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E-ACT Model Recruitment & Selection Policy & Guidance

1. Introduction

1.1 E-ACT’s vision is to become a leading education provider developing and nurturing highly successful academies and schools. The organisation believes that the better educated and more highly-skilled people are, the better their life chances and the more likely they are to succeed in today’s globalised world.

1.2 E-ACT employees are at the heart of achieving the vision. Delivering high quality teaching and learning opportunities to students depends on the calibre of the people E-ACT employs. Establishing and retaining a highly effective and motivated workforce, recruiting employees with a desire for excellence, a commitment to achieving E-ACT’s vision, a willingness to take individual responsibility and to be flexible are the key drivers for the overall success of the organisation.

2. Aims

2.1 The overall aim of this model recruitment and selection policy is to ensure that there is a consistent, fair, safe and cost effective approach to recruiting and selecting the best people. It has been designed to;

provide Local Governing Bodies (LGBs) and Principals with a model and guidance to support them in reviewing their current academy policy to attract the right calibre of people, meet legislative requirements and strengthen safeguarding by helping to deter and prevent unsuitable people from working with students;

support managers with practical guidance and tools to recruit the best-qualified employees and volunteers;

ensure that the recruitment and selection process promotes E-ACT’s commitment to provide equality of opportunity in all aspects of recruitment practice and to prevent discrimination on the grounds of age, race, nationality, ethnic or national origins, sex (including gender reassignment), marital status, disability, being lesbian, gay or bisexual, religion, religious beliefs, trade union membership or any other criteria not specifically related to the effectiveness of an individual’s work performance;

promote E-ACT as an employer of choice to attract and retain high calibre employees.

3. Diversity and Equality

3.1 Diversity, tolerance and equality are at the heart of every activity in E-ACT academies, where young people of all races, faiths and cultures learn together. E-ACT academies are located in diverse communities. Attracting and retaining people from different backgrounds brings fresh ideas and perspectives which will enhance teaching and working practices. E-ACT is committed to encouraging diversity amongst the workforce. E-ACT recognises that everyone is unique and that people have different abilities to contribute to organisational goals and overall performance. E-ACT is committed to ensuring that all employees have the opportunity to maximise their potential and enhance their self development and their contribution to the organisation. As a learning organisation E-ACT is committed to developing an open workplace culture in which everyone feels valued and can add value. E-ACT aims to nurture creativity and innovation and thereby to tap hidden capacity for growth and improve overall performance.

3.2 Each academy has its own Equality and Diversity Policy. See appendix 10 for E-ACT’s Head Office Diversity and Equality Policy.

E-ACT Model Recruitment and Selection Policy June 2010 Page 1

4. Safeguarding and Safer Recruitment

4.1 Ensuring that E-ACT fully complies with DfE guidance on ‘Safeguarding Children and Safer Recruitment in Education’ is a prerequisite for promoting a culture where safeguarding is given the highest priority within each academy.

THE RECRUITMENT PROCESS

5. Planning

5.1 E-ACT recruitment processes are geared to identify the key skills, knowledge, motivation and attitude required in the successful candidate. When a need to recruit is indentified, the recruiting manager should review the requirements of the role ensuring that the job description and person specification are up to date, clear and concise.

5.2 It is essential to plan the recruitment process itself, identifying who should be involved (a minimum of two people must be involved), assigning responsibilities, and setting aside sufficient time for the work needed at each stage so that safeguards are not skimped or overlooked. At least one of the selection panel must have attended appropriate training particularly in relation to safer recruitment. In relation to the timescales, for example, time needs to be allowed for obtaining references on short listed candidates before interview.

6. Job Description

6.1 The job description is a key document in the recruitment process and the recruiting manager should review it, seeking guidance as necessary from the academy HR adviser and Principal or his/her nominee.

6.2 The job description should clearly state the main duties and responsibilities of the role, the academy’s commitment to diversity, equality and safeguarding and the individual’s own responsibility.

6.3 A suggested Job Description template is included at Appendix 3.

7. Person Specification

7.1 The person specification is of equal importance to the job description and informs the selection decision. The person specification details the skills, experience abilities and expertise that are required to do the job. It should be specific, related to the job and not unnecessarily restrictive. The inclusion of criteria that cannot be justified as essential for the performance of the role may be deemed discriminatory under discrimination law if they impact disproportionately to the disadvantage of specific groups.

7.2 As a minimum the person specification should include:

the qualifications and experience and any other requirements needed to perform the role; the competences and qualities that the successful candidate should be able to demonstrate

and explain how these requirements will be tested and assessed during the selection process;

Explain how all employees have a responsibility for safeguarding and promoting the welfare of students;

The extent of the relationship/contact that the postholder will have with students and the degree of responsibility for students;


the fact that references will be taken up for short listed applicants prior to interview and that any relevant issues arising from these will be taken up at interview.

7.3 A suggested Person Specification is included at Appendix 4.

8. Attracting the Best People to E-ACT

8.1 How and where roles are advertised along with whether external support will be sought from specialist providers are key decisions in the recruitment process. All roles should be advertised internally as a minimum and any external advertising should be professional and portray the desired academy image in line with E-ACT guidelines.

8.2 All advertising must be fair in relation to gender, ethnic origin, disability, being gay, lesbian or bisexual, religion or religious beliefs.

8.3 Adverts should be clear, concise honest and open and geared to attract only those who fill the essential person specification.

8.4 Adverts must include the following statement about E-ACT’s commitment to diversity, equality and safeguarding students.

“E-ACT is committed to safeguarding and promoting the welfare of its students and expects all employees and volunteers to share this commitment. E-ACT is committed to promoting equality of opportunity and diversity.”

8.5 Reference also needs be made to the need for the successful applicant to undertake a criminal record check via the CRB as well as the usual details of the post and salary, qualification required etc. From July 2010 the need for registration with the Independent Safeguarding Authority (ISA) will also apply.

8.6 E-ACT recognises the value of, and seeks to achieve a diverse workforce, which includes people from different backgrounds, with different skills and abilities. Consideration should be given on where to place adverts for the different types of vacancies to encourage applications from under-represented groups. When deciding on the wording of the advert it is important to ensure the content cannot be considered discriminatory either directly or indirectly.

8.7 If relevant, any details regarding job share, or any flexible working arrangements that are available should be included and if it is a short-term contract, when the funding ends.

9. Application Form

9.1 E-ACT’s standard application form (see Appendix 2) must be used to obtain core data from all applicants. It is not considered to be good practice in academies/schools to accept CVs as these only provide the information that applicants want to give.

9.2 E-ACT’s application form includes an explanation as to why the post is exempt from the Rehabilitation of Offenders Act 1974 and that all convictions, cautions and bind-overs, including those regarded as ‘spent’ must be declared.

9.3 The application form is an essential tool in the selection process and providing false information is an offence and could result in the application being rejected or more seriously, the


applicant facing summary dismissal if they have started their employment and possible referral to the police and/or ISA.

10. Candidate Information Pack

10.1 As a minimum the pack should include: A covering letter to give details of the pack contents, dates etc; The application form, and explanatory notes about completing the form; The job description and person specification; Any relevant information about E-ACT/the academy and the recruitment process, and

statements of relevant policies such as Equal Opportunities, the recruitment of ex-offenders etc;

The academy’s Child Protection or Safeguarding Policy Statement; A statement of the terms and conditions relating to the post; Closing date; Shortlisting and interview dates; Details on how to make a confidential disclosure (See guidance notes for completing an

application.) Information on how applicants will be informed that there form has been received and if

their application is unsuccessful at the shortlisting stage

11. Scrutinising and Shortlisting

11.1 All applications are to be scrutinised to ensure that they are fully and properly completed; that the information provided is consistent and does not contain any discrepancies; and to identify any gaps in employment. Any applications that are significantly incomplete should not be accepted or shortlisted. Any anomalies, discrepancies or gaps in employment identified by the scrutiny should be noted so that they can be taken up as part of the consideration of whether to short list the applicant. As well as reasons for obvious gaps in employment, the reasons for a history of repeated changes of employment without any clear career or salary progression, or a mid-career move from a permanent post to supply teaching or temporary work, also need to be explored and verified.

11.2 All candidates are to be assessed equally against the criteria contained in the person specification without exception or variation. As part of E-ACT’s commitment to employing people with disabilities, any disabled applicants who meet the minimum short listing criteria should be invited to interview.

11.3 A suggested short-listing grid is attached at Appendix 5

12. References – Vetting and Checking Candidates

12.1 The purpose of seeking references is to obtain objective and factual information to support appointment decisions. They are always be sought and obtained directly from the referee and must not rely on references or testimonials provided by the candidate, or on open references and testimonials, i.e. “To Whom it May Concern”. There have been instances of candidates forging references.

