Rationale:

Recruiting staff who are suitable adequately trained checked for suitability to work with children and show commitment to providing good quality education to the students:

1. We are committed to recruiting, appointing and employing staff in accordance with all relevant legislation and guidance given by the DofE keeping children safe September 2016 document.

2. We work towards an Equal Opportunities Employment Policy, seeking to offer job opportunities equally to both women and men, with and without disabilities, from all social, ethnic and cultural groups.

3. We want to ensure that staff hold the required qualification for the students that they are going to teach.

4. All staff whether paid or unpaid will have to have undergone enhanced police clearance checks with the Criminal Records Bureau with child barred list checks to ensure their suitability to work with children. Even if they have been teaching without three months break before 2002.

5. On the instance that staff have been working in the same LA and have not had a gap of three months, then the school will consider their previous DBS checks performed by the LA but will choose to do another enhanced CRB check once appointed.

6. Before appointment all staff will have to provide at least two suitable references including one from the most recent employer. These checks will then be verified by writing to the referees.

7. All staff will have to bring original copies of two forms of ID. One of which must be a photo ID, another with proof of address. Producing original copies of passport will also be mandatory.

8. All staff during the interview will be asked to produce original copies of their qualifications and also their right to work in the UK, including people from the EEA.

Initial interviews will take place with the head teacher and either one or two members of the governing body.  During the interview: (Examples of questions included in Appendix one).

  • Encourage the candidate to talk about their personal experiences in regards to work with children.
  • Ask the candidate to provide real-life examples that prove they have always taken child protection seriously.
  • Clarify any discrepancies or concerns you have from the candidate’s application form.
  • Clarify any career gaps, longer than 3 months, that may have taken place.
  • Ask the candidate if they wish to declare anything that they haven’t already disclosed to you.
  • Remind the candidate that you take safeguarding seriously and will be following up the interview with a Disclosure and Barring Service (DBS) check

Depending on the post applied for if the initial interview is successful the candidate may be asked to come back for a second interview which will also include an observed lesson by the head teacher and a member of the SLT.

9. Any overseas staff, prior to appointment, will have to provide evidence of no criminal records and suitability to work with children. Further guidance will be sought if any confusion arises.

10. All staff will be given a medical fitness questionnaire which they must fill in which will be checked by the school medical officer after their appointment.  

11.  Teachers employed through a supply agency the person’s identity has to be checked before the person is offered work.

12. Ensure that the supply agency has disclosed any checks and a copy of a criminal record certificate is obtained.

Appendix one

To assess a candidate’s attitude towards safeguarding, you should look to ask them questions which provoke a response relating to their personal experiences.

‘Open’ questions which prompt a detailed response or discussion are the most effective for this. You can use open questions to find out how the candidate has acted in the past or what their attitude is towards safeguarding procedures. For example:

  • “Can you tell me about a time when you had to control a child’s behaviour?”
  • “What is your favourite teaching method and why did you choose it?”
  • “What do you do to ensure that every child in your class reaches their potential?”
  • “When was the last time you had to discipline a child?”
  • “What is your opinion on doing yearly safeguarding children training?”
  • Tell us about a time when you took action to help protect a child. 
  • Describe the procedures that need to be in place to protect children. 
  • How in your work or life so far have you tried to ensure that children are protected?
  • Give me an example of when you had safeguarding concerns over a child.
  • Give me an example of where you had to deal with bullying behaviour.
  • Give me an example of how you have managed poor pupil behaviour.
  • What do you think makes a school safe and supportive?
  • Have you ever felt uncomfortable about a colleague’s behaviour towards children in a previous job? What were your concerns, what did you do,and how was the issue resolved?
  • Safeguarding children is an important part of our work. Can you give me same examples of how you would contribute to making the organisation a safer environment for children?
  • Tell me about a time when a child or young person behaved in a way that caused you concern. How did you deal with that? Who else did you involve?
  • Why do you want to work with children? What do you think you have to offer? Give an example of how children have benefited from contact with you.
  • Bullying is often a serious issue that has to be dealt with in all areas of work with children. In your experience what is the best way to deal with it? How did your previous organisation tackle the problem?

Stage 3 – Areas of Potential Concern


NOTE to interviewers: During your selection activities you may hear things that would cause you concern and which you would then need to explore further with the candidate.

These may include:

  • Lack or no understanding or appreciation of children’s needs or expectations
  • They appear to want the role in order to meet their own needs rather than the needs of children
  • Using inappropriate language when talking about children
  • Vagueness about experiences and/or gaps on the application form or unable to provide examples to support their answers
  • A maverick – unwilling to follow rules, procedures or work with others 
  • Suitability to the role
  • Why did you apply for this particular role?
    Why did you choose to teach this particular age range?
    What are your core strengths?
    What are your weaknesses?
    What can you bring to the role that other candidates may not bring?
  • The school and staff
  • What makes a successful school?
    What importance do you attach to co-operation with colleagues, such as those who are teaching parallel classes?
    How would you cope with a lack of enthusiasm from colleagues?
    What is your impression of the school/organisation?
    How do you feel about parent helpers in the classroom?
    How would you work with a teaching assistant in your classroom?
    Do you find it difficult working alongside older, more experienced staff?
    What is the most difficult piece of feedback you have ever had to give, and why?
    How would you react if a senior member of staff queried or criticised some aspect of your teaching?
  • Teaching and learning
  • What is your understanding of high-quality teaching and learning?
    Describe a good lesson
    Describe a lesson that did not go well. What were the reasons for this?
    If I came into your classroom, what would I see?
    Describe the teaching method you find most effective
    How would you organise teaching and learning for a mixed-age group?
    Do you differentiate between outcome or task?
    What are the important things to consider when setting up a classroom?
  • Ensuring progress
  • What assessment strategies would you use?
    How do you ensure all children are involved?
    How do you assess and record your children’s progress?
    How would you motivate a reluctant child?
    How would you meet the needs of gifted and talented children in the class?
    Have you had experience of a very high attaining and very low attaining child in your class?
    Tell us about your experience of assessment for learning and assessment of learning
    If a child doesn’t show signs of improvement after all your planning, monitoring, assessing etc, what do you do next?
    What strategies do you use to manage children with special educational needs?
  • Behaviour management
  • What behaviour management policies have you experienced, and what do you consider as having been effective?
    How would you deal with a pupil who is not co-operating?
    How would you deal with a disruptive child?
    What do you think is the best way to motivate pupils?
    Some people say you should demand respect from children. Do you agree or disagree, and why?
    What do you understand by the term ‘providing support’ for the pupil?
    Bullying is often a serious issue that has to be dealt with in all areas of work with children. In your experience, what is the best way to deal with it?
    Child protection issues
    Have you ever felt uncomfortable about a colleague’s behaviour towards children in a previous job?
    What were your concerns, what did you do, and how was the issue resolved?
    Safeguarding children is an important part of our work. Can you give me same examples of how you would contribute to making the organisation a safer environment for children?
    Tell me about a time when a child or young person behaved in a way that caused you concern. How did you deal with that? Who else did you involve?
    Why do you want to work with children? What do you think you have to offer? Give an example of how children have benefited from contact with you.
    How did your previous organisation tackle child protection?
  • Career development
  • How will you develop yourself as a professional teacher?
    What is your understanding of effective performance management?
    What are your plans for the future?
    How would you like to see your career develop?
    Are you prepared to go on courses?
    How long do you expect to stay here?
    Would you aim to widen your experience by seeking posts in other schools after a reasonable period here?