NEU help and advice pages comprise FAQs and other guidance which address common employment workplace issues and are entirely problem focused. These documents, along with our current top 5 FAQs posed by members, represent the quickest way to get support if you need it.

Other ways to get help

Your first point of contact is your workplace reps - they are best placed to discuss your next steps to dealing with your issue. If you don't know who that is, contact your branch for assistance. Find the contact details here.

You also contact the Employment AdviceLine - however, please be advised that this national service deals with a very high volume of emails and calls and your waiting time for a response may be long.

If you can't find the answer to your question below, speaking to your rep or branch secretary will be the quickest way to answer your query.


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  • Appraisal is particularly important because it affects decisions on your pay. This guidance aims to answer the most common queries NEU members have on appraisal. You should read this guide in conjunction with your school/college appraisal policy.
  • This is a guide on steering a course through your appraisal and the pay decision process to ensure that you can secure pay progression.


  • Advice on dealing with asbestos problems in schools, including the law on asbestos removal and management in schools.

  • At least 86 per cent of schools contain asbestos, all of it old and much of it deteriorating. Unless your school was wholly built after 1999, it is extremely likely that it contains asbestos.



  • The term ALPS is derived from A-Level Performance System. ALPS aims to provide value added scores to colleges and to individual courses.
  • Answers to questions about Baseline for organisers and activists
  • NEU (then ATL) members in schools balloted for industrial action in 2013. The majority of schools voted by over 95 per cent in favour of action – that being non co-operation with DE/CCEA end of key stage 3 (cross-curricular) assessments.
  • The Independent Teacher Workload Review Groups were established by the DfE to report on, and suggest solutions to, unnecessary burdens associated with marking, planning and data management.



  • Tips for trainee members on managing behaviour in the classroom, including tips for your first lesson and managing conflict.
  • Advice on the ways in which violent or threatening pupil behaviour can successfully be tackled using standard risk management techniques.

  • Advice for trainees on managing behaviour in the classroom, including physical and social contact and infatuations.
  • This model policy sets out how employer will seek to prevent workplace violence in its schools, and the procedures that will be followed if a violent incident occurs.
  • Advice about violence issues in schools, in particular how this should be tackled by employers.




  • Overcrowding is a common problem in classrooms. Unfortunately, there are no legal minimum space requirements specifying classroom dimensions. There are, however, a number of legal provisions and sources of guidance that can be drawn upon in challenging cramped teaching areas


  • How cover for absent teachers should be organised, what protections exist and addresses frequently asked questions.


  • The use of verbal abuse as a form of bullying of disabled children and young people is widespread. This has a significant negative impact on self-esteem and achievement.
  • The legal definition of disability discrimination, who is protected and the first steps you should take if you think you have been discriminated against at work.
  • The legal definition of harassment on grounds of disability, who is protected and the first steps you should take if you think you are being subjected to such harassment.
  • The duty to make reasonable adjustments requires school and college leaders to proactively identify barriers (both physical and attitudinal) to the inclusion of disabled people in the workplace.

  • This charter, when followed, will help to ensure that the way work is organised does not cause or contribute to ill-health.

  • The Equality Act 2010 requires employers to make reasonable adjustments to premises or working practices to ensure that employees are not disadvantaged because of their disability.


  • Practical tips to help when asked to attend an urgent meeting with the head or principal at short notice without being given an agenda or an indication of its purpose


  • The use of verbal abuse as a form of bullying of disabled children and young people is widespread. This has a significant negative impact on self-esteem and achievement.
  • Who is protected from age discrimination and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from harassment on grounds of age and the first steps you should take if you think you are being subjected to such harassment.
  • The legal definition of disability discrimination, who is protected and the first steps you should take if you think you have been discriminated against at work.
  • The legal definition of harassment on grounds of disability, who is protected and the first steps you should take if you think you are being subjected to such harassment.
  • This toolkit is aimed at school representatives and teacher governors in all schools and FE colleges, including independent schools in England and Wales. It will also be a useful resource for Division Secretaries and Equalities Officers.
  • How to deal with cases of harassment and bullying of NEU members.

  • This guidance is intended to clarify the circumstances in which existing and prospective employers are entitled to make enquiries about a worker’s health and dispel some of the myths which may give rise to discriminatory practice.
  • Education has a key role to play in countering the international, national and local climate of Islamophobia.