12.2 References should be obtained prior to interview so any queries can be raised with the candidate. Two references will be sought; of which one will be from the applicant’s current or most recent employer.


12.3 A suggested reference letter and pro-forma is attached at Appendix 8. By asking specific questions in the reference request, objective verifiable information should be received and not subjective opinion.

12.4 It is best practice, as a minimum, to ask for the following with every reference request:

Ask about the referee’s relationship with the candidate, e.g. did they have a working relationship: if so what; how long has the referee known the candidate and in what capacity; Ask whether the referee is satisfied that the person has the ability and is suitable to undertake the job in question, and for specific comments about the applicant’s suitability for the post and how s/he meets the person specification; Ask whether the referee is completely satisfied that the candidate is suitable to work with children, and, if not for specific details of the referee’s concerns and the reasons why the referee believes the person might be unsuitable.

12.5 It is also useful to remind the referee that they have a responsibility to ensure that the reference is accurate and does not contain any material misstatement or omission and that the reference may be discussed with the candidate.

12.6 Employment references are usually shared with the potential employee upon request, unless the referee provides a compelling reason as to why it should be edited or not released at all.

12.7 When contacting a referee who is the candidate’s current or previous employer in work with children, the following should also be asked:

Confirmation of details of the applicant’s current post, salary and sick record; Specific verifiable comments about the applicant’s performance history and conduct; Details of any disciplinary procedures to include any sanctions that are current; Details of any disciplinary action involving issues related to the safety and welfare of students, including any in which the sanction has expired and the outcome of those; and Details of any allegations or concerns that have raised about the applicant that relate to the safety and welfare of students or behaviour towards students and the outcome of those concerns e.g. whether the allegations or concern was investigated, the conclusion reached, and how the matter was resolved.

12.8 For internal candidates, the academy may accept one reference, which would normally be from their current line manager. However if their current line manager is on the interview panel, an alternative referee should be supplied.

12.9 If the candidate has not recently worked with children, then a reference must be sought from the last employer where they worked with children.

13. Checks Before Interview

13.1 If a short-listed applicant claims to have some specific qualification or previous experience that is particularly relevant to the post for which s/he is applying that will not be verified by a reference, it is good practice to verify the facts before the interview, as part of the ID checking process so that any discrepancy can be explored at interview. The qualification or experience can usually be verified quickly by telephoning the relevant previous employer and asking for written confirmation of the facts.

13.2 Any information about past disciplinary action or allegations should be considered in the circumstances of the individual case. Cases in which an issue was satisfactorily resolved some


time ago or an allegation that was determined to be unfounded or did not require formal disciplinary sanctions and where no further issues have been raised are less likely to cause concern than more serious or recent concerns or issues that were not satisfactorily resolved. A history of repeated concerns or allegations over time is also likely to give cause for concern.

13.3 Also see section 15 on pre-employment checks.

14. The Selection Process

Selection methods

14.1 As part of the selection process a number of selection methods may be used to assess the candidates suitability for the post. All selection tests/exercises should be properly validated and only marked by trained staff. Selection methods may consist of: presentations, group discussion/decision-making, group discussion with students, in-tray exercise, aptitude (numerical/verbal) test, ICT based test, written exercises and psychometric tests.

Involving others in the process

14.2 Involving students and employees in the recruitment and selection process in some way, or observing short listed candidates’ interaction with them is common, and recognised as good practice. Candidates for teaching posts will normally be asked to teach a lesson and will generally be shown round the Academy by students or a senior member of staff, and/or meet with students and staff.

Interviews

14.3 The interview should assess the merits of each candidate against the job requirements as outlined in the job description and person specification and explore their suitability to work with students. The selection process for people who will work with students is always to include a face-to-face interview even if there is only one candidate.

Invitation to interview

14.4 In addition to the arrangements for interviews, time and place, directions to the venue, opportunity for the candidate to inform the academy of any special requirements, and membership of the interview panel, the invitation is to remind candidates about how the interview will be conducted and the areas it will explore including suitability to work with students. Enclosing a copy of the person specification can usefully draw attention to the relevant information.

14.5 The invitation is also to stress that the identity of the successful candidate will need to be checked thoroughly to ensure the person is who he or she claims to be, and that the person will be required to complete an application for a CRB Disclosure straight away. All candidates are to be instructed to bring with them documentary evidence of their identity that will satisfy CRB requirements, i.e. either a current photo driving licence or passport, or a full birth certificate, plus a document such as a utility bill or financial statement that shows the candidate’s current name and address, and where appropriate change of name documentation.

14.6 It is also very important that candidates are asked to bring documents confirming any educational and professional qualifications that that are necessary or relevant for the post, e.g. the original or a certified copy of a certificate, or diploma, or a letter of confirmation from the awarding body. If the successful candidate cannot produce original documents or certified copies written confirmation of his or her relevant qualifications must be obtained from the awarding body. A copy


of the documents used to verify the successful candidate’s identity and qualifications are to be kept for the personnel file.

Interview panel

14.7 The interview panel will normally consist of a minimum of two interviewers: for senior or specialist posts, a larger panel might be appropriate and may include member(s) of the LGB. A panel of at least two people allows one member to observe and assess the candidate, and make notes, while the candidate is talking to the other. It also reduces the possibility of any dispute about what was said or asked during the interview.

14.8 The members of the panel are to: have the necessary authority to make decisions about appointments; be appropriately trained, (at least one member of the interview panel is to have

undertaken the on-line training on Safer Recruitment provided via the CWDC or previously by National College for School Leadership or through accredited training courses);

meet before the interviews to: o reach a consensus about the required standard for the job to which they are

appointing; o consider the issues to be explored with each candidate and who on the panel will

ask about each of those; o and agree their assessment criteria in accordance with the person specification.

14.9 The panel should agree a set of core questions for ALL candidates in advance, relating to the requirements of the post, which should be transposed on an interview sheet. All interview questions will be objective, non-discriminatory and relate directly to the knowledge, skills and experience required by the postholder in line with the person specification. The panel can also agree the issues they will explore with each candidate based on the information provided in the candidates’ application and references (if available). A candidate’s response to a question about an issue will determine whether and how that is followed up. Where possible, hypothetical questions are to be avoided as they allow theoretical answers. It is better to ask competence based questions that ask a candidate to relate how s/he has responded to, or dealt with, an actual situation, or questions that test a candidate’s attitudes and understanding of issues.

Scope of interview

14.10 In addition to assessing and evaluating the applicant’s suitability for the particular post, the interview panel are also to explore:

the candidate’s attitudes toward students and young people; his or her ability to support the academy’s agenda for safeguarding and promoting

the welfare of students; gaps in the candidate’s employment history; and any concerns or discrepancies arising from the information provided by the

candidate and/or referee issues arising from any disclosure of a criminal record by the applicant.

See Appendix 6 for suggested interview decision grid template.

14.11 If for any reason references are not obtained before the interview, the candidate is to be asked at interview if there is anything s/he wishes to declare or discuss in light of the questions that have been (or will be) put to his or her referees. References are to be obtained and scrutinised before a person’s appointment is confirmed and before s/he starts work.


14.12 Once each candidate has been interviewed, interview summary sheets must be completed by the panel. At the end of the interview process, these sheets must incorporate the results of any additional selection tests/exercises undertaken. The sheets must clearly state the outcome and provide objective, clear reasons as to whether the candidate is suitable for appointment or not, directly relating to the job description and person specification.

14.13 Following the interview process all papers including notes taken during the interview process and test results if undertaken, should be retained by the Chair of the Panel. Following conclusion of the selection process all papers should be retained for six months. Where the decision is in dispute (including any formal employment tribunal case) no records should be destroyed until the case is concluded.

See also the section on Safer Recruitment and Interview Questions section 3 in Safer Recruitment Specific Guidance Document.

15. Conditional Offer of Employment - Pre-Appointment Checks

15.1. E-ACT has a legal requirement to carry out a series of pre-employment checks before confirming an offer of appointment. From 12 October 2009 under the Safeguarding Vulnerable Groups Act 2006, it is a criminal offence for an employer to knowingly employ a barred person. It is important that all pre-employment checks are completed before the successful applicant commences employment and time should be factored into the recruitment timetable to allow for these checks. A Single Central Record (SCR) must be kept to show that the certain checks have been undertaken for all relevant employees. The record must show the date on which each check was completed or the relevant certificate obtained and show who carried out the check.

