Safeguarding Policy

LAST UPDATED 28 FEBRUARY 2025

Tes Institute’s Safeguarding Policy recognises that the welfare and interests of children are paramount in all circumstances and is committed to ensuring safeguarding practice reflects statutory responsibilities, government guidance and complies with best practice and DfE requirements. Tes Institute will promote and prioritise the safety and wellbeing of children and young people, including Tes Institute learners, by ensuring that everyone understands their roles and responsibilities in respect of safeguarding and that robust safeguarding arrangements and procedures are in operation.

This policy applies to:

children and young people in the care of Tes Institute learners on school placement/employed in a school
learners on Tes Institute programmes – this includes learners or apprentices enrolled and participating in any Tes programme.

The role of Tes Institute in carrying out certain safeguarding checks varies depending on the status of the learner and the programme in question, for instance where Tes Institute carries out DBS checks for learners who are on school placement and are not employed by the school in the role to which the check relates (e.g. ITT learner). The different processes are identified and set out in separate sections of this policy.

This policy will be reviewed as a minimum annually or more frequently when there are changes in legislation and/or government guidance or to incorporate stakeholder feedback.

Where relevant, Tes Institute ensures that every learner studies the online sessions on safeguarding and attends all in-school safeguarding training. Tes Institute also works with school partners to prevent the employment/deployment of unsuitable individuals.

All Tes Institute Programme Team members and pathway tutors undergo comprehensive training as part of their induction, including training in the implementation of policies and procedures. Further update training is provided via e.g. webinars with expert organisations in relation to a range of subjects, including support and safeguarding of both pupils and learners. Stakeholder feedback from e.g. learner surveys is incorporated into ongoing staff and tutor training. Tes Institute Programme Teams also work closely with schools to ensure that learners are supported throughout their time on the programme All Tes Institute Programme Team members and pathway tutors undergo comprehensive training as part of their induction, including training in the implementation of policies and procedures. Further update training is provided via e.g. webinars with expert organisations in relation to a range of subjects, including support and safeguarding of both pupils and learners. Stakeholder feedback from e.g. learner surveys is incorporated into ongoing staff and tutor training. Tes Institute Programme Teams also work closely with schools to ensure that learners are supported throughout their time on the programme and are aware of how to raise concerns. Tes Institute has a Designated Safeguarding Lead (DSL), who is the initial contact for any safeguarding concerns.

All DBS checks for ITT learners need to be updated at the point of acceptance onto the ITT programme, even if the applicant has had a recent DBS check and is currently employed by the school in another classroom-based role. The DBS certificate must include either the name of Tes Institute (unsalaried learner) or the school (employed learner) and the learner’s role.

The initial check cannot be carried out via the update service and will not be accepted by Tes Institute, as it only confirms whether there has been any change in status since the last check and the original disclosure certificate is not provided as a matter of course.

Once the new DBS check has been carried out by Tes Institute or the employing school, the learner must sign up to the DBS update service.

If the DBS check contains information, Tes Institute will investigate further. Any decision made by Tes Institute as to whether an applicant has met the suitability criteria regarding their DBS check where it contains information should be based on guidance agreed with its partnership/employing schools.

If Tes Institute determines that the applicant:

does meet the suitability criteria in relation to the DBS check: the school will be informed that the applicant has met the criteria.
does not meet the suitability criteria in relation to the DBS check alone: the school will be informed that the applicant has not met the criteria.

Tes Institute will record the decision on the applicant’s record.

The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. ITT providers should have regard to this statutory guidance when carrying out their duties to safeguard and promote the welfare of children. Under the 2018 Regulations, schools are no longer required to establish whether a member of staff providing, or employed to work in, childcare is disqualified by association; however, all staff, including learners, are expected to inform the school DSL immediately where they become aware that their relationships and associations, both within and outside of the workplace (including online), may, in their reasonable judgement, have implications for the safeguarding of children in the school. The DSL will take appropriate action, which may include recommending the school put a risk assessment in place.

Further advice on the childcare disqualification arrangements can be obtained from the Department for Education by emailing mailbox.disqualification@education.gov.uk or on 01325 340 409.

In discussing and/or contacting the applicant, both Tes Institute and the relevant school (Lead Partner or employing) must be aware of the extreme sensitivity and legal restrictions involved in any such situation, including the need to comply fully with the UK General Data Protection Regulation (UK GDPR) and all other applicable data protection legislation. Tes Institute should restrict contact regarding any query to the minimum needed to provide administrative support to the school or applicant regarding the issue.

Tes Institute will nominate members of staff who will be the only ones permitted to discuss issues arising out of checks with a school or applicant, usually the DSL, Head of Programme or a member of the Tes Institute Senior Management Team. All of the nominated members of staff will have been given training regarding the process to be followed with regard to DBS checks and issues raised.