  • The results of UK Feminista and NEU’s groundbreaking study are clear: schools, education bodies and Government must take urgent action to tackle sexism in schools. "It's just everywhere" is a study on sexism in schools and how we tackle it.

  • The duty to make reasonable adjustments requires school and college leaders to proactively identify barriers (both physical and attitudinal) to the inclusion of disabled people in the workplace.

  • Issues which often arise in relation to medical assessments at work.
  • The legal definitions of pregnancy and maternity discrimination, who is protected and the first steps you should take if you think you have been discriminated against at work.
  • The legal definitions of race discrimination, who is protected, and the first steps you should take if you think you have been discriminated against at work.
  • The legal definition of racial harassment, who is protected and the first steps you should take if you think you are being subjected to racial harassment.
  • Who is protected from discrimination on grounds of religion or belief and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from religion or belief harassment and the first steps you should take if you think you are being subjected to such harassment.
  • The legal definitions of sex discrimination, who is protected and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from sexual harassment and the first steps you should take if you think you are being subjected to such harassment.
  • Who is protected from sexual orientation discrimination, and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from harassment on grounds of sexual orientation, and the first steps you should take if you think you have been harassed at work.
  • Trade union victimisation, who is protected from it and the first steps you should take if you think you have been victimised at work.
  • Who is protected from transgender discrimination, and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from harassment on grounds of transgender status,and the first steps you should take if you think you have been harassed at work.
  • This briefing considers a number of important health and safety issues affecting women school staff and advises how to address them.


  • Answers to questions about the Global School Strikes, including student strike action. Heads and principals should follow usual procedures and guidance.


  • The use of verbal abuse as a form of bullying of disabled children and young people is widespread. This has a significant negative impact on self-esteem and achievement.
  • Who is protected from age discrimination and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from harassment on grounds of age and the first steps you should take if you think you are being subjected to such harassment.
  • The legal definition of disability discrimination, who is protected and the first steps you should take if you think you have been discriminated against at work.
  • The legal definition of harassment on grounds of disability, who is protected and the first steps you should take if you think you are being subjected to such harassment.
  • The campaign for equal pay has a long history; one which is still ongoing.
  • This toolkit is aimed at school representatives and teacher governors in all schools and FE colleges, including independent schools in England and Wales. It will also be a useful resource for Division Secretaries and Equalities Officers.
  • How to deal with cases of harassment and bullying of NEU members.

  • Education has a key role to play in countering the international, national and local climate of Islamophobia.

  • The results of UK Feminista and NEU’s groundbreaking study are clear: schools, education bodies and Government must take urgent action to tackle sexism in schools. "It's just everywhere" is a study on sexism in schools and how we tackle it.

  • The legal definitions of pregnancy and maternity discrimination, who is protected and the first steps you should take if you think you have been discriminated against at work.
  • The legal definitions of race discrimination, who is protected, and the first steps you should take if you think you have been discriminated against at work.
  • The legal definition of racial harassment, who is protected and the first steps you should take if you think you are being subjected to racial harassment.
  • The Equality Act 2010 requires employers to make reasonable adjustments to premises or working practices to ensure that employees are not disadvantaged because of their disability.

  • Who is protected from discrimination on grounds of religion or belief and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from religion or belief harassment and the first steps you should take if you think you are being subjected to such harassment.
  • The legal definitions of sex discrimination, who is protected and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from sexual harassment and the first steps you should take if you think you are being subjected to such harassment.
  • Who is protected from sexual orientation discrimination, and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from harassment on grounds of sexual orientation, and the first steps you should take if you think you have been harassed at work.
  • In the last few years there has been much work done, raising awareness and increasing the visibility of transgender issues. This advice aims to helps school and college staff support gender variant or questioning students in the educational environment.

  • The right to vote was a hard-won milestone in the battle for equality
  • Trade union victimisation, who is protected from it and the first steps you should take if you think you have been victimised at work.
  • The NEU Trans Equality Toolkit provides information for education staff on transitioning in school/college.

  • Who is protected from transgender discrimination, and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from harassment on grounds of transgender status,and the first steps you should take if you think you have been harassed at work.
  • Each year across the UK 3 million women experience violence, and there are many more living with the legacies of abuse experienced in the past.
  • The Refugee Week is 17-21 June 2019, and the NEU is pleased to be the first education union to partner Refugee Week. Here, you will find resources which have been developed, used and shared by teachers for teachers, to help everyone show support for refugees, find out more about their experiences, and make new connections in their communities.
  • The NEU is concerned about how poverty disproportionately affects women.
  • The purpose of this guidance is to suggest practical ways in which the school and college environment can be improved for women who are going through the menopause.