15.2 The following checks must be recorded in the SCR and dated when the check was evidenced.

Identity – verifying the successful applicant’s identity by reference to original documents. Candidates interviewed should be asked to bring with them the necessary documents to verify their identity that will satisfy the requirements of the CRB disclosure application. Qualifications – the successful applicant should be asked to provide original certificates or diplomas for all the academic or vocational qualifications legally required for the post. The documents should be checked that they refer to the applicant and verified by the awarding body. Eligibility to work in the UK – it is an offence to employ someone who is not eligible to work in the UK. Enhanced CRB disclosure – completion of an application for a CRB and production of the supporting documents required. This will include verification against the ISA barred lists from 12th October 2009, which replaces the POCA and List 99 checks. This would also apply to overseas applicants. See section 16 for more information. This may not always be sufficient as CRB disclosures will not generally show offences committed by individuals who have lived abroad so an additional check can be made by obtaining certificates of good conduct from relevant embassies or police forces. Independent Safeguarding Authority Registration- From July 2010 this will be a requirement when recruiting someone new to the academy.

Status – it is a requirement for some posts that the applicant is licensed or registered with a professional body. A teacher must have been awarded Qualified Teachers Status (QTS) and be registered with the General Teaching Council (GTC).

15.3 When offering employment to the successful candidate, all offers of appointment are provisional upon the evidence required above as part of the SCR and the following:


Verification of medical fitness- it is a statutory requirement that anyone appointed to a post involving regular contact with children or young people must be medically fit Health and sickness record – this is normally checked as part of the reference request. However, E-ACT would expect all academy employees to complete an Occupational Health Questionnaire (see above), stating whether the applicant has any medical conditions or disabilities that would affect their performance or has any disability that might require the employer to make reasonable adjustments to the working environment or to the person’s terms and conditions. Two references – These should have been taken up prior to interview to provide the panel with the opportunity to ask questions if they have any concerned with the content of the references. Induction - the appointment is also conditional upon the person completing a satisfactory probation period.

15.3 If a response from the CRB is outstanding and all other pre-employment checks are satisfactory, and with the prior approval of the Academy’s Principal, a person may commence work provided they are appropriately supervised. The supervision should reflect what is known about the person concerned, their experience, the nature of their duties and the level of responsibility they will carry. For those with limited experience and where references have provided limited information the level of supervision required may be high. For those with more experience and where the references are detailed and provide strong evidence of good conduct in previous relevant work a lower level of supervision may be appropriate. For all staff without completed CRB Disclosures it should be made clear that they are subject this additional supervision. The nature of the supervision should be should be specified and the roles of staff in undertaking the supervision should be spelt out. The arrangements should be reviewed regularly, at least every two weeks until the CRB disclosure is received.

16. Applicants From Overseas or Who Have Lived Outside The United Kingdom

16.1 Overseas candidates and people who have lived outside the United Kingdom must undergo the same checks as for all other staff. This includes a CRB Disclosure and ISA Check

16.2 In addition, employers should make such further checks in respect of those candidates because CRB Disclosures will not generally show offences committed by individuals whilst living abroad.

16.3 For overseas candidates who have not previously lived in the UK, and UK candidates who have lived abroad for significant periods, organisations should make an additional check by obtaining a certificate of good conduct from the relevant embassy or police force where that is available as well as obtaining an enhanced CRB Disclosure. The CRB website gives information about the availability and coverage of these certificates. The level of information contained in these certificates varies from country to country. Some are complete extracts from the criminal record; others are partial.

16.4 Where an applicant is from or has lived in a country where criminal record checks cannot be made for child protection purposes, or is a refugee with leave to remain in the UK, and has no means of obtaining relevant information, employers must take extra care in taking up references and carrying out other background checks. For example, additional references should be sought, and references followed up by phone as well as letter.

17. Employing Agency Staff


17.1 If the academy uses agency staff written confirmation should be obtained from the staffing agency that the appropriate checks have been carried out and are satisfactory. The academy must ensure that the contract or arrangement with the staffing agency imposes an obligation on the staffing agency to carry out the same checks as E-ACT does for its own staff. The academy must also ask if the CRB Disclosure contains any relevant information concerning any convictions or cautions as outlined above.

17.2 The written confirmation should be held in the central records.

18. Volunteers

18.1 Volunteers are also seen by students as safe and trustworthy adults. The same kind of process should apply when an academy is recruiting volunteers. However as academies rely on volunteers in a variety of roles a common sense approach should be taken. For example if a parent volunteer is one of a group helping out on a one-off occasion such as a day trip, a fete, a sports day or a school disco there is no need for a formal recruitment and selection process or for a CRB disclosure or ISA vetting. On the other hand if the volunteer is going to have an on-going role that involves regular contact with students, or means that the person will be on the premises when students are present regularly or frequently, a similar recruitment process should be adopted as would be used to recruit a paid member of staff. The process might be presented differently or adapted to be more informal, but the principal safeguards and features of the recruitment and selection process should be the same.

In those cases the process should include: Information about the organisation’s commitment to safeguarding children Completion of an application form Obtaining references A face to face interview Pre employment checks including a CRB disclosure and ISA registration.

19. Building, PFI & Other Contractors

19.1 In relation to building contractors, students should not be allowed in areas where builders are working, for health and safety reasons, so these workers should have no contact with students. However Academies should ensure that arrangements are in place with contractors, via the contract where possible, to make sure that any of the contractors’ staff that come into contact with students undergo appropriate checks.

19.2 In relation to contractors who come on site only to carry out emergency repairs or service equipment and who would not be expected to be left unsupervised the guidance is that a CRB disclosure is not necessary (paragraph 4.23 of Safer Recruitment and Safeguarding Children in Education)

19.3 PFI and other contract staff must be checked in the same way as academy employees. Written confirmation should be obtained from the contractor, confirming that the appropriate checks have been carried out and are satisfactory.

20. Monitoring

20.1 Monitoring of both the recruitment process and induction arrangements will allow future recruitment practices to be better informed. It should cover:

monitoring of ethnicity, gender, disability, age and religion staff turnover and reasons for leaving;


exit interviews; and the attendance of new employees at Child Protection Training.

21. Induction

21.1 The induction programme provides the new recruit or volunteer with vital information about the Academy and its expectations of its employees in relation to professional conduct and working with students. All employees no matter how experienced should be provided with an induction programme to ensure he or she understands the ethos of the Academy when dealing with students and how to raise any issues of concern. The programme should be tailored to suit the requirements of the role.

21.2 The purpose is to: provide training and information about the academy’s policies and procedures; support individuals in a way that is appropriate for the role for which they have been

engaged; confirm the conduct expected of staff within the academy; provide opportunities for a new member of staff or volunteer to discuss any issues or

concerns about their role or responsibilities; and to enable the person’s line manager or mentor to recognise any concerns or issues

about the person’s ability or suitability at the outset and address them immediately.

21.3 The content and nature of the induction process will vary according to the role and previous experience of the new employee or volunteer, but as far as safeguarding and promoting the welfare of students is concerned, the induction programme should include information about, and written statements of:

policies and procedures in relation to safeguarding and promoting welfare e.g. child protection, anti-bullying, anti-racism, physical intervention or restraint, intimate care, internet safety and any local child protection and safeguarding procedures;

safe practice and the standards of conduct and behaviour expected of employees and students;

how and with whom any concerns about those issues should be raised; and other relevant HR procedures e.g. disciplinary, capability and whistle-blowing.

21.4 The programme should also to include attendance at child protection training appropriate to the person’s role.

21.5 It is important that all employees have appropriate training and induction so that they understand their roles and responsibilities and are confident about carrying them out. Employees, students and parents also need to feel confident that they can raise issues or concerns about the safety or welfare of students, and that they will be listened to and taken seriously. This can be achieved by maintaining an ethos of safeguarding and promoting the welfare of students and protecting employees, which is supported by:

clear written statement of the standards of behaviour and the boundaries of appropriate behaviour expected of employees and pupils that is understood and endorsed by all;

appropriate induction and training; regular briefing and discussion of relevant issues; ensuring all employees are familiar with the good practice; and clear reporting systems if a student, employee or other person has concerns about

the safety of students.

Details of all relevant policies and procedures should be available either from the academy intranet or staff handbook.


SAFER RECRUITMENT SPECIFIC GUIDANCE

1 Introduction

1.1 Safe practice in recruitment means thinking about and including issues to do with child protection and safeguarding and promoting the welfare of students at every stage of the recruitment process and in staff management, development and training. Throughout the recruitment and selection process, it is therefore important that applicants for positions working with students are aware of E-ACT’s commitment to safer recruitment and safeguarding students. Ensuring that safeguarding features highly in all E-ACT academy processes, policies, procedures and practice sends a clear message to applicants and existing staff and volunteers and helps to deter unsuitable individuals and inappropriate behaviour.

1.2 It is essential for E-ACT to have a clear statement about the organisation’s commitment to safeguarding and promoting the welfare of students. As a minimum the following policy statement should be included on all adverts and relevant recruitment and selection materials.

“E-ACT is committed to safeguarding and promoting the welfare of its students and expects all employees and volunteers to share this commitment.”

