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Safer Recruitment Policy

1. Rationale

This policy is needed to ensure that Primary PPA Cover appoints the highest quality staff to represent the company and that safe recruitment practices are rigorously enforced.

2. Purposes

2.1. To ensure all those employed at Primary PPA Cover are suitable individuals to work with children and young people (have valid full enhanced CRB/DBS checks)

2.2. To ensure all those employed at Primary PPA Cover are the best qualified and experienced to work with children and young people to teach their specific subject areas.

2.3. To ensure all those employed at Primary PPA Cover share the company’s ethos, values, ways of working and aspirations for the children and communities it serves.

2.4. To meet the requirements of the safeguarding policy and equal opportunities policy and protect both children and employees within the establishment.

2.5. To meet government recommendations for appropriate training especially for safe staff recruitment.

2.6. To ensure all employees understand the requirements within safeguarding and their role.

3. Guidelines for implementation

3.1. Identification of the need for an appointment
The need for certain posts will be assessed as appropriate e.g. when a member of staff leaves or when ratios exceed those set by OFTSED

3.2. Advertisements & post details
Once the need for an appointment has been identified Primary PPA Cover will proceed to advertise internally, locally and nationally as appropriate.

Advertisements will carry information about the company and the post.

All vacancies are advertised online via Universal Job Match and Indeed.com (as recommended by the UK government) as well as CV Library.

Potential candidates who request details will be sent a candidate information pack which will contain the following:

  • Details of how to apply for the post and the closing date.
  • Details of the post
  • A job description and person specification
  • Information about the company
  • Interview procedure and details

All job descriptions will contain this statement of commitment to safeguarding children and young people: “Primary PPA Cover is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. An enhanced DBS, safeguarding training, disqualification form and two references are required for this post prior to commencement.”

3.3. Applications and short listing
An appointment team will be established at this stage which will usually consist of:

  • One of the two Directors of Primary PPA Cover: Kerry or Stacey Barsby and/or
  • The relevant line manager for the subject field

Applications can be made via email/through the post.

Once the closing date has passed the appointment team will shortlist the candidates and invite them for their first interview, explaining what they need to do in preparation.

This will include bringing appropriate documentation so that a criminal record bureau check can be initiated for the successful candidate.

3.4. Selection procedures
First interviews will normally take place over the course of a day – more if it is for a senior post. The day will normally start with a welcome and introduction. Candidates also will need the opportunity to find out about the post and the team with which they will be working.

  • A variety of selection procedures will be used, for example:
  • First Interview Candidates are asked to talk about particular events or developments in their career and explain to their interviewer how they are suitable for the post. Candidates will be asked questions regarding their experience in the education sector and particularly about their behaviour management skills. This can be a useful way of analysing a candidate’s motives and ways of working.

3.4.1 Practical Interview (Teaching in a school setting)

If candidates get through the first stage of the interview process, candidates will be given an appointment date for a practical interview.
All practical interviews are witnessed by a Senior Member of staff. This provides very important information especially about how well the candidates plan lessons, how they interact with children and how well they teach.

3.4.2 Final Interview

During the final interview, candidates are asked scenario-based first aid, safeguarding and customer service related questions. This interview is carried out by a member of senior management. The final interview panel will receive feedback from each of the various selection activities that have taken place and then proceed to agree questions for the final interview.

All candidates must be given the same questions and tasks to do although it is entirely appropriate to ask candidates about issues arising from their initial application and from other selection methods used on the day.

3.5. References
References will be requested from both of the referees nominated by the candidate, one of which should be an up to date employer referee, i.e. current or most recent employer.
Primary PPA Cover will request a written reference. Primary PPA Cover will request information about:

  • The candidate’s suitability for the post
  • Attendance and punctuality
  • Whether there are any outstanding disciplinary issues
  • Whether there are any reasons why the candidate should not work with children and young people.
  • Whether the referee recommends them for the post – without reservation, with reservation or not at all.

References will be read before the interview so that any issues arising can be investigated during the interview.

3.6. The appointment
Taking all the evidence gathered into consideration the panel makes its choice. The successful candidate is made a verbal offer of the post. If they accept then they are sent a formal offer which states that their appointment is subject to satisfactory references and DBS disclosure checks.

The unsuccessful candidates are informed by email.

3.7. Safeguarding procedures on the interview day:

  • During the day, the following checks will be made:
    • Proof of identity
    • Academic qualifications
    • A criminal record bureau check will be initiated for the successful candidate
    • Disqualification form
    • All candidates will be asked to bring appropriate documentation for this
  • The candidate will also be asked in the interview to explain any gaps in time on their CV

3.8. After the appointment
The successful candidate is sent a formal offer to which they must respond in writing.

A contract will be issued immediately.

An induction programme is compiled by the relevant line manager which will include ensuring the appointee understands the company’s and school’s safeguarding procedures.