When contacting the relevant school by telephone or face-to-face to provide support, Tes Institute staff must ensure that they are speaking to the correct member of staff at the school before discussing a check. (This will usually be the Head Teacher at the school but it is the responsibility of the relevant school to confirm the identity of their nominated person. The details of the nominated person, or persons, will be recorded on the Tes Institute record and Tes Institute staff must ensure that they only contact the nominated person(s).)

In requesting further information from Tes Institute regarding the issue raised, the school must take into account both safeguarding obligations and the applicant’s rights under the data protection and rehabilitation legislation; however, given the nature of the work which the applicant is applying for, safeguarding concerns must be paramount in any final decision regarding the suitability of the applicant.

If a decision has been made to reject the applicant on the grounds of suitability, the Tes Institute record will simply indicate that the applicant did not meet the suitability criteria in regard to their DBS check and list the name of the nominated contact at the school. In accordance with data protection legislation, Tes Institute records will be reviewed regularly and rejected applications will be deleted 6 months after the date of application unless there is a legitimate reason to retain the application.

Any queries about DBS checks should be referred to the DBS at customerservices@dbs.gov.uk or on 03000 200 190.

Tes Institute follows Government regulations regarding the correct handling, use, storage, retention and disposal of DBS certificates and certificate information and complies fully with its obligations under the UK General Data Protection Regulation (UK GDPR), Data Protection Act 2018 and other relevant legislation pertaining to the safe handling, use, storage, retention and disposal of certificate information.

Certificate information should be kept securely with access strictly controlled and limited to those who are entitled to see it as part of their duties. In accordance with section 124 of the Police Act 1997, certificate information is only passed to those who are authorised to receive it in the course of their duties. Tes Institute maintains a record of all those to whom certificates or certificate information has been revealed and understands that it is a criminal offence to pass this information to anyone who is not entitled to receive it. Certificate information is only used for the specific purpose for which it was requested and for which the applicant’s full consent has been given.

Organisations that require retention of certificates in order to demonstrate ‘safer recruitment’ practice for the purpose of safeguarding audits may be legally entitled to retain the certificate. This practice needs to be compliant with the Data Protection Act, Human Rights Act and UK GDPR and incorporated within the individual organisation’s policy on the correct handling and safekeeping of DBS certificate information.

Tes Institute retains DBS certificate information for the purposes of consideration and resolution of any disputes or complaints or completing safeguarding and other regulatory audits. Once the retention period has elapsed, Tes Institute will ensure that any DBS certificate information is immediately destroyed by secure means, for example by shredding (hard copy) or permanent deletion (electronic copy); however, notwithstanding the above, Tes Institute may keep a record of the date of issue of a certificate, the name of the subject, the type of certificate requested, the position for which the certificate was requested, the unique reference number of the certificate and details of the recruitment decision taken.

Where an unsalaried ITT learner is scheduled to start their programme but does not have a completed DBS check in place, the school where the learner is to be placed must carry out a risk assessment and submit the completed and signed risk assessment, together with written confirmation that the learner will be supervised in school at all times, to Tes Institute prior to the learner starting in school. In addition, all other safeguarding checks for the learner must have been completed successfully.

If any of a learner’s safeguarding checks are delayed for reasons outside of Tes Institute’s control, the learner may be delayed or prevented from entering the programme at Tes Institute’s and the school’s discretion, should those safeguarding checks not be completed in time for the start of the programme.

Once an applicant has started their teacher training programme, their progress will be monitored on a regular basis. Part of this monitoring will include regular updates of an individual risk assessment profile, which will ensure that Tes Institute can identify as early as possible any potential risks to the learner during the programme.

Tes Institute works with its partner schools to ensure that learners are fully aware of:

their safeguarding responsibilities, including their responsibilities under Keeping Children Safe in Education 2023 (KCSIE) and the Prevent Duty as set out in the Counter-Terrorism and Security Act 2015 (for further information regarding the Prevent Duty, see below);
the school’s Safeguarding Policy and procedures for reporting safeguarding concerns;
the guidance on sexual violence and harassment between children;
the name and contact details of the Designated Safeguarding Lead in each of the learner’s placement schools;
the need, as in all areas of safeguarding, to be vigilant and follow the safeguarding procedures for reporting concerns.

Tes Institute uses an online confidential reporting tool to record all safeguarding concerns. All Tes Institute stakeholders are informed about the process for reporting, which is overseen by the DSL.

Safeguarding guidance referred to in KCSIE includes:

https://www.gov.uk/government/publications/working-together-to-safeguard-children

https://www.gov.uk/government/publications/what-to-do-if-youre-worried-a-child-is-being-abused

https://www.gov.uk/government/publications/sexual-violence-and-sexual-harassment-between-children-in-schools-and-colleges

All schools and colleges are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015 (the CTSA 2015), in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty. Prevent is part of the UK Government's Counter-terrorism strategy CONTEST. The purpose of Prevent is to safeguard and support people to stop them from becoming terrorists or supporting terrorism, as well as support the rehabilitation and disengagement of those already involved in terrorism. Learners must familiarise themselves with the Prevent duty as part of their safeguarding obligations.