  • Every year, many schools are damaged or destroyed by fires, affecting the education of thousands of pupils, and causing millions of pounds worth of damage. The impact of fires is significantly reduced by fitting sprinklers in schools.


  • Advice on what to do when reporting accidents and injuries which happen in schools.

  • Advice for teachers and support staff on the administration of medicines

  • A guide to what anaphylaxis is, and how to support pupils at risk

  • Guidance on what asthma is, what can trigger it, and how to support pupils at risk

  • Information and guidance for school staff to support the uninterrupted education of children with diabetes.

  • NEU guidance on the law and practical advice on electrical safety in schools

  • Advice on the procedures for dealing with emergencies in schools.

  • Advice on how to deal with epilepsy and seizures in schools, including how to recognise when a pupil might be having a seizure.

  • Advice on the requirements for first aid provision in schools

  • Advice on what precautions to take when a case of viral hepatitis arises in a school or where a known carrier of the disease is a pupil in the school.
  • How to reduce the incidence of accidents and injuries in schools due to slips, trips and falls.


  • Find out how to put pressure on MPs and Ministers to tackle the post-16 funding crisis.


  • Advice on what to do when reporting accidents and injuries which happen in schools.

  • Advice for teachers and support staff on the administration of medicines

  • A guide to what anaphylaxis is, and how to support pupils at risk

  • Advice on the main health, safety, welfare and legal factors surrounding animals in schools.

  • Advice on dealing with asbestos problems in schools, including the law on asbestos removal and management in schools.

  • Guidance on maximum class and room sizes

  • The issues around ergonomics in classrooms and good practices for school staff.

  • Information and guidance for school staff to support the uninterrupted education of children with diabetes.

  • Advice on what employers need to do to protect staff from the problems caused by wood dust and MDF dust.
  • NEU guidance on the law and practical advice on electrical safety in schools

  • Advice on the procedures for dealing with emergencies in schools.

  • At least 86 per cent of schools contain asbestos, all of it old and much of it deteriorating. Unless your school was wholly built after 1999, it is extremely likely that it contains asbestos.
  • Advice on the requirements for first aid provision in schools

  • Health and safety issues for supply teachers, including those employed directly by local authorities, schools and academy trusts and those employed via supply agencies. Supply teachers have to adapt quickly to changing surroundings but will not be as familiar with schools’ policies and security arrangements as the permanent teaching staff.

  • The basic framework of health and safety law for sixth form colleges
  • This guide sets out some of the activities in which an NEU health and safety rep can get involved in.

  • Supporting NEU members in schools which suffer particularly badly in times of extreme heat.
  • Hot summers bring regular queries about the maximum temperatures under which staff and pupils should be expected to work in schools.

  • Advice on the appropriate hygiene procedures for schools which will help to prevent the spread of blood-borne viruses such as HIV and hepatitis A, B and C, and conditions such as dysentery.
  • General advice about how to manage cases of infectious illness in schools, including when children should be absent.
  • The symptoms, treatments and preventative measures that should be taken in schools to avoid outbreaks of Legionnaires’ disease.
  • Advice on the health and safety issues relating to lifting and handling that school staff face while at work
  • As teachers and school staff often work on their own, there are some key health and safety issues that employers must consider.
  • NEU advice on risks of lone working and what can be done to counter them.
  • NEU leadership members are key to supporting women going through the menopause in the workplace. As a leader, you’re not alone. Collaboration between leaders, governors, workplace reps, health and safety reps and a staff support network can go a long way towards creating a supportive environment for women experiencing menopause symptoms at work.
  • The menopause is an occupational health issue for women educators, as well as being an equality issue. It is important that schools and colleges are suitable workplaces for menopausal women. The purpose of this guide and checklist for reps is to signpost you to advice, and to support you in improving workplace conditions for menopausal women.
  • Excessive workload is a key cause of mental health problems among teachers and education professionals. This advice explains what to do if you are struggling with mental health and outlines the different ways you can get support.