Training will be provided where gaps have been identified

4. Monitoring, evaluation & review

Primary PPA Cover will evaluate its appointment procedures each year by researching any new requirements by Ofsted and the DfE and make appropriate revisions.
This will include asking people involved in selection procedures how they can be improved via anonymous survey.
Primary PPA Cover also carry out annual appraisals and termly observations for staff which are planned visits to their school by a member of Senior Management. After each observation is carried out, employees receive feedback on their lesson with advice on how to improve for the future.
Any questions are answered by appraiser.

5. Responsibilities

  • Managers – oversight of the Policy and its implementation

6. Equal Opportunities in Recruitment

  • Primary PPA Cover adheres to legislation regarding recruitment of staff and considering all applicants on individual merit in terms of suitability, qualification, positive attitude, potential and a diverse blend of skills & experiences. A diverse range of skills held within the team will only benefit everybody connected with the Primary PPA Cover community.
Thursday, June 20, 2019

Why is the system changing?

  • A lack of expertise and knowledge of MFL has been found across the board
  • Curriculum is being confused with assessment and qualifications
  • Curriculum narrowing (a focus on English and Maths and therefore neglect for MFL)
  • MFL being missed out in Year 6 due to prepration of SATs
  • Social justice issues
  • Lack of teaching expertise n Inspectors found that, in over half of the schools in the sample, the lack of confidence, subject knowledge and need for training was the biggest challenge to improving the quality of their foreign language provision.  This lack of expertise was also highlighted in the questionnaire for language specialists or teachers as a particular concern for primary schools in meeting the requirements of the national curriculum
  • Confidence and subject expertise was the main concern for just under half of respondents.
  • Transition arrangements:  In half of the schools, inspectors reported that the primary schools were not working well with secondary schools to ensure that there is effective transition in foreign language learning from primary to secondary.

 Figure 2.jpg

What will be changing?

  • Children and students first – avoiding curriculum narrowing, even in upper KS2
  • Solid evidence for MFL
  • Quality of education – outcomes, assessment and curriculum delivery
  • Work scrutiny for MFL
  • Work should be demanding and coherently planned
  • Children to remember what they have been taught long term
  • Teachers must have good knowledge of the subjects


“During an inspection, if Ofsted are to “dig deep” in MFL, what can I expect?”


  • Discussions with senior leaders about the MFL provision and their curriculum
  • Discussions with curriculum leaders and language teachers about the depth of the curriculum and how it progresses – what should children be able to do by the time they reach Year 6?
  • Observations of lessons
  • Book scrutiny
  • Discussions between the inspector and inidivdual children about what they remember and why they are learning what they are learning
  • A look into pronunciation of teachers and children
  • A look into evidence of progression across the curriculum

Note: if MFL is not delivered on the day of inspection, all of the above will still happen other than lesson observations – book scrutiny


“What questions might I be asked as MFL Lead or MFL teacher in my primary school?”


  • How do you structure your support for non-specialist teachers?
  • How do you ensure you cover the programme of study?
  • Do all children have access?
  • How secondary and primary ?
  • What are the needs of your cohort and how has this affected your curriculum?
  • Why did you choose that scheme of work?
  • How do you ensure it builds on prior knowledge?
  • How do you ensure your progress is not just adding more vocabulary but grammatical structure?
  • How does this lesson fit within your scheme of work?
  • Can children manipulate a basic sentence by end of year 6?
  • Pronunciation of teachers and children
  • Evidence of progression across the curriculum
  • If your school is doing a carousel with 3 languages, for example: “What is the rationale behind that? What is the progress in each language? Have you thought about the phonological structure of each language? Are the languages being compared?

If MFL is evidently not a priority, Ofsted will want to see a plan of how the school will achieve the above.




Ofsted are asking the question: “Who is leading primary languages in primary schools?”


What are Ofsted looking for in primary languages?

  • Ofsted definition of curriculum: intent, implementation, impact (framework, support, progress) i.e. having clear intnetions of where the curriculum is going to achieve the desired progress
  • A curriculum with depth - developing knowledge and understanding, not memorising disconnected facts
  • Knowledge and vocabulary is at the heart of what Ofsted are looking for
  • A curriculum with clear progression: there are serious consequences for pupils when a curriculum is not sequenced or designed effectively. Gaps in pupils’ knowledge accumulate as they become layered on top of one another in a curriculum sequence.
  • Pupils learning the knowledge they need to avoid knowledge deficit (Fisher, Hnadbook kf applied behaviour)

“12 years of education should give children a solid foundation for languages” Ofsted, January 2019


“What if my school is an Academy?”


  • All pupils in maintained schools are expected to study the national curriculum. Academies must offer all pupils a curriculum of a similar breadth and ambition as the national curriculum (Ofsted school inspection update)


If we provide your MFL provision, what will we be changing over the summer to ensure we meet the guidelines for the new framework?

  • Assessment criteria from Y3-6 in line with the new inspection framework
  • A NEW childrens “quiz” area on our TeachTool platform to enable children to track their progress in the language
  • End of unit comments area to be emailed to our liason at your school at the end of each unit, complete with childrens progress
  • Restructure of annual reports for MFL in line with the new inspection framework

If you have any questions about your MFL provision or if you need to arrange your MFL provision for September, please get in touch with us.