Tes Institute uses the following accepted Governmental definition of extremism: ‘Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs; and/or calls for the death of members of our armed forces, whether in this country or overseas’. Tes Institute does not tolerate extremist views of any kind whether from internal sources: learners, staff or consultants, or external sources: school or college communities, external agencies, or individuals. Learners should see Tes Institute as a safe place where they can explore controversial issues safely and where our tutors encourage and facilitate this. Tes Institute recognises that extremism and exposure to extremist materials and influences can lead to poor outcomes for learners and so should be addressed as a safeguarding concern as set out in this policy. If we do not challenge extremist views, we are failing to protect our learners. Therefore, we provide broad and balanced guidance, supported by employing schools and partnerships, so that our learners understand and become tolerant of difference and diversity. We will ensure that they feel valued and not marginalised. Any prejudice, discrimination, or extremist views, including derogatory language, displayed by learners or staff will always be challenged and where appropriate dealt with in accordance with Tes Institute policies.

Tes Institute works with its partner schools to implement the Prevent duty, both in relation to learners and the pupils in their care. Implementation includes training learners, and those working with learners, to ensure that everyone involved with Tes Institute programmes is aware of the Prevent duty and how to raise any concerns. It also includes working with schools to encourage respect for different opinions and the promotion of equality and diversity.

A learner’s assigned pathway tutor can play a vital role in identifying issues early on and in supporting a learner who might be at risk. Tes Institute works closely with schools to ensure that learner absences are handled quickly and effectively, being mindful of the possibility that unexplained absences may mean that a learner is at risk under the Prevent duty. Learners are also given guidance as part of their induction about staying safe online and appropriate use of social media.

Tes Institute will closely follow any locally agreed procedure as set out by the Local Authority and/or Safeguarding Children Partnership for safeguarding individuals susceptible to extremism and radicalisation. We will actively engage with the police, and regional DfE Prevent Co-ordinators. We will help support learners who may be susceptible to such influences as part of our wider safeguarding responsibilities; where we believe a learner is being directly affected by extremist materials or influences, we will ensure that the learner is offered support. In such instances we will seek external support from the Local Authority and/or local partnership structures working to prevent extremism. We will strive to ensure our learners recognise risk and build resilience to manage any such risk themselves where appropriate to their age and ability but also to help them develop the critical thinking skills needed to engage in informed debate. Learners receive training and information in order to inform them, and raise their awareness, of British values, radicalisation and extremism. Information on the Prevent Agenda and Duty is promoted to learners through safeguarding modules, Pathway Tutors and their employing schools.

Safeguarding, including Prevent, is a standing item on Tes Institute’s Governing Body’s agenda. The Governing Body supports the ethos and values of Tes Institute and supports us in tackling extremism and radicalisation. In line with the provisions set out in the DfE guidance ‘Keeping Children Safe in Education, 2023’ the Governing Body challenges the senior leadership team on the delivery of this policy and monitor its effectiveness. Governors review this policy annually and may amend and adopt it outside of this timeframe in accordance with any new legislation or guidance or in response to any quality assurance recommendations pertaining to the delivery of this policy and the overall safeguarding arrangements made.

Where there are concerns of extremism or radicalisation, learners and staff are encouraged to report and discuss them with the Designated Safeguarding Lead. They can do this via the My Voice links found in all Tes Institute programme handbooks and resource areas. Staff can discuss concerns via telephone/email in the first instance for advice and guidance, but concerns must be followed up with a report via My Voice for the DSL to record on MyConcern. The procedure for reporting and referring safeguarding concerns will apply unless the threat is immediate and life threatening in which case the police will be contacted.

Tes Institute, as a national provider, receives regular updates from all local partnerships and DfE Prevent Coordinators. This guidance is shared and training sourced where appropriate. The DSL joins regular online updates and training sessions to ensure they have up to date information and is able to build a network of professional colleagues to call upon when needed.

Tes Institute learners are expected to be thoroughly professional at all times, including in the online environment, and to ensure that they are aware of their safeguarding responsibilities, including their responsibilities under Keeping Children Safe in Education 2024 (KCSIE) and the Prevent Duty as set out in the Counter-Terrorism and Security Act 2015. Further information can be found on the government website www.gov.uk

Learners should take care of pupils under their supervision with the aim of ensuring their safety and welfare insofar as is reasonably practicable. It is imperative that learners familiarise themselves with Safeguarding and Child Protection procedures prior to any school placement/employment which forms part of their programme. This is to ensure the provision of a safe environment for pupils and young people to learn and to take appropriate action to maximise safety at school. Learners should:

not undertake training/work in school while under the influence of any substance which impairs their ability or medical fitness;
conform to school policy regarding the use, care and visibility of ID cards provided by schools;
avoid being on their own with individual pupils and should seek guidance from their mentor or another member of staff if this arises;
respect pupils, parents, colleagues, school management, co-professionals and all in the school community and the local community and should interact with them in a way that does not discriminate and that promotes equality.