  • A model health and safety policy for academy trusts, where no such policy is in place or where the existing policy is considered to be inadequate.
  • It is common for teachers to offer private tuition to students. Before doing so, there are several important issues to consider, such as legal and insurance protection and health and safety issues.
  • Precautions to be taken to avoid discomfort and possible damage to the eye when using data projectors

  • Frequently asked questions in relation to staff car parking on school premises. It includes information on provision of school car parks, charges for car parking, car park safety and malicious damage to cars.
  • Advice on legal requirements and good practice for construction work in schools and a stage-by-stage guide to the role of safety representatives.

  • Advice about health and safety on school trips, including legal rights and obligations.

  • Information for school staff who transport children in their own car on the law and regulations regarding child car seats and seatbelts.
  • A quick guide on what to do in severe winter conditions or adverse weather.

  • How to reduce the incidence of accidents and injuries in schools due to slips, trips and falls.

  • NEU guidance on health and safety issues with safe preparation of food in schools.

  • A stress risk assessment is a careful examination of what in a workplace could cause staff to suffer from work-related stress, so that you can weigh up whether you have done enough, or should do more to prevent harm.
  • Advice for teachers and school staff who teach swimming or supervise swimming, including qualifications, training and safety.
  • Excessive workload and working hours are continually cited by teachers as one of the main causes of their workplace stress. This advice explains how to tackle stress at a local level in your workplace.

  • Every year, many schools are damaged or destroyed by fires, affecting the education of thousands of pupils, and causing millions of pounds worth of damage. The impact of fires is significantly reduced by fitting sprinklers in schools.
  • Advice on the role of the Health and Safety Executive in schools
  • This briefing gives information about tuberculosis (TB) and steps to be taken when cases arise in schools among students or teachers.
  • This model policy sets out how employer will seek to prevent workplace violence in its schools, and the procedures that will be followed if a violent incident occurs.
  • Advice about violence issues in schools, in particular how this should be tackled by employers.

  • Advice for teachers on voice care, including spotting problems, simple preventative measures and information on how and when to seek appropriate specialist help

  • Who is responsible for the management of health and safety in schools and colleges and the respective roles of the employer, governing body, head teacher and other staff of the school.
  • This briefing considers a number of important health and safety issues affecting women school staff and advises how to address them.

  • This briefing outlines the specific health and safety regulations relating to the use of work equipment in schools and colleges.
  • The purpose of this guidance is to suggest practical ways in which the school and college environment can be improved for women who are going through the menopause.



  • What you should know before you start your induction, the support you should expect during the induction programme, your timetable, raising concerns and professional development.
  • What to expect from classroom observations as a trainee teacher, including feedback, professional reviews and formal assessment meetings.



  • Solidarity is a key trade union value. The NEU stands in solidarity with the many teachers around the world who are unable to carry out their vocation as they languish in prison, simply because they are trade unionists.


  • A summary of the childcare disqualification arrangements operating from 31 August 2018.
  • This advice explains the circumstances in which schools may disclose capability information to prospective employers.
  • The legal definitions of fixed-term or temporary contracts and what steps members should take if they believe that they have been treated less favourably or denied a permanent contract in breach of the fixed-term contract regulations.
  • This guidance is intended to clarify the circumstances in which existing and prospective employers are entitled to make enquiries about a worker’s health and dispel some of the myths which may give rise to discriminatory practice.
  • Answers to the most commonly asked questions about job references.
  • Support staff guidance on job descriptions – their accuracy, and how to go about changing them, and details on job evaluation.


  • NEU leadership members are key to supporting women going through the menopause in the workplace. As a leader, you’re not alone. Collaboration between leaders, governors, workplace reps, health and safety reps and a staff support network can go a long way towards creating a supportive environment for women experiencing menopause symptoms at work.
  • The most common queries NEU members have on pay for leadership teachers in schools and academies.

  • This guide gives advice to leaders on how their pay progression system works.


  • A summary of the childcare disqualification arrangements operating from 31 August 2018.
  • Like others on the way to gaining QTS, you may be feeling anxious about your legal position while in the classroom. This brief summary should help you understand your rights and responsibilities.
  • The legal protection provided and union support available to members who choose to blow the whistle on employers.


  • Who is protected from sexual orientation discrimination, and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from harassment on grounds of sexual orientation, and the first steps you should take if you think you have been harassed at work.
  • In the last few years there has been much work done, raising awareness and increasing the visibility of transgender issues. This advice aims to helps school and college staff support gender variant or questioning students in the educational environment.

