Schools in England vary considerably in terms of size, priorities, strengths and needs. Wherever you work, these factors will influence your everyday professional life. However, you can expect to encounter a high degree of consistency in terms of the issues that all schools must address.
Getting started in a new school
You need to be aware of school organisation, including the general timetable, supervision procedures, class structure, and roles and responsibilities within the school you work in.
Most schools have induction procedures to help new staff. The headteacher and senior leadership/management team should provide you with support on general management issues. Subject leaders, often called curriculum coordinators (in primary schools) and heads of department (in secondary schools), should also help with planning and resources in a particular subject area.
In most primary schools teachers are responsible for a class of children, usually from a single age group; some smaller schools and those that favour mixed-age teaching may require you to teach a mixed-age class of children.
In most secondary schools teachers are responsible for a tutor group who they usually see at the start of the morning and may see again during the afternoon session.
It is the class teacher's responsibility to plan, prepare and assess the pupils' work. The national numeracy and literacy strategies produce a range of planning support materials for teachers, including planning for mixed age classes. In some primary schools teachers who have expertise in a specialist subject may be asked to teach this to a different class. Expectations also include responsibility for the pastoral care and welfare of children.
The staff handbook
Many schools have a staff handbook containing the information you will need. It is also important that you read a copy of the school's health and safety policy and familiarise yourself with emergency procedures. You should be aware of the security arrangements and procedures for taking pupils on visits out of school.