Learners must respect confidential information relating to colleagues, learners and families gained in the course of a school placement or school employment, unless the well-being of an individual or a legal imperative requires disclosure.

Schools will have an agreed ICT usage policy and learners may be asked to sign a declaration. The policy will cover issues such as accessing e-mails, private or otherwise; use of messaging services; access to chat rooms/personal messaging networks; copyright of materials; and use of school networks to access any inappropriate materials (i.e. materials that could be considered racist, sexist, sexual, anti-social or offensive in some way).

Learners should remember that e-mail is a formal means of communication between colleagues in the workplace and must be used appropriately and that e-mails can be monitored and tracked. Any inappropriate use of ICT may result in the school’s policies and/or Tes Institute’s Disciplinary Policy being invoked.

Learners must not take any photographs of pupils without checking with their mentor or allow pupils to take photographs of them. Learners must not share their contact details with pupils or take pupils’ details themselves.

School policy relating to mobile phones must be observed at all times. Mentors may provide learners with their mobile phone numbers but learners should only call when absolutely necessary and at reasonable times of day.

Learners are also expected to behave responsibly when using social media and abide by any school policies regarding the use of social media. Learners must not interact with pupils on social networking sites and must not post any private information (i.e. that which is not in the public domain) about a school, its personnel or its pupils on any social networking site.

For their own safety, learners are advised to take care when using social networking and video-sharing sites and to ensure that their profiles on any social networking sites are secure. On the Tes Institute VLE, learners are asked to share some key personal details about their skills base and background, so that their tutors can better support them on their programme. Some information, such as qualifications and practice, is required but learners do not need to share private information such as their date of birth. Sharing of such information is at the discretion of the individual learner. Learners are encouraged to get to know their colleagues on their programme, as this is a key support mechanism, but are advised against making details such as addresses and personal telephone numbers public. If learners do want to share these with another learner, then it is advisable to send them via a private message.

By following the recommendations below, learners can minimise the risk of compromising their online safety.

Keep virus checkers up to date and scan/back-up files regularly.

If unsure about the content of email attachments, don’t open them – especially if the email has an odd title or poor spelling or grammar.

Delete chain and junk emails rather than forwarding or replying to any of them.

Be careful when downloading files from the internet. Ensure that the source is a legitimate and reputable one. If in doubt, don’t open, download, or execute any files or email attachments.

Encryption is the conversion of data into a form that can’t be easily accessed by unauthorised people. All confidential, personal and sensitive data should be stored securely, especially on laptops, tablets, USB sticks and phones. If a learner’s written work contains information relating to personal data – for example age or ethnic origin – it’s their responsibility to protect that information. Encryption is the best way of doing this.

Passwords should be treated as securely as any other piece of confidential information - protect them at all times. Passwords should be set on all laptops and mobile devices but don’t tick ‘remember my password’ or similar options. Tes Institute will never ask for a learner’s password, so learners should not give it to anyone else.

On social media, use privacy links to change settings in order to make personal details harder to find.

Learners are encouraged to get to know their colleagues on the Programme, as this is a key support mechanism, but are advised against making details such as addresses and personal telephone numbers public. If learners do want to share these with another learner, then it is advisable to send them via a private message.

‘Shoulder surfing’ is another way people can collect information like passwords and pin numbers. By reading the screen over someone’s shoulder, or watching them type, this information can be used by someone who wants to borrow the user’s identity to construct an accurate profile of them and then impersonate them online. Be aware of your surroundings, particularly when in a public area.

Be careful not to leave personal IT equipment unattended and log off or lock a PC when not using it, so other people can’t access it. Don’t share login details on social media sites, or with other people.

Public Wi-Fi hotspots can be useful when not in school or at home but they can be insecure, especially if the user is not prompted for any security key.

Learners should treat sensitive and personal information about friends and colleagues as if it were their own information.

Type in a web address rather than clicking on a link from an email. Web addresses should start with ‘https’ – the ‘s’ stands for ‘secure’. It means that the website uses encryption when communications and data are transferred to its site. There should also be a padlock icon showing in the address line of the browser.

Cookies are mostly harmless files that websites use to remember the user but they can be used by malicious sites for targeted advertising or for identity theft. Search engines use them with a user’s IP address, which means that online searches are not anonymous. Learners can set their browser to block or warn them about cookies, using the Security and Privacy options.

From time-to-time learners may receive unsolicited emails carrying branding aimed at making them believe a company they know/deal with requires information. It may try to convince the recipient that their computer has a virus or that there are problems with their bank account. This is known as phishing. Never respond to these unsolicited requests for confidential information. For example, the Learner Loans Company will never ask for bank details or personal information by email. If in any doubt, contact the organisation directly using a trusted means of communication.