  • The NEU Trans Equality Toolkit provides information for education staff on transitioning in school/college.


  • As teachers and school staff often work on their own, there are some key health and safety issues that employers must consider.
  • NEU advice on risks of lone working and what can be done to counter them.
  • It is common for teachers to offer private tuition to students. Before doing so, there are several important issues to consider, such as legal and insurance protection and health and safety issues.


  • Practical tips to help when asked to attend an urgent meeting with the head or principal at short notice without being given an agenda or an indication of its purpose


  • The Independent Teacher Workload Review Groups were established by the DfE to report on, and suggest solutions to, unnecessary burdens associated with marking, planning and data management.


  • As well as statutory maternity rights, most teachers are also covered by the maternity rights scheme for teachers, set out in the Burgundy Book national agreement on conditions of service.

  • The legal definitions of pregnancy and maternity discrimination, who is protected and the first steps you should take if you think you have been discriminated against at work.


  • Advice for teachers and support staff on the administration of medicines

  • A guide to what anaphylaxis is, and how to support pupils at risk

  • Guidance on what asthma is, what can trigger it, and how to support pupils at risk

  • Guidance on issues regarding pupil incontinence, and how schools can adopt policies to help.
  • Information and guidance for school staff to support the uninterrupted education of children with diabetes.

  • Advice on how to deal with epilepsy and seizures in schools, including how to recognise when a pupil might be having a seizure.

  • How to tackle the problem of head lice in schools, including facts about head lice and head lice treatment

  • This guidance is intended to clarify the circumstances in which existing and prospective employers are entitled to make enquiries about a worker’s health and dispel some of the myths which may give rise to discriminatory practice.
  • Advice on what precautions to take when a case of viral hepatitis arises in a school or where a known carrier of the disease is a pupil in the school.
  • Advice on the appropriate hygiene procedures for schools which will help to prevent the spread of blood-borne viruses such as HIV and hepatitis A, B and C, and conditions such as dysentery.
  • General advice about how to manage cases of infectious illness in schools, including when children should be absent.
  • The symptoms, treatments and preventative measures that should be taken in schools to avoid outbreaks of Legionnaires’ disease.
  • Issues which often arise in relation to medical assessments at work.
  • Some of the most common issues arising in relation to medical reports prepared by GPs, occupational health physicians and other health professionals on behalf of employers, pension scheme trustees and health insurers.
  • Information about meningitis and what should be done when an outbreak occur in a school.
  • Advice for school staff to support the uninterrupted education of children with sickle cell disorder and thalassaemia.
  • This briefing gives information about tuberculosis (TB) and steps to be taken when cases arise in schools among students or teachers.


  • NEU leadership members are key to supporting women going through the menopause in the workplace. As a leader, you’re not alone. Collaboration between leaders, governors, workplace reps, health and safety reps and a staff support network can go a long way towards creating a supportive environment for women experiencing menopause symptoms at work.
  • The menopause is an occupational health issue for women educators, as well as being an equality issue. It is important that schools and colleges are suitable workplaces for menopausal women. The purpose of this guide and checklist for reps is to signpost you to advice, and to support you in improving workplace conditions for menopausal women.
  • The purpose of this guidance is to suggest practical ways in which the school and college environment can be improved for women who are going through the menopause.


  • Excessive workload is a key cause of mental health problems among teachers and education professionals. This advice explains what to do if you are struggling with mental health and outlines the different ways you can get support.

  • This charter, when followed, will help to ensure that the way work is organised does not cause or contribute to ill-health.

  • A stress risk assessment is a careful examination of what in a workplace could cause staff to suffer from work-related stress, so that you can weigh up whether you have done enough, or should do more to prevent harm.
  • Excessive workload and working hours are continually cited by teachers as one of the main causes of their workplace stress. This advice explains how to tackle stress at a local level in your workplace.

  • If someone is threatening imminent suicide call 999 and stay with them until the emergency services arrive.


  • Advice for trainee members on the role of a mentor, how to work best with your mentor and what to do if you feel you are not being supported.



  • This guidance sets out the obligations of employers and employees in relation to notice periods and notice pay.


  • NEU advice on observation by colleagues and others of support staff in schools.

  • What to expect from classroom observations as a trainee teacher, including feedback, professional reviews and formal assessment meetings.



