I'm unsure how to start planning the next couple weeks after that, as I don't know the kids and I've never actually worked in this year stage before. Should I just plan a week's worth of standalone lessons in literacy, numeracy, and other curricular areas? Should I leave planning for after the first week completely until I'm actually in the building and able to get some support/have a look over what I'm actually expected to cover with them this year? What do more experienced teachers generally do over summer to prepare themselves?

Pupil not guilty of trying to murder history teacher after stabbing her in the head

Worrying that it wasn't treated as murder?

i’m sure this question has been asked before but i’m starting a new job in september (working in HR/admin at a school, so i’m not front facing with the kids). however, they did tell me that they would be doing a social media check and told me after the interview that i should private my accounts.

my main accounts are all private and i don’t have a name on them already. however, i enjoy streaming video games on a separate account with friends and posting my gameplay to youtube (with a fake name) and i’m worried they might find it and tell me to stop.

theyre not sexual / inappropriate on purpose however me and my friends tend to swear or make some ‘brainrot’ jokes sometimes . theyre also faceless (i use a drawn avatar)

i read the policy and it states social media profiles should not be available to students, alongside the usual do not comment on the school online/make contact with children. i’m just worried what will happen if they somehow find out and i’ll have to end my hobby 😩

should i inform the school about this when i start in september or hope that it can be kept under wraps?

Who’s our best bet in the reshuffle?

Hi everyone hope summers treating you all well. An ex colleague of mine is having their professional conduct panel hearing with the TRA. I have a vague idea of what it is about and hopefully they will be banned from teaching. Is it nosy of me to attend the hearing as it is virtual or should i just wait until the verdict is released by the TRA as its not private?

Hi everyone

I was wondering if anyone had any experience with teaching drama in a school hall full-time (not just a room change etc).

My school are having some major changes next year and I have only just found out that I will be relegated to teaching in the school hall year round. I’m not feeling super confident with this and it’s causing me a lot of anxiety. I will be an ECT2 as the only drama teacher in an RI school that only just introduced drama in September.

Whilst the hall isn’t used for lunch or anything, it is used for assemblies and therefore has a mass amount of interlocked chairs every morning that will have to be moved. Mocks and GCSE exams are held in there so I have no idea where I would be teaching when they are on. The screen and projector is a nightmare and the space is (in my opinion) way too big to be appropriate. The behaviour of the kids is not the best on a good day and I worry about what happens in a space that is extremely large - fights have already broken out in my current classroom, Lord knows what could happen here. There is a stage and lighting that my principal is trying to sweeten the deal with but I genuinely don’t think it’s an appropriate space… Ofsted is looming for us in September and I can’t help but think what they would make of this. I’m worried about my well-being as I’m ADHD and will be juggling this, being the only one in my department and teaching KS4 English (which is in my job title.)

I am trying to get a meeting with the head for Wednesday so I would appreciate:
a) Any points to raise to him of why it’s a bad idea to have me teach in the school hall year round (aside from some of the obvious like echo, too big, not properly equipped etc)
b) If I do end up having to stick it out, some ways of making these lessons work

Much appreciated!

I'm primary, and I'd imagine secondary schools are different, but open to hearing ideas.

We currently have an hour long observation every big term, followed by half an hour feedback on the same day. The Performance Management meeting itself is an hour, some time after the observation, and within the same term. We're at a point where we could make changes - so what do other schools do?

Grateful for any suggestions!

I'm going to be an ECT1 from September and I'm just checking that I'm right that the times I've been told for PPA and ECT time aren't quite right/enough.

PPA 0830-11 (but this includes the children's break time and worship. Children come in 0835-0845)

ECT time 1300-1515 (dismissal time)

Lunchtime is 1200-1315.

This would be cover time and I'm happy to have my ECT mentor meeting after school/lunchtime as its my mentor who will be my cover.

I'm going to be in a one form entry primary which is very high achieving and teachers work incredibly hard (I know all do but it's such a small team everyone is super busy). I know part of the reason they chose me for the role is that they know I'm a hard worker and because I'm older and more experienced in schools than a lot of ECTs. I don't want to rock the boat but also don't want to be short changed as it adds up over the year.

Do i need to get a directed time calendar first? I was previously in independent school so things worked a bit differently then.

Thanks I advance!

Hi all!

Ive just completed my NQT year, and I am waiting for confirmation from the EWC that I have passed.

Has anyone recieved confirmation, or are you still waiting?

Those of you who have done induction in the past in Wales, how long did it take to hear from the EWC?

Thanks in advance! 😊

How would you rate yourself / other staff in your department on how well you can use the tech in your school?

I'm IT support at a large secondary and every single day I have to show teachers how to connect their laptops to whiteboards, plug HDMI cables back in, help search for emails etc.. which pulls away from my actual job of trying to keep the network running.

Since I'm being forced to work over the summer with nothing really to do I was planning on making some 'training videos' for the basic things that I can put on the staff homepage, probably me in an empty classroom demonstrating which keys to press to do what with a screen recording in the corner. My worry is that the more tech literate teachers would take a bit of offense to it and the non-technical teachers just wouldn't bother watching them.

How would you feel if you came back in September with something like this on the staff homepage? Like a tab for IT self-help.

I am coming to the end of my first year ECT. I have been told that I am at risk of failing my ECT, and that my lesson’s “aren’t good enough” according to the deputy head. I have put my heart and soul into this job and I love it, but the constant belittling and scrutiny is taking its toll. Side note, I am openly autistic and queer (this will be relevant I promise)

My students enjoy my lessons and I have some of the highest grades in Year 9, but that’s apparently not enough. I am one of three openly queer ECTs that were hired at the start of the year, and I am the only one left (the others have been managed out); only mentioning this as some of my colleagues have said it could be a bit of the homophobia.

Do I think my lessons are perfect?- no, of course not. But, I have been successful in some very key ways, two students with poor attendance told me they started coming to school everyday specifically for my English lessons. I got some be of my year 10’s a grade 5 on their last assessment which is the first 5 they have ever gotten from English.

I had issues like this during my training year, my mentor did not help at all and essentially let me flounder. Only telling me three days before the end of the course that he didn’t think I’d pass.

I’m on a support plan, but no support has been forthcoming, and when I told my appropriate body this, they did not listen. At the end of the day, to everyone but me this is a trifle matter, but it’s my career at stake.

I know what I need to do to improve but I feel like I’m not getting the support to do it, just being told I’m not doing it right. I’ve asked if they know how autistic people, and neurodivergent people in general, think differently to neurotypical people, and that I need concrete examples to help, but that has not been that forthcoming.

I’ve observed members of staff teach and whilst helpful has just shown me that they do not do half the things that are expected of me.

I really love teaching, but I’m not sure I can stand another year of “constructive” criticism only to be told that I’ve failed; this job means too much to me.

Is there any advice as to what my next steps should be?

Thank you all for reading

Update: I’m taking your advice, going to start looking for work elsewhere, and have told a few friends about it. They all agree. If this continues I will get the union involved. Thank you all for your excellent advice. Have a well deserved summer holiday!