Similar fraudulent attempts to get personal details may be made via texts or phone calls. The latter is known as voice phishing, or vishing.

Any learners who feel unsafe while working online should contact the Tes Institute Safeguarding Lead via the My Voice reporting tool.

The goal of an escalation process is to ensure that incidents are resolved in a timely manner by the appropriate personnel. This escalation process is to be followed by Tes Institute personnel, including those working on behalf of Tes Institute, when a safeguarding issue is raised with Tes Institute by e.g. one of its partner schools. A safeguarding issue may relate to a pupil in a school where one of Tes Institute’s learners is placed or to a Tes Institute learner. In applying this escalation process, Tes Institute will ensure that all relevant government guidance is followed.

If a safeguarding issue arises in relation to a learner, or a pupil in their care, while that learner is in school as part of a Tes Institute programme, the school’s policies and procedures apply. The school should also make Tes Institute aware immediately (within 24 hours of becoming aware, wherever possible) by contacting the relevant Head of Programme. If the Head of Programme is not available, the school should contact the Head of Governance & Regulation at Tes Institute, who will speak to a senior member of the relevant programme team regarding next steps. Where appropriate, the Tes Institute team will contact the Tes Institute Director and/or members of the Tes Global senior executive team to make them aware of the situation.

Where a safeguarding issue has been raised, Tes Institute, in accordance with its duty of care towards the learner, will liaise with the school and the learner to ensure that the learner is being supported where required, for instance that they understand any investigation process and their rights in relation to the process. In addition, Tes Institute can implement certain actions in discussion with the learner and school, for instance moving a learner from one school placement to another, where appropriate. If Tes Institute removes a learner from their programme because the learner has harmed or poses a risk of harm to children, or if Tes Institute would have removed the learner had they not left the programme, Tes Institute will seek guidance from the DBS and inform the DfE by contacting itt.safeguarding@education.gov.uk

If the learner themselves wishes to raise safeguarding concerns, they should contact the relevant member of staff in school, in accordance with the school’s safeguarding/child protection policy and procedures. If the learner has concerns about the school itself (either in relation to safeguarding or their response to a safeguarding issue), they should contact the Tes Institute Programme Team directly. If a learner’s pathway tutor is made aware of a situation relating to safeguarding, they must contact a senior member of the Tes Institute Programme Team or the Head of Governance & Regulation immediately.

While the school’s safeguarding/child protection policies and procedures apply to Tes Institute learners in school and should be followed, Tes Institute, as the relevant programme provider, has ultimate responsibility for learners on its programmes. Tes Institute will work closely with the school to resolve any safeguarding issue as quickly and effectively as possible; however, where necessary, Tes Institute will take steps independently to address the issue, e.g. contacting the police or withdrawing a learner from school. In doing so, Tes Institute personnel will take appropriate advice from safeguarding experts, either within Tes or externally. For example, if Tes Institute removes a learner from their programme because the learner has harmed or poses a risk of harm to children, or if Tes Institute would have removed the learner had they not left the programme, Tes Institute will seek guidance from the DBS and inform the DfE by contacting itt.safeguarding@education.gov.uk

All steps taken, and the reasons for doing so, will be recorded and records kept securely, in accordance with all data protection legislation and best practice.

Whistleblowing refers to when a member of staff or contractor working at an organisation makes a disclosure of information which they reasonably believe shows wrongdoing or someone covering up wrongdoing. Whistleblowers are entitled to protections under the Public Interest Disclosure Act 1998 (PIDA). Where a member of staff or contractor has concerns that a safeguarding issue is not being handled appropriately by the relevant Tes Institute personnel for whatever reason, they should follow the Tes Whistleblowing Policy, which can be found on the Tes intranet.

Tes Institute’s ITT recruitment processes form an integral part of safeguarding and are set out in Appendix A to this policy.

Tes Institute’s Fitness to Practise statement for ITT applicants and learners is set out in Appendix B.

The elements of the safeguarding checks process which relate to unsalaried learners are set out in Appendix C.

The elements of the safeguarding checks process which relate to salaried learners/employed learners are set out in Appendix D.

The elements of the safeguarding checks process which relate to overseas learners are set out in Appendix E.

A.1 Overview

Tes Institute is committed to ensuring that the recruitment and selection process for its programmes is focused on:

identifying potential in all its applicants regardless of background and circumstances
actively promoting equality and diversity
demonstrating Tes Institute’s responsibility for recruiting suitable teachers and teaching staff to the teaching profession.

Tes Institute actively promotes equality of opportunity for all with the right mix of talent, skills and potential and welcomes applications from a wide range of candidates, including those with criminal records. Tes Institute is committed to the fair treatment of its learners, regardless of race, gender, religion, sexual orientation, responsibilities for dependants, age, physical/mental disability or offending background. Subject to statutory provisions, no learner, or applicant for admission as a learner, will be treated less favourably than another because they belong to a group with protected characteristics, as defined in the Equality Act 2010

As an organisation assessing applicant's’ suitability for positions which are included in the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended 2013 and 2020) using criminal record checks processed through the Disclosure and Barring Service (DBS), Tes Institute complies fully with the code of practice and undertakes to treat all applicants for positions fairly.