1.3 Each academy requires sound systems designed to:

prevent unsuitable people working with students; promote safe practice and challenge poor and unsafe practice without fear of

comeback; identify instances in which there are grounds for concern about a student’s welfare, and

initiate or take appropriate action to keep them safe; and contribute to effective partnership working between all those involved with providing

services for students.

1.4 Each academy’s current recruitment and selection policy must be reviewed to ensure compliance with this guidance.

1.5 Safer practice in recruitment starts with the process of ensuring authority to recruit within the delegation agreed by each Academy, planning the recruitment exercise and, where the post is advertised, ensuring that the advertisement makes clear E-ACT’s commitment to safeguarding and promoting the welfare of students. It requires a consistent and thorough process of obtaining, collating, analysing, and evaluating information from and about applicants.

1.6 The main elements of the process include: ensuring the job description makes reference to the responsibility for safeguarding and

promoting the welfare of students; ensuring that the person specification includes specific reference to suitability to work

with students; obtaining and scrutinising comprehensive information from applicants, and taking up

and satisfactorily resolving any discrepancies or anomalies; obtaining independent professional and character references that answer specific

questions to help assess an applicant’s suitability to work with students and following up any concerns;

a face-to-face interview that explores the candidate’s suitability to work with students as well as his or her suitability for the post;

verifying the successful applicant’s identity;


verifying that the successful applicant has any academic or vocational qualifications claimed;

checking his or her previous employment history and experience; verifying that s/he has the health and physical capacity for the job; and a mandatory enhanced CRB check and from July 2010 ensuring that the applicant is

registered with the Independent Safeguarding Authority (ISA).

1.7 It is important not to rely solely on CRB checks to screen out unsuitable applicants. These checks are an essential safeguard, but they will only pick up abusers who have been convicted, or have come to the attention of the police, or who have been listed. There are individuals, unsuited to working with students, who will not have had any previous convictions.

1.8 It is a statutory requirement to maintain a permanent record of the recruitment and vetting checks. A checklist should be used to sign-off each stage of the process and is to be retained as a record. This should include details of the recruitment panel and information on who has attended the Safer Recruitment training provided by National College for School Leadership (NCSL) or Children’s Workforce Development Council (CWDC) or through an accredited trainer. An example is given at Appendix 1.

2 Continuing Awareness

2.1 Recruitment and the checks that are undertaken as part of this process are E-ACT’s first chance to make robust efforts to prevent unsuitable individuals from working with students.

2.2 Whilst it is vital that the measures outlined in this guidance are applied thoroughly whenever someone is recruited to work with students, it is important to acknowledge that this is not the end of the matter. Academies are safe environments for the great majority of students However it is important not to become complacent. Some people seek access to students in order to abuse them, and previous cases have shown that abused students very often do not disclose the abuse at the time. All E-ACT academy employees should be briefed on local Child Protection Policies and should not hesitate to report any concerns, no matter how tenuous to the Academy Principal or a member of the senior leadership team.

3 Safer Recruitment and Interview Questions

3.1 The questions asked by the interview panel are very important in the area of safer recruitment. By asking the right questions, the chance of appointing inappropriate candidates is lessened, the interests and well-being of students are protected, and the risk of abuse is minimised.

3.2 The questions asked should be backed up by a series of probes and follow-ups to give the panel a full picture of the area being investigated. This should give an insight into the individual’s motivations, opinions, beliefs and attitudes, which will help the panel make a detailed assessment of their suitability to work with students. The questions could include:

what is their motivation and reasons for working with students? What aspects of their background contribute to their desire to work in these areas of

employment? What is their resistance to stress and how do they manage it? What is the impact on their behaviour when working with students who are personally

challenging? How do they view control and punishment? How do they establish boundaries and professional relationships and what do they do if

students cross them? How have they supported and promoted the safeguarding and welfare of student’s

policy in their existing role?


3.3 As well as devising questions, the panel need to consider what responses would be regarded as acceptable and unacceptable.

3.4 The interview panel must listen very carefully to answers to highlight inconsistent or inappropriate responses and/or areas that need additional questioning. They should also pay attention to any non-verbal communication.

3.5 Appendix 7 provides a guide to writing questions and some suggestions in relation to questions concerning safeguarding.

4 Guidance on Handing a CRB Check with Caution/Conviction/Adverse Information

4.1 Advice may be sought from the E-ACT Director of HR on how to manage the process in line with best practice and minimising risk.

4.2 On the E-ACT application form candidates are informed that the Rehabilitation of Offenders Act does not apply and that all convictions, cautions, bind-overs or pending prosecution must be declared. The interview will have explored issues arising from any declaration. 4.3 If a candidate is successful at interview as a final checking process the Principal should complete the risk assessment pro forma (Appendix 9). Once the CRB disclosure is received by the academy and it is established that the convictions/cautions are accurate in relation to the applicant and reflect what the applicant declared during the application process, the Principal should confirm with them the circumstances surrounding the convictions/cautions and when they took place. The fact that someone has a conviction or a caution would not necessarily prevent him or her from taking up or continuing in employment although serious consideration should be given to the information that has been received before a decision is made. In reaching that decision, the Principal should consider the nature of the conviction/caution, when they took place and whether there is a possibility of further incidents taking place together with the possible implications, if any, for E-ACT employing this person. Factors to consider include:

The seriousness of the offence, caution or bind-over and the circumstances around it; Whether the individual’s circumstances have changed since the offence was

committed, making re-offending less likely; The degree of intent on behalf of the offender; The damage caused; Whether drugs or alcohol were involved; The sentence received; Repeat offences i.e. was the offence a one-off or part of a history of offending; The length of time since the offence took place; The age of the person at the time of the offence; The nature of the job i.e. does the nature of the job present any opportunities for the

postholder to re-offend in the course of their work; The degree of risk that the offence suggests that the individual represents; The severity of the impact of it were it to happen again; The extent of job supervision i.e. does the job involve one-to-one contact with children

and what level of supervision will the postholder receive; An individual’s attempt to “go straight”; What measures can be put in place to minimise risk;

4.4 Appendix 9 is a risk assessment pro-forma for completion by the Principal and final ratification by the Director of HR before the individual is employed.

5 Vetting and Barring Scheme


5.1 The Safeguarding Vulnerable Groups Act provides the legal framework for the new Vetting and Barring Scheme. The new law will work be creating two linked lists of people barred from working in “regulated” activities with either young people or vulnerable adults. Inclusion in the barred lists will be compulsory, with no right of appeal, for those convicted of certain serious offences. Inclusion will be compulsory but subject to appeal for those convicted of, or cautioned for, less serious offences. Inclusion will be discretionary in other circumstances, even where no conviction has occurred and the responsibility for all discretionary decisions will be taken by the ISA.

5.2 “Regulated” activities include working as either an employee or volunteer in certain activities involving either frequent or intensive or overnight contact with children. All posts within schools would come into this category of activities as would any volunteers and school governors. Other activities are classed as “controlled” activities.

5.3 A person on the barred list may work in controlled activities subject to certain safeguards being in place. A risk assessment would need to be undertaken and close adherence to best practice would be essential.

6 Single Central Record of Recruitment & Vetting Checks

6.1 In addition to the various employee records, which need to be kept as part of the academy’s normal human resources procedures, each academy must maintain a single central record of recruitment and vetting checks. (See also section 15 in E-ACT Model Recruitment & Selection Policy and Guidance).

6.2 Each academy must have a record of all staff who are employed to work at the Academy and all staff who are employed as supply staff providing education, whether employed directly by the academy or through an agency.

6.3 The record should also include any one else that has been chosen by the academy to work in regular contact with students. This will cover volunteers, governors and people brought in to provide additional teaching or instruction for students but who are not employees. e.g., a specialist sports coach or an artist.

REFERENCES

Safeguarding Children and Safer Recruitment in Education Department for Education and Skills

1 January 2007

Safer Recruitment Guidance CWDC/Action for Children April 09

Recruitment of people working with children and vulnerable adults

CIPD Revised May 2009

Employing People with criminal records CIPD Revised April 2009

Employing people with criminal records: risk assessment CIPD Revised March 2009

The Vetting and Barring Scheme – FAQs Home Office April 2009

Independent Safeguarding Authority Referral Guidance ISA October 2009

ISA factsheet on regulated and controlled activities ISA October 2007

Safer Recruitment NCSL October 2009


The Right Choice: Involving Children and Young People

Action for Young People in Recruitment and Selection


Appendix 1 – Recruitment Checklist E-ACT guidance based on Safeguarding Children and Safer Recruitment in Education DES and NCSL Safer Recruitment Workshop.

