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Behaviour policy checklist for early career teachers and mentors
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The aim of this checklist on behaviour for early career teachers (ECTs) and their mentors is to provide a framework that schools can adopt to enable the support, appropriate information and understanding that is needed for success.
Behaviour policy checklist for schools and colleges
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The aim of this checklist on behaviour is to provide a framework that schools can adopt to enable the support, appropriate information and understanding that is needed for success.
Why should performance-related pay be abolished?
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This Bargaining Essentials document is to support NEU reps to negotiate the abolition of performance-related pay (PRP) in their workplace.
NEU NI initial submission to panel members of Independent Review of Education
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NEU NI has submitted initial views to the independent review of education in the form of ten demands or asks to be addressed.
Harassment and bullying model policy
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The aim of this model policy on harassment and bullying is to provide a framework that schools can adopt to prevent and tackle harassment and bullying and covers key definitions and the legal framework.
Ofsted inspection advice for members on the main or upper pay range
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The NEU advice to teachers who are not in the leadership group and who do not receive a TLR payment for responsibility for any subject or curriculum area.
Appraisal model policy
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The aim of this model policy on appraisal is to provide a supportive and developmental procedure designed to ensure that all teachers have the skills and support they need to carry out their role effectively.
Islamophobia damages all of us
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A policy statement from the National Education Union on Islamophobia
Disqualification model letter for school leaders
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NEU model letter for school leaders to issue to staff at the beginning of each academic year in relation to safeguarding and disqualification under the Childcare Act 2006.
FGM flowchart
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Is it my legal duty to report signs of FGM? Use this flowchart to help understand when to report.
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