Tes Institute undertakes not to discriminate unfairly against any subject of a criminal record check on the basis of a conviction or other information revealed. Tes Institute can only ask an individual to provide details of convictions and cautions that Tes Institute are legally entitled to know about. Where a DBS certificate at either standard or enhanced level can legally be requested (where the position is one that is included in the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 as amended), Tes Institute can only ask an individual about convictions and cautions that are not protected. For further information about which convictions and cautions can be disclosed, please see: https://www.gov.uk/government/publications/dbs-filtering-guidance/dbs-filtering-guide

Tes Institute ensures that all those who are involved in the recruitment process have been suitably trained to identify and assess the relevance and circumstances of offences. Tes Institute also ensures that they have received appropriate guidance and training in the relevant legislation relating to the employment of ex-offenders, e.g. the Rehabilitation of Offenders Act 1974.

At interview applicants are informed that full background checks will be made on all successful applicants. Part of these checks require the completion by the applicant of a Suitability Declaration form, which includes a question regarding criminal convictions. Tes Institute will always take steps to ensure that an open and measured discussion takes place on the subject of any offences or other matters that might be relevant to the position. Failure to reveal information that is directly relevant to the position sought could lead to withdrawal of an offer of a place on the relevant programme.

It will also be made clear to all applicants during the recruitment process that an application for a DBS certificate will be submitted in the event of the applicant being offered a place on a Tes Institute programme. Tes Institute makes every subject of a criminal record check submitted to DBS aware of the existence of the code of practice and makes a copy available on request.

Tes Institute undertakes to discuss any matter revealed on a DBS certificate with the individual seeking the position before withdrawing a conditional offer of a place on a programme.

The key roles in the recruitment and selection process are:

Head of Programme/Deputy Head of Programme
Head of Governance & Regulation
Programme Manager
Support Team
Partner School
Members of Tes Institute Senior Management Team

All applications are reviewed for both eligibility and suitability. In determining an applicant’s suitability, the reviewers take into account a broad range of criteria, including:

school and work experience
academic background
subject knowledge
evidence of a commitment to teaching the age range and subject applied for
values and attitudes
a clear interest in working with children and young people.
iQTS applicants must be employed in a suitable international school from the start of the programme.

Further information about the eligibility and suitability criteria can be found on www.tes.com/institute or Get Into Teaching | Get Into Teaching GOV.UK (education.gov.uk)

Applicants should note that, as part of Tes Institute’s safeguarding checks, searches of their public social media posts and/or online presence (e.g. information found on Google) will be made at the shortlisting stage of the recruitment process. If an applicant’s posts or other online information are flagged as a result of these searches, the flagged posts will be reviewed and the applicant may be contacted to discuss the findings. Information gathered as part of these searches may be shared with the applicant’s chosen school.

The education and employment chronology is also checked to ensure there are no gaps or unaccounted-for periods of time greater than 3 months. If there is a gap of less than 3 months, the application may still be accepted but further information may be requested for clarification.

Applications for the Tes Institute ITT programmes are received via the DfE Apply website or via the Tes Institute website for the iQTS programme. Applications are downloaded and receipt of the application acknowledged. Each application is graded, using a standard assessment form, and strengths and weaknesses identified. Any possible conditions are also noted. If an application is incomplete, applicants may be contacted and asked to provide further information before an assessment can take place.

A.2 Interview Process - ITT

Successful domestic applicants are invited to attend an interview day, which will take place at the relevant school managed by the school’s ITT Partnership Leader (a representative of Tes Institute will participate in a sample of interviews across the partnership). Questions must comply with discrimination and employment legislation. The interview panel should have particular regard to the Equality Act 2010 (‘the Act’), with a view to ensuring equitable treatment of all applicants with protected characteristics as defined in the Act. At least one member of the panel should have completed recent Safer Recruitment Training. All applicants are provided with a copy of Tes Institute’s Fitness to Practise statement prior to interview.

Candidates are asked to bring their identification documents with them to the interview, so that their identity can be checked.

The overall grade awarded to successful candidates at the interview stage (Strong Potential, Good Potential, Requires Improvement) is recorded in the learner’s individual risk matrix and monitored regularly to ensure that the learner is fulfilling their potential and/or progressing towards securely meeting the Teachers’ Standards. The interview process includes:

a 5-minute presentation on the teaching of a topic of the applicant’s choice, in maths or English in Primary or the specialist subject in Secondary;
a formal interview with a standard set of questions;
a 30-minute written task on one of the two stated topics, assessed against the criteria;
a 30-minute maths assessment;
where the applicant has applied for a salaried training place or apprenticeship, they will also complete a teaching element; teaching a class or group of pupils a 30-minute lesson selected by the school.