Pre- interview Initials DatePlanningTimetable decidedJD & PS evaluated if necessaryPanel selected and names of panel recorded (At least one panel member must have attended Safer Recruitment Training either through the NCSL or CWDC or other accredited provider. At least one panel member must have attended Recruitment & Selection Training)Adverts placed at least one month before interview dateApplication form seeks all relevant information

Vacancy Advertised (where appropriate)Advertisement includes reference to safeguarding policy i.e. statement of commitment to safeguarding and promoting welfare of students and need for successful applicant to be CRB checked

Applications on receiptScrutinise – any discrepancies, anomalies and gaps in employment noted to explore if candidate considered for shortlisting

References – seekingWhere possible seek directly from referee on shortlisted candidates; include recommended questions and statement about liability for accuracy

Reference – on receiptChecked against information on application; scrutinised; any discrepancy/issues of concern noted to take up with successful applicant before appointment is confirmed

Invitation to interviewIncludes all relevant information and instructions

Interview ArrangementsPanel to include at least 2 interviewers: panel members must have the authority to appoint, have met and agreed issues/ questions/assessment criteria/standards etc and one panel member must have attended Safer Recruitment Training either through the NCSL or CWDC or other accredited provider. At least one panel member must have attended Recruitment & Selection Training


Interview Explore applicants’ suitability for work with students as well as for the post

Identity and qualification of successful applicants should be verified on the day of interview by scrutiny of appropriate original documents, copies of documents taken and placed on file

Initials Date

Conditional Offer of EmploymentVerbal Offer of appointment is made (subject to satisfactory references and pre-employment checks)

Following Safeguarding checks need to be made: ReferencesVerification of identityQualification CheckEnhanced CRB and ISA lists Risk Assessment to be completed and ratified by E-ACT Director of HR if caution/conviction/adverse information received from CRBHealthGTC England (for teachers, unqualified teachers and instructors)QTSStatutory induction for teachers who obtained QTS after 7 May 1999


Appendix 2 – Application Form and Equal Opportunities Monitoring Form

EMPLOYMENT APPLICATION FORM

POST APPLIED FOR (Job Title):Deadline for receipt of form:

Please read the guidance notes on page 8 before completing this form. Please write clearly in black ink or type as this form will be photocopied.

PERSONAL DETAILSTitle First Name(s):- Last Name:

Address:

Post Code

Work Tel No: (if convenient to receive a call)

Home Tel No:

Mobile No:

Email:

Do you have the legal right to live and work in the UK? Yes No

Is this subject to having a work permit? Yes No

You will need to produce photographic identification and proof of the above if you are called to interviewNational Insurance Number:-

Have you successfully complete a period of induction as a qualified teacher in this country? (For teachers only)

Yes No

If yes please give details of completion

Are you registered with the GTC? (For teachers only) Yes No If so please give details of your GTC Reference number (DfE number e.g. 12/34567)

Are you subject to any conditions or prohibitions placed on you by the GTC? (For teachers only):

Yes No

If yes please give details

Do you have Qualified Teacher Status? (For teachers only): Yes No

If yes please give date of awardQTS Certificate Number (For teachers only):


CURRENT (or most recent) EMPLOYMENT

Name of Employer:

Address:

Post Code:

Telephone No:

Date Started:

Date Left (where applicable):

Job Title/Post Held:

Grade/spine point:

Current Salary:

Notice Required:

Reason for leaving / wishing to leave:

Brief description of main duties/responsibilities:

REFERENCES

Please supply the names and addresses of two referees; one should be your current or most recent employer and the other your previous employer (someone who knows you in a professional or training/education context). Please refer to Application Form Guidance before completing.

Please note that under the DCSF Safeguarding Children and Safer Recruitment Guidance January 2007, references will be required prior to interview for all Academy based posts, teaching and non-teaching.Referee No 1 - Current/most recent Employer Referee No 2 - Previous Employer Name:

Job Title:

Company Name:

Address:

Telephone Number:

Fax Number

Email:

Relationship:

Name:

Job Title:

Company Name:

Address:

Telephone Number:

Fax Number:

Email:

Relationship:

I hereby authorise you to take up references from my present Employer, my previous Employer(s) or the people that I have submitted as personal referees, once an invite for interview of employment has been confirmed. In addition, I hereby authorise you to take up other reference checks as you may deem appropriate.

Signed Dated


PREVIOUS EMPLOYMENT

Please give details of your full employment history, detailing any periods of unemployment and unpaid/voluntary work (most recent first). Continue on a separate sheet if necessary.

DatesFrom To

Name and address of organisation

Telephone and contact

Job/Role and brief description of duties

Reason for Leaving

EDUCATION, QUALIFICATIONS & TRAINING

Secondary/Further

From To Qualification results with grades School/College/University

Please continue on a separate sheet if necessary

Academic/Professional


Other training courses attended e.g. in-service training



HEALTHPlease give the number of days you have been absent from work due to sickness in the past twelve months

How many periods of absence does this represent?

Please note that the successful candidate may be required to complete a medical questionnaire and may be asked to attend for a medical examination.

PERSONAL STATEMENT


Please use this section to support the information that you have already provided regarding your suitability for this post and how you meet the requirements of the post. Include everything that is relevant (such as training and experience gained through out-of-work activities) as concisely as possible. Continue on a separate sheet(s) if necessary. You may include details of other paid/unpaid work, voluntary work and work at home, committee and club experience/activities and any relevant hobbies etc.

Please continue on a separate sheet if necessary


SAFEGUARDING STATEMENTE-ACT is committed to safeguarding and promoting the welfare of its students and expects all employees and volunteers to share this commitment.

ADDITIONAL INFORMATIONDo you have a disability as defined by the Disability Discrimination Act 1995?

Yes No

If yes please give brief details to tell us if there is support which we can provide at interview or in employment if you are offered the job:

Have you ever been dismissed from employment for a reason other than redundancy?

Yes No

If YES please give reasons:

Have you ever been suspended or subject to disciplinary action in any employment?

Yes No

If YES please give reasons:

DECLARATIONS

CRIMINAL CONVICTIONSThe Rehabilitation of Offenders 1974(Exceptions) (Amendment) Order 1986 does not apply to posts where there is access to children. This means that applicants for employment which involves working with children and young people must disclose any criminal record. This will include any spent convictions or sentences.

Applicants should note that providing false information to obtain employment is a criminal offence.

Failure to declare a conviction, caution, bind-over or a pending prosecution, may disqualify you from appointment or result in summary dismissal.

E-ACT is committed to safeguarding the welfare of our students. Enhanced Criminal Record Bureau Checks will be carried out on all successful applicants.

Disclosure of a criminal record will not necessarily debar you from employment with E-ACT, this will depend upon the nature of the offence(s), frequency and when they occurred.


CRIMINAL CONVICTIONS continuedPlease answer the following:

Have you previously used, or do you currently use, any other surname(s)?

Yes No

If YES, state the other surname(s) you use(d):

Do you have any criminal records to declare? Yes No If YES, when did this take place?

Are there any current criminal proceedings against you? Yes No

If you answer yes to any of the questions above you will be expected to provide details of the conviction(s) or offence(s) in a sealed envelope marked ‘private and confidential’. If you are not short-listed , the envelope will be destroyed.

Please note that it is a condition of your employment that you inform the Academy if you are convicted of any criminal convictions (including driving offences). Failure to do so may result in disciplinary action being taken including the termination of your employment.

RELATIVESAre you related to, or the partner of, any member, employee or Governor of E-ACT?

Yes No

If so, please give Name:

Department: Relationship

DATA PROTECTIONI understand that the information contained in this form is personal data that will be held on computer and, if I am appointed, further information about me will be computerised for personnel administration purposes, including analysis for management purposes and statutory returns and that such data is subject to the Data Protection Acts 1998.

I have completed this application form accurately and truthfully. I have not withheld any information that could reasonably be considered relevant to my application. I understand that the appointment, if offered, will be subject to the information on this application being correct. I understand that providing false information with regard to this application shall disqualify me from such appointment, or if discovered after employment, may lead to my dismissal.

Please note: If you are returning this form by email, you will be asked to sign your application if you are called for interview.

Signed:_____________________________________________ Date:________________


GUIDANCE on completing an application formPlease read these notes carefully as they have been written to help you make the best of your application.GeneralThe decision to short list you for an interview will be based solely on the information you provide on the application form. We will not make any assumptions about your experience, knowledge, skills and abilities to do the job.

Always complete your application form in black ink or type, and keep a photocopy of your completed application form before returning it to the Academy. You may find it helpful to do a rough draft first.

The person specification describes the essential knowledge, experience / professional qualifications, which you will need in order to do the job as, described in the job description. You need to demonstrate that you have these skills and that you understand and are committed to equality and diversity and safeguarding and promoting the welfare of students.

Personal DetailsComplete this section fully and clearly. If you do not know your National insurance Number, you can obtain it from your local Benefits Agency office. All successful applicants will be required to produce documentary evidence of their eligibility to work in the UK. Verification of identity is required before confirmation of appointment.

Present or most recent employmentIt is important to give full information, including the organisation or school you work in, or most recent employment if not currently working, full dates, addresses and other requested details.