A.3 Interview Process - iQTS

The interview panel will consist of a panel member who will have successfully completed Safer Recruitment training. All iQTS interviews will be held remotely. The learner’s school leader will also be asked to join the interview and to feedback on the observed lesson they have seen.

Where a candidate is already working at their training school, they should have an observation of a lesson with the school leader who can then talk about this at the interview. Primary candidates should deliver a maths/ English lesson and secondary candidates will deliver their subject specialism. For example, in Primary this could be a reading task where the candidate shares a story with the pupils, questions their understanding of the text. For Secondary, this would be a short teaching episode in their specialism, e.g. a lesson starter, where the candidate can demonstrate their subject knowledge and glean the pupil’s prior knowledge of the topic. This should be observed by a school leader.

Where a candidate is not already working at their training school, they should create a presentation. Candidates should focus their presentation on the topic – What has inspired you to want to become a qualified teacher? This should be presented at the start of the interview to the panel.

Fundamental English and math assessments must be administered prior to interview and results to be shared with the interview panel. A date for the panel interview is agreed with the candidate and a senior leader from the employing school. Prior to the interview, the candidate will have submitted a recorded lesson or presentation, which will be discussed at the start of the interview.

A.4 Post-interview process - ITT

Following completion of the interview process and grading of candidates, all appropriate documents are completed and returned to Tes Institute via the secure Tes Institute portal. The school updates the applicant’s status on the Apply website. Schools make offers to candidates by email or via a phone call, followed by a letter, and then make the formal offer on Apply. Candidates also need to accept the offer on the Apply website.

Tes Institute will undertake a 100% quality and compliance check on all applicants who have been recommended by the Partner School that they be offered a place on the Programme and ensure that it has a complete set of documentation for each applicant recommended to be offered a place on the programme backing up and supporting the recommendation.

When an offer has been made to a candidate, and the offer accepted, the Partner School will ask the candidate to attend at the school so that the Partner School can take copies of the applicant’s original identity and qualifications documents and sign to confirm that the original documents have been seen. The Partner School will upload copies of the documents to the Tes Institute portal.

If Tes Institute agrees a recommendation for a place offer, Tes Institute will have lead responsibility between the making of the place offer by the Partner School and the start date for the Programme, for following up and ensuring that all remaining eligibility and suitability criteria and other conditions for entry to the programme have been met. Tes Institute will keep the Partner School informed on the status of each applicant.

A.5 Post-interview process – iQTS

If successful, Tes Institute will make a formal conditional offer, via email. At this point, pre-interview completed documents along with signed copies of the candidate’s qualifications and ID documents, will need to be uploaded onto the secure portal. The documentation should be copied, signed, dated and the name and position of the school senior leader verifying the documents should be stated. All verified documents should be uploaded onto the secure portal within 5 working days of the interview.

A.6 Safeguarding checks

DBS and other safeguarding checks are carried out in accordance with Tes Institute’s Safeguarding Checks Policy. Tes Institute will confirm that safeguarding checks have been made but in line with the Government’s ITT criteria, DBS certificate numbers will not be shared with the Lead Partner or partner schools.

Tes Institute will complete a Disclosure and Barring Service (DBS) check with the aim of completing this before the candidate’s proof of address (utility or bank statements, dated within 3 months) expires, to avoid the candidate having to repeat the process.

Relevant local police checks, certificates of good conduct and (if they have worked in the UK) ICPC checks are undertaken for iQTS candidates. Checks will be carried out on records provided by the school of any local register of barred teachers, local police records and all checks and clearances in relation to teacher health and physical capacity to teach required by the local applicable law.

Once the candidate has confirmed acceptance of the offer, they will be asked to sign a Learner Agreement, which sets out their responsibilities as a learner and includes a Code of Conduct.

B.1 Overview

The Education (Health Standards) (England) Regulations 2003 defines the role of the teacher in terms of specific activities and states that: ‘A relevant activity may only be carried out by a person if... he has the health and physical capacity to carry out that activity.’ Fitness to practise is the ability to meet professional standards. This statement should be read in conjunction with Tes Institute’s policies and processes relating to assessment of health needs.

B.2 Purpose

The purpose of this statement is to:

ensure that all applicants to, and learner teachers on, the Tes Institute Initial Teacher Training (ITT) Programmes, including iQTS, are aware of the need to meet the Programmes’ fitness to practise requirements;
give examples of fitness to practise issues.

Providers have a duty to:

ensure that learner teachers on a professional course are fit to practise in that profession or will be when they complete the course;
protect pupils, school staff and members of the public;
safeguard public confidence in the profession;
comply with the requirements of professional/regulatory bodies; and
ensure that learner teachers are not awarded a qualification that permits them to practise a profession if they are not fit to do so.