ReferencesFor all Academy based employees, your referees will be contacted prior to interview under the DCSF safeguarding children and safer recruitment guidance. Your first referee should be your current or most recent employer. We reserve the right to approach any previous employer for a reference. If your last post did not include working with children, a reference will be sought from your most recent previous employer where you were working with children.

Previous employmentInclude here any relevant work experience, including part time or work undertaken on a voluntary basis in this section, starting with your most recent experience. Ensure you put in full details of dates, names and addresses and your job title. You will need to explain any gaps in your employment.

Education, Qualifications and TrainingEnsure that you give all the information requested. Proof of qualification is required before the appointment is confirmed.

Personal StatementThis is an important part of the application form and is your opportunity to explain how you meet the person speciation for the post. You should demonstrate your skills, knowledge and experience and give short examples. Describe how you match the requirement of the job; include experience gained from previous jobs, community or voluntary work. Ensure that the information you give is well organised, relevant and brief. You may find it helpful to list each person specification requirement as a separate heading to explain how you meet that requirement. If you do not complete this section of the form, you will not be considered for short listing. CVs will not be accepted.


Additional Information – Disability If this applies to you, please let us know the help you require and we will ensure that reasonable adjustments are made.

Disclosure of a criminal recordAll positions within an Academy will be exempt from the Rehabilitation of Offenders Act 1974. You must declare all cautions and convictions including those that are ’spent’, and you will be subject to an Enhanced Criminal Records Bureau check if you are successful. You must provide details of any conviction(s) or offence(s) in a sealed envelope marked private and confidential.If you do have a spent conviction, this will not automatically disqualify you from employment. E-ACT Academies operates a Disclosure procedure in line with CRB guidelines. If you are successfully selected for a position within the Academy, you will be subject to this procedure. All Disclosures are carried out in the strictest confidence and are made only in connection with your application for employment and for no other purpose. All Academy based posts will require an Enhanced Disclosure

In the event of a successful candidate having a criminal record, the candidate will have the opportunity of discussing the disclosure with a senior member of staff. As a minimum, the following will have been taken into account:

Whether the conviction or information was disclosed during the application stage; Whether the conviction or information revealed is relevant to the job; How long ago the offence(s) took place; The candidate’s age at the time of the offence(s); The number and pattern of offences; Any other relevant circumstances

No decision will be made until your explanation and the above issues have been considered.

If you believe the disclosure information Is inaccurate, you would need to contact the CRB.

All disclosure information is kept securely and will only be seen by those who need to use it to carry out their duties. The disclosure forms are not kept on personal files.

Declaration: Relatives and other interestsIf this applies to you, please give the name of the employee, the department they work in and the relationship e.g. partner, daughter

Equal Opportunities Monitoring Form: Diversity and equality are at the heart of every activity in E-ACT. E-ACT is committed to equal opportunities in employment, with the aim of ensuring that everyone who applies to work for us receives fair treatment. To help us achieve this aim we ask you to co-operate with us and complete this monitoring form.

Before you send in your completed form, please read through to ensure all sections of the application have been fully completed and you have addressed all the criteria in the Person Specification.


EQUAL OPPORTUNITIES RECRUITMENT MONITORING FORM

Diversity and equality are at the heart of every activity in E-ACT. E-ACT is committed to equal opportunities in employment, with the aim of ensuring that everyone who applies to work for us receives fair treatment. To help us achieve this aim we ask you to co-operate with us and complete this monitoring form. This information will be used to monitor the effectiveness of our Equal Opportunity Policy and for no other reason. The request for this information and how it is used is within the scope of the Data Protection Act 1998 which allows for the collation and reporting of sensitive data for monitoring purposes.This information will be kept separate from your application form to ensure that none of the information you have provided is used in the selection decision.

POST APPLIED FOR _______________________________________________

HOW TO COMPLETE THIS FORM:- Please mark your response by putting an ‘X’ in the box.

Ethnic Origin: I would describe my racial or cultural origin as:

White: British □ Irish □ Other □Please specifiy

Black or Black British:

African □ Caribbean □ Other □Please specifiy

Asian or Asian British:

Indian □ Pakistani □ Bangladeshi □ Other □Please specify

Dual or Multiple Heritage:

White and Asian □ White and Black African □

White and Black Caribbean □

Any other dual or mulitple heritage □Please specify

Chinese or Other Ethnic Group:

Chinese □ Any other Ethic Background □Please specify


Monitoring Disability:Do you consider yourself to have a disability as defined in the Disability Discrimination Act 1995? The Act defines disability as “a physical or mental impairment which has a substantial and long-term effect on a person’s ability to carry out normal day to day activities”. Please mark with an “x”

YES □ NO □Monitoring Gender:

FEMALE □ MALE □Monitoring Media:

Name of Media or where you found out about this job?

Monitoring Age:

I am aged: _________ Years ________ Months

Date of Birth (DD/MM/YY) __________

Monitoring Religion: I am a member or follower of the following religious group:

None/No religion □ Buddhist □ Christian □ Hindu □

Jewish □ Muslim □ Sikh □ Other □Please specify

Consent:I hereby give my consent to E-ACT processing the information given on this form in accordance with the purposes stated above:

SIGNED: __________________________________ DATE: _______________________

NAME: ___________________________________

Thank you for completing this form. Please return it with your application form. We wish you every success with your application.


Appendix 3 – Suggested Job Description Template E-ACT guidance derived from a variety of sources including Safeguarding Children and Safer Recruitment in Education - Department for Education and Skills

ACADEMY:

POSITION:

GRADE:

RESPONSIBLE TO:

RESPONSIBLE FOR:

PURPOSE OF THE POST

DUTIES

To promote equality, diversity and inclusion and demonstrate this within the role.

To be jointly responsible for promoting and safeguarding the welfare of students (unless role is more defined)

Reporting to:

Signed:___________________________________ Date:___________________


Appendix 4 – Suggested Person Specification Template – E-ACT guidance derived from a variety of sources including Safeguarding Children and Safer Recruitment in Education - Department for Education and Skills

ACADEMY:

POSITION:

GRADE:

Essential Desirable Criteria Assessment Method(Form(F)/Interview(I)/Test(T)/Other(O)

Qualifications: Qualifications:

Experience: Experience:

Knowledge, skills & abilities: Knowledge, skills & abilities:

Equality, diversity and inclusion: Knowledge, understanding and

commitment to equality, diversity and inclusion informed by practical experience and application

Equality, diversity and inclusion:

Safeguarding: Knowledge, understanding and

commitment to safeguarding and promoting the welfare of students

Ability to form and maintain appropriate relationships and personal boundaries with students

Safeguarding:

Other requirements: Other requirements:

Please note that references will be taken up for shortlisted applicants prior to interview and any relevant issues arising from these will be taken up at interview



Appendix 5 – Suggested Short-listing Decision Grid Template

SHORTLISTING DECISION GRID

Job Title: Shortlisting Date:

Scoring:1 no understanding/competence 2 some understanding/competence 3 reasonable understanding/competence4 good understanding/competence 5 excellent understanding

Names of Panel

1) 2) 3)

Selection Criteria (from person specification) E/D Name: Name: Name: Name:Qualifications Score Score Score Score

Experience

Knowledge, Skills and Abilities


Equality, diversity and inclusion

Knowledge, understanding and commitment to equality, diversity and inclusion informed by practical experience and application

E

Safeguarding

Knowledge, understanding and commitment to safeguarding and promoting the welfare of students

E


E

TOTAL SCORE

Chair of Panel:

Name: Signature: Date:


Appendix 5 – Suggested Short-listing Grid Individual Panel MemberTemplate SHORTLISTING SCORING GRID – INDIVIDUAL PANEL MEMBERS

CANDIDATE’s NAME:

Job Title: Shortlisting Date: Name of Panel member


Selection Criteria (from person specification) Comments E/D ScoreQualifications

Experience




E


Safeguarding


E


E

E

Other Requirements E

TOTAL SCORE

Panel Member:



Appendix 6 –Suggested Interview Decision Grid Chair Template INTERVIEW DECISION GRID - CHAIR

Job Title: Interview Date:


Names of Panel

1) 2) 3)

Selection Criteria (from person specification) E/D Name: Name: Name:

Qualifications Score Score Score

Experience




E


Safeguarding


E


Other Requirements

TOTAL SCORE

Chair of Panel:



Appendix 6 – Suggested Interview Decision Grid Individual Panel Member Template INTERVIEW SCORING GRID – INDIVIDUAL PANEL MEMBER

Job Title: Interview Date:


Names of Candidate

Selection Criteria (from person specification) E/D Notes Score

Qualifications

Experience




E


Safeguarding


E


E

Other Requirements

TOTAL SCORE

Panel Member:



Appendix 7 – Guide to writing interview questions NCSL Participants Handbook – Safer Recruitment Workshop

Open QuestionsThese encourage the flow of information and usually begin with words like, What, Why, When, Where, Tell me about or How and encourage an expansive response. Interviewees will usually respond well to an open question

Example“What sort of work do you enjoy most?”