B.3 Examples of fitness to practise issues

It is important to note that this statement applies as soon as an application for a place on an ITT Programme is submitted. Behaviour which gives rise to concerns during the application process, as well as during the Programme, will be taken into consideration when determining fitness to practise. Examples of issues that may lead to fitness to practise concerns, if the applicant’s or learner teacher’s ability to meet professional standards may be impaired, include:

academic misconduct (for example plagiarism, cheating in examinations, forging records);
other disciplinary offences (for example antisocial, abusive or threatening behaviour, sexual misconduct, violence, bullying or harassment, damage to property, internet access abuse, substance/alcohol abuse);
health and safety breaches;
failure to disclose convictions or other information that the learner teacher is required to disclose, e.g. sanctions applied by a professional body in the UK or overseas;
inaccurate or falsified placement documentation;
unsafe practice, incompetence or requiring too much supervision;
unprofessional behaviour, including:
○   lack of respect, aggressive or poor attitude, laziness;
○   inappropriate communication with other professionals, e.g. abrupt or aggressive emails or texts, communications via inappropriate channels (e.g. emailing the headteacher of a placement school instead of the designated ITT contact);
○   indiscipline, failure to follow dress code, inappropriate use of mobile phone, poor time keeping, poor attendance;
○   refusal to attend school placement, leaving placement without prior discussion;
○   unreasonable behaviour, such as refusal to act on professional advice given by Tes Institute/school;
○   failure to self-reflect, lack of insight;
○   failure to engage with investigations into unprofessional behaviour;
○   poor self-management, lack of personal accountability;
○   dishonesty;
○   breaking pupil/colleague confidentiality;
behaviour away from the learner teacher’s studies, including:
○   criminal conviction e.g. violent offence; offence of dishonesty;
○   disruptive behaviour in the community;
○   inappropriate use of social media;
○   safeguarding concerns;
○   poor mental or physical health or serious physical impairment that interferes with the learner teacher’s ability to practise safely;
○   failure to seek help or engage with appropriate services in relation to health issues;
○   inappropriate or unprofessional communication to school or Tes colleagues or members of the school community.

As these examples indicate, concerns about a learner teacher’s fitness to practise may arise at any time throughout the application process or a learner teacher’s studies. Providers should ensure that all staff who may be aware of any of these matters are alert to the possibility of fitness to practise implications for applicants or learner teachers on teacher training courses.

DBS checks for unsalaried applicants are carried out by Tes Institute once an offer has been made by the school and certified copies of ID and proof of address have been passed to Tes Institute.

If the check comes back clear, in other words containing no information, Tes Institute informs the Lead Partner in writing that a check has been carried out and on the basis of the check result alone, the applicant appears to be suitable to work with children. The certificate date and number are stored by Tes Institute.

As stated in the ITT Criteria https://www.gov.uk/government/publications/initial-teacher-training-criteria/initial-teacher-training-itt-criteria-and-supporting-advice#c13-suitability providers should confirm in writing to schools that a non-salaried learner’s criminal record check, including a check of the children’s barred list, has been completed and that the individual has been judged by the provider to be suitable to work with children. Providers are not required to provide any information to schools in addition to this confirmation. Schools may wish to record this confirmation in their single central record, but they are not required to do so.

Where a school allows an individual to start work in regulated activity before the DBS certificate is available, they should ensure the individual is appropriately supervised and that all other checks, including a separate barred list check, have been completed.

Reaching agreement with lead partners about the kinds of offence that might be a barrier to recruitment or placement will reduce the likelihood of schools wanting to request information about the content of certificates directly from learners. If unsalaried learners are asked by schools for such information, they are not under any obligation to agree to provide it. If a certificate reveals an offence, senior members of the Tes Institute Programme Team will discuss the offence with the learner and the Headteacher or Director/Senior Leader of the Lead Partner organisation. Tes Institute and the Lead Partner, having understood the context of the offence, will decide if the learner will be permitted to continue training.

Lead Partners and Tes Institute regularly discuss what type of conviction they are likely to accept and which convictions they believe should prevent a learner from training.

Tes Institute will check the Prohibited List for all unsalaried applicants and inform the Lead Partner if an applicant appears on the list.

The school employing the applicant carries out the DBS check and confirms in writing to Tes Institute that the check has been carried out and
a) contains no information and that the applicant has therefore met the suitability criteria in relation to their DBS check.
b) contains information – see above for process. (The employing school must inform Tes Institute immediately when the check contains information).

Tes Institute, as the provider, has the right to overrule a decision by an employing school regarding the suitability of an applicant based on their DBS check.

The employing school will check the Prohibited List for all salaried applicants. It will be the responsibility of the school to inform the applicant that they cannot proceed with their application on this basis.

Learners from overseas, or who have lived overseas (outside the UK) for 12 months or more (whether continuously or in total) in the last 10 years while aged 18 or over, and who teach in schools in England, should be subject to criminal record checks, including a check of the children’s barred list. The Home Office has published guidance on criminal record checks for overseas applicants Criminal records checks for overseas applicants - GOV.UK (www.gov.uk)

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