“Tell me about the project you are currently involved in.”

Closed QuestionsThese are direct, focused, and usually elicit a yes no response. They can be useful for confirming information and summarising. They can be useful in slowing down a verbose candidate

Example“Have you attended any conferences this year?”

“Did you personally supervise any employees?”

Probing QuestionsThese are used to follow up and obtain more detail. Their purpose is to draw out more information about specific points, aiming for depth rather than breadth of information.

Example“You say you enjoyed your last project, which aspect of work gave you the most satisfaction?”

“You say that you worked in a team, what was your main role as a member of that team?”

Leading QuestionsThese are directive and always indicate the preferred answer or indirectly the interviewer’s opinion. These are not productive in obtaining depth or quality of information.

Example“You are willing to work every other Saturday morning aren’t you?”

“I expect you prefer to work as part of a team?”

Linking QuestionsThese questions will summarise and confirm correct understanding and make transitions to new subjects.

Example“Thank you, I can see from your answer that you like working with people, can you tell me how you use this skill when you are working on the help desk?”

Hypothetical QuestionsThese are open in style and pose a ‘What if...’ scenario. They can be useful in analysing knowledge, attitudes, reactions, creativity and speculative thinking. However, in setting a scene you will need to be very careful that everyone would understand the basis of the question and the sub text of the scenario. You could give an unfair advantage to internal applicants.

Example“If another member of staff took credit for work you had done, what would you do?”

“If you were in the middle of doing something for a student and a teacher asked you to drop everything to help her, which would take priority?”


Multiple QuestionsThese are several questions joined in a series. As they confuse interviewees and produce limited information, they should not be used regularly.

It may be helpful to combine questions requiring repetitive factual responses. This can avoid having to interrupt regularly with the same questions and gives the interviewee responsibility for covering all points.

Example“I want you to think about your skills in relation to Word-Processing, Spreadsheets, Databases and Email and rate yourself against each as

a) No knowledge,b) A beginnerc) Advanced userd) Expert”

Behavioural QuestionsThese will seek advice from the past as an indicator of future performance. They are similar in nature to hypothetical questions in that they can measure knowledge, attitudes, reactions, creativity and thinking, but they do so on the basis of something the candidate has actually experienced and done.

Example“Think of a time when you had to deal with someone angry. What techniques did you use to calm the situation?”

“When you are under pressure to meet a number of deadlines, what strategies do you use to manage your time effectively?”


Example Questions for Teacher Interviews in relation to safeguarding (Pick one or two)

NCSL Participants Handbook – Safer Recruitment Workshop

1) Motivation for Working with StudentsTo examine self awareness/knowledge and understanding of self, interconnection between self and professional role:

What do you feel are the main drivers, which led you to want to work with young people?

How do you motivate young people? What has working with young people taught you about yourself?

2) Emotional Maturity & Resilience Consistency under pressure, ability to use authority and respond appropriately, ability to seek assistance/support where necessary

Tell me about a time when you have been working with students when your authority was seriously challenged. How did you react? What strategies did you use to bring things back on course? How did you manage the situation?

Tell me about a person you have had particular difficulty dealing with. What made it difficult? How did you manage the situation?

3) Values and EthicsAbility to build and sustain professional standards and relationships, ability to understand and respect other people’s opinions, ability to contribute towards creating a safe and protective environment

What are your attitudes to child protection? How have these developed over time?

What are your feelings about children who make allegations against teachers or staff?

How do you feel when someone holds an opinion, which differs from your own? How do you behave in this situation?

Have you ever had concerns about a colleague? How do you deal with this?

4) Safeguarding Knowledge and understandingProactive and has personally taken actions to improve safe guarding culture. Prepared to challenge others in the workplace to make tangible improvements to safeguarding.

Tell us about what you have done in the last 12 months to actually improve child protection in the workplace. How did this action arise?

Follow up with: Who did you talk to? What were the results? What is the safeguarding policy in your workplace? Follow up with: How is it monitored? What steps have you taken to improve

things? Give me an example of when you have had safeguarding concerns about a child Follow up with: How did it arise? Who did you speak to? What actions did you

take? Tell us about a situation where you felt you fell short of safeguarding standards. Follow up with: How did it arise? Who did you speak to? What actions did you

take? Have you ever had to challenge the views of someone more senior than yourself

in relation to safeguarding concerns? Follow up with: What were the circumstances? How did you go about it? What

was the outcome?


Appendix 8:- Reference Letter and Pro-formaE-ACT guidance derived from a variety of sources including Safeguarding Children and Safer Recruitment in Education - Department for Education and Skills

REFERENCE REQUEST FOR POTENTIAL EMPLOYMENT AT XXXXXXXXX ACADEMY

Name of AcademyAddressTelephoneFax

Private and Confidential

Dear (Referee’s Name and Address) Date

Reference Request

Name:

Post applied for:

Job Title:

The above named person has applied for a post with (name of academy) and has given your name as a referee. A job description and person specification for the post is enclosed and I would be grateful if you could provide an assessment of their suitability for the post by completing the attached reference request form.

Please note that in order to protect the public, this post is exempt from Section 4(2) of the Rehabilitation of Offenders Act 1974 by virtue of the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975, amended by the Rehabilitation of Offenders Act 1973 (Exceptions) (Amendment) Order 1986. Therefore, it is not in any way contrary to the Act to reveal any information that you have concerning convictions that would otherwise be considered as “spent”. Any such information will be kept in strict confidence, and used only in consideration of the suitability of the applicant for this position. This information will not be disclosed to the applicant. The applicant is able to view the remainder of the reference.

To enable us to appoint (name of candidate) to this position, I would appreciate a reply by return of post by (date). Failure to return the questionnaire by this date could jeopardise the employment of the above named person.

Please contact me if you have any queries regarding this reference. I may need to contact you by phone if clarification or further details regarding this reference are required.

Please note that references are open and candidates may view their reference.

I thank you in advance for your assistance.

Yours sincerely,

NamePosition


Appendix 8:- Reference Letter and Pro-forma

Please return to:

Reference for

Applicant for the post of

Please confirm the following details:Dates of employment with your organisation

From To

Applicant’s Current position or most recent job title with you

The main duties and responsibilities of that post

The applicant’s reason for leaving your employment:How long have you known the applicant?In what capacity do you know him/her?

Please give details of any absences due to illness during the last 2 years. How many days in total?Over how many occasions during the 12 months.Reasons given for the absence

Is the employee currently subject to: A current investigation Yes No A disciplinary action Yes No an appeals process Yes No Have they a live warning on file Yes No

If yes to any of the above, please give details of the circumstances and why and what the outcome was.

Please mention if any of the above relate to the safety and welfare of children or young people, including any instances in which the disciplinary sanction has expired, and the outcome of any such procedure.


Have there been any allegations or concerns raised about this person related to the safety and welfare of children or young people, or behaviour towards children or young people?

Please provide the details of the outcome: (e.g. if these were investigated, the conclusion reached, how this was resolved)

Are you aware if the applicant has any criminal convictions, cautions, or pending prosecutions?

If Yes, please give details:

Yes No

Can you confirm whether or not, under the provisions of child protection, a Criminal Records Bureau (CRB) check has been carried out and received by your organisation?

Yes No

If yes, can you provide the date when the check was completed?

Since this post is considered exempt from the provision of the Rehabilitation of Offenders Act 1974 (Exceptions Order 1986), it would be in order for you to reveal any information you have about convictions received by this person. Please provide any information you may have.

Are you satisfied that the candidate is suitable for a position, which involves working with children?

If your answer is no, please detail your specific concerns and reasons why you consider them unsuitable:

With reference to the Job Description and Person Specification provided, do you feel the candidate has the ability, and is suitable to undertake this role?

Please provide comment on how you feel this person meets the person specification:

Would you consider this person for re-employment if there were a suitable vacancy?


Do you know of any reason why we should not employ the applicant?

If Yes, please give details:

Yes No

Name

Signed

Post title

Date

If the person that has completed this reference is not the Headteacher/Principal, please ensure that the Headteacher/Principal has countersigned this reference.

Name

Signed

Date

Please ensure that any information you include in this reference is accurate and does not contain any material misstatement or omissions. Any relevant factual content of the reference may be discussed with the applicant.

The content of this reference may be discussed with the applicant at interview and it may be necessary to contact you subsequently for clarification of any part of the reference.

XXXXXX Academy is committed to the safeguarding of students and expects its staff, governors and volunteers to share this commitment and to act in accordance with our safeguarding policies and procedures.

SECTION 2 – PROFESSIONAL DETAILSLeadership and management abilities – to what extent is the above person an inspirational, enthusiastic and effective leader, successful in raising standards of achievement and engaging staff.

Knowledge, understanding and skills – to what extent does the above person demonstrate they have a clear vision for their subject.


Communication and interpersonal skills – to what extent is the above person able to work with staff (teaching and support), working for improvement

Judgement when working under pressure - how does the above person cope when working under pressure

Networking – to what extent is the above person able to develop strong professional networks and works in partnership with relevant agencies.

Successful resource management – with reference to learning resources and curriculum development.

IT Skills – uses IT to support teaching, learning and communication.

Any other relevant information

Please indicate the level of your recommendation for this person for this position at our organisation. Please tick

Cannot be recommended for the post Can be recommended for the post Can be highly recommended for the post Can be recommended unreservedly for the post

Name

Signed

Post title


Appendix 9:- Guidance and Risk Assessment re handling a CRB check with caution/conviction/adverse information

Once the CRB disclosure is received and it is established that the convictions/cautions relate to the individual and reflect what the applicant declared, the Principal should meet and discuss with them the circumstances surrounding the convictions/cautions and when they took place. The fact that someone has a conviction or a caution would not necessarily prevent him or her from taking up or continuing in employment although serious consideration should be given to the information that has been received before a decision is made. In reaching that decision, the Principal should consider the nature and seriousness of the conviction/caution/adverse information, when they took place and whether there is a possibility of further incidents taking place together with the possible implications, if any, for E-ACT employing this person. The decision of the Principal must be ratified by the E-ACT Director of HR before the individual can be employed.

Factors to consider include:

The seriousness of the offence/caution/adverse information and an examination of the circumstances around it

Please list the offence/caution/adverse information and sentence. Please summarise applicants/employee’s response

Whether the individual’s circumstances have changed since the offence was committed, making re-offending less likely

Please summarise applicants/employee’s response

The degree of intent on behalf of the offender


The damage caused and whether drugs or alcohol were involved


Repeat offences i.e. was the offence a one-off or part of a history of offending

The length of time since the offence took place and the age of the person at the time of the offence

The nature of the job i.e. does the nature of the job present any opportunities for the postholder to re-offend in the course of their work

The degree of risk that the offence suggests that the individual represents and the severity of the impact were it to happen again

The extent of job supervision i.e. does the job involve one-to-one contact with children and what level of supervision will the postholder receive


An individual’s attempt to “go straight”

What measures can be put in place to minimise risk


The decision should be documented for final ratification by the Director of HR in E-ACT.

Decision and rationale along any measures to be put in place to minimise risk

Principal’s Signature…………………………………………………….Date

Director of HR E-ACT’s Signature………………………………………………Date


Appendix 10

E-ACT Head Office Diversity and Equality Policy

1. Introduction

1.1 Diversity, tolerance and equality are at the heart of every activity in E-ACT academies, where young people of all races, faiths and cultures learn together. E-ACT is committed to ensuring that all employees have the opportunity to maximise their potential and enhance their self development and their contribution to the organisation. As a learning organisation, E-ACT is committed to developing an open workplace culture in which everyone feels valued and can add value. E-ACT aims to nurture creativity and innovation and thereby to tap hidden capacity for growth and improve performance.

1.2 It is unlawful to discriminate directly or indirectly in recruitment or employment on grounds of sex, gender history or gender reassignment, pregnancy, age, colour, race, nationality, ethnic or national origin, being gay, lesbian or bisexual, religion or religious beliefs, or because someone is married or is a civil partner. It is also unlawful to discriminate unjustifiably on grounds of disability or to fail to make reasonable adjustments to overcome barriers to employment caused by disability.

2. Scope

2.1 Each E-ACT academy has its own equality policy that is compliant with the law, best practice and ensures equality of opportunity and access for staff, students and those who have dealings with the academy. This diversity and equality policy applies to all headquarters staff together with applicants, consultants and contractors working for E-ACT and individuals, such as external suppliers, not directly employed by the Company but who have dealings with E-ACT employees during the course of business.

3. Aims

3.1 E-ACT is committed to eliminating discrimination and encouraging diversity amongst the workforce. The overall aim is that the workforce is representative of all sections of society and each employee feels respected and able to give of their best. E-ACT opposes all forms of unlawful and unfair discrimination. This policy aims to promote an inclusive culture and working environment where:

The diversity of all employees is respected and valued; All employees have the opportunity to receive fair treatment in an environment

free from discrimination and harassment; All employees whether full time, part time, or temporary will be treated fairly and

equally; Opportunities for promotion, training, and continued employment are provided to

all staff based on merit and ability in relation to the role and criteria. All employees are helped and encouraged to develop their full potential and the

talents and resources of the workforce are fully utilised to maximise the efficiency of the organisation;

No form of intimidation, bullying or harassment is tolerated; Recruitment and employment decisions are made on the basis of merit and fair

and objective criteria. No employee or job applicant shall be disadvantaged by requirements that cannot be shown to be relevant to the job they applied for or hold;


4. Responsibilities

4.1 Every employee, irrespective of seniority, is required to assist E-ACT by protecting the integrity of this policy and upholding the E-ACT’s values of diversity and equality and non-discrimination. If a member of staff becomes aware of any breach of this policy they are obliged to report it immediately to the Director of Human Resources.

4.2 Managers: All managers are responsible for maintaining fair, consistent and objective procedures for matters relating to diversity and equality. All managers have a direct responsibility towards all employees to uphold E-ACT’s policy and maintain the required standard of professional conduct between colleagues working in their area. Managers are responsible for ensuring that employees reporting to them are aware of the company’s policy and that any relevant and necessary training is provided. Complaints to a manager must be dealt with quickly and sensitively and it is the manager’s responsibility to ensure that employees are protected from any retaliation or victimisation for making or being involved in a complaint.

4.3 This includes the responsibility for the collation and retention of the records necessary for effective monitoring systems.

4.4 Employees: Every employee is responsible for his/her own behaviour and is expected and required to behave in an acceptable manner and in accordance with this policy. This extends to the treatment of job applicants, fellow employees, academy employees and governors, and visitors. If an employee believes that they have been subject to any harassment or other violation of this policy they must make it plain at an early stage that the behaviour is unacceptable to them. The employee should also inform their line manager or the Director of Human Resources. Any employee who believes that he/she has suffered any form of discrimination, harassment or victimisation is entitled to raise the matter through the grievance procedure. Any breach of this policy will be seen as misconduct and employees may be subject to disciplinary proceedings.

5. Monitoring and Review

The Director of HR is responsible for establishing appropriate information, monitoring and reporting systems to assist the effective implementation of this policy.

The Director of HR will ensure that HR policies and procedures are reviewed on a regular basis to identify and eliminate processes, practices or eligibility criteria which may discriminate (directly or indirectly) against any particular group or category of employees.

6. Discrimination and Harassment

E-ACT will not tolerate any form of discrimination or harassment by or against employees.

7. The Law

7.1 This policy will be implemented within the framework of the relevant legislation, which includes:

Equal Pay Act 1970 (Equal Value Amendment 1984) Rehabilitation of Offenders Act 1974 Sex Discrimination Act 1975 (Gender Reassignment Regulations 1999) Race Relations Act 1976


Disability Discrimination Act 1995 The Protection from Harassment Act 1997 Race Relations (Amendment) Act 2000 Race Relations Act 1976 (Amendment) Regulations 2003 Employment Equality (Sexual Orientation) Regulations 2003 Employment Equality (Religion or Belief) Regulations 2003 Disability Discrimination Act 2005 Employment Equality (Age) Regulations 2006

Definitions

7.2 Discrimination

“Discrimination” occurs when decisions regarding employment, advancement and/or remuneration are wholly or partly based on age, race, nationality, ethnic or national origins, sex (including gender reassignment), marital status, disability, being gay, lesbian or bisexual, religion, religious or philosophical belief (“(Discriminatory Grounds)”).

7.3 Direct discrimination

Direct discrimination occurs where someone is put at a disadvantage or suffers less favourable treatment on Discriminatory Grounds in relation to his or her employment. Direct discrimination may even occur unintentionally.

7.4 Indirect discrimination

Indirect discrimination occurs where an apparently neutral policy, condition or requirement is applied to everyone, but which in practice has a disproportionately adverse affect on one particular group of staff on Discriminatory Grounds.

7.5 Victimisation

Victimisation occurs where an individual is treated less favourably or suffers a detriment because he has made a complaint or assisted someone else in making a complaint of discrimination or harassment on Discriminatory Grounds.

7.6 Harassment

Harassment is any unwanted conduct, based on Discriminatory Grounds, affecting the dignity of a person or creating a humiliating, hostile or intimidating environment for that person. This does not include occasional compliments, traditional politeness and socially acceptable behaviour.


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