  • As well as statutory maternity rights, most teachers are also covered by the maternity rights scheme for teachers, set out in the Burgundy Book national agreement on conditions of service.

  • Your entitlements and responsibilities under UK legislation on paternity leave and pay.


  • How to negotiate on pay and other forms of remuneration in the independent sector, with some relevance to Further Education workplaces or academies where there is collective bargaining.

  • Ten bullet points on independent sector collective bagaining.
  • The campaign for equal pay has a long history; one which is still ongoing.
  • The latest NEU evidence to the School Teachers’ Review Body, which is reviewing teacher pay in England, sets out our case for a fully-funded pay increase for all teacher points and allowances of 5% in September 2019, for further pay increases to restore the cuts in teacher pay since 2010 and for an urgent review to establish appropriate pay for teachers for the long term.
  • This guidance sets out the obligations of employers and employees in relation to notice periods and notice pay.

  • Guidance on the pay and conditions implications of teachers’ participation in out-of-school-hours learning activities
  • An introduction to the pay and conditions arrangements of part time teachers
  • Advice on identifying the grounds for a pay appeal and on how members might run a successful pay appeal
  • The most common queries NEU members have on pay for leadership teachers in schools and academies.

  • Guidance on the pay framework for sixth form college teachers and advice for NEU representatives for college level discussions on its implementation.
  • As private businesses outside the national collective bargaining structure in the maintained sector, independent schools have greater freedom to set their own terms and conditions of employment.
  • This guide gives advice to leaders on how their pay progression system works.
  • Details of the recommended NEU pay scales for teachers and leaders, which we wish to see all schools adopt.
  • The joint union pay scales show the impact of the uplift to the teachers’ pay ranges for 2018-19, when applied to the individual pay points on those ranges recommended in our joint advice for 2017-18.
  • The joint union pay scales show the impact of the 2.75% uplift to the teachers’ pay ranges for 2019-20, when applied to the individual pay points on those ranges recommended in our joint advice for 2018-19.
  • Details of how academies and trusts set pay scales and what pay and conditions arrangements are in place in these workplaces.
  • Advice explaining the payments and entitlements you may receive if your post becomes redundant. In any case where redundancy is threatened, specific advice and assistance is available and should be sought from your school/college rep or division/association/branch secretary.
  • Pay and conditions for teachers in residential establishments are aligned with those in the School Teachers’ Pay and Conditions Document (STPCD) and Burgundy Book, other than the following allowances and pay scales for pay scales for allowances.
  • This guidance provides advice on finding out more about pay policies and their most important features.
  • Frequently asked questions on school teacher pay increase and how to make sure you receive it.
  • This is the NEU’s advice for local officers, school and academy reps on securing pay increases in line with the Government’s decisions on school teacher pay from September 2019.
  • This is a guide on steering a course through your appraisal and the pay decision process to ensure that you can secure pay progression.
  • Pay scales and updates on pay negotiations for sixth form colleges.
  • Information on pay and conditions for Soulbury paid officers in England and Wales.

  • This guidance is aimed at new teachers and those returning to teaching service after a break. It explains the basics of the pay structure and gives advice on ensuring you are fairly paid and able to seek the most favourable use of pay discretions.
  • What should I expect to be paid as an agency supply teacher? What should I be paid for supply work of less than a day in duration? What happens if a school wants to offer me a permanent job? These and many other key questions are covered in this introductory guide to supply teaching.

  • Pay and conditions agreement for support staff - most LA schools use the local government pay scales to pay their support staff in conjunction with National Joint Council (NJC) terms and conditions.
  • Guidance on pay and conditions when working in the independent sector.

  • A comprehensive overview to the teachers’ pay structure and classroom teachers’ pay scales for 2018 – 19

  • Advice on Teaching & Learning Responsibility Payments (TLRs) and other allowances such as Special Educational Needs allowances and Recruitment and Retention payments.

  • This guidance summarises the position in respect of pay and conditions for unattached teachers employed by local authorities.
  • This guide gives advice on securing pay progression by persuading governors not to accept a recommendation to deny pay progression or by appealing successfully against a decision to deny progression.


  • This guidance provides advice on finding out more about pay policies and their most important features.
  • This is a guide on steering a course through your appraisal and the pay decision process to ensure that you can secure pay progression.


  • This guide gives advice on how the pay progression system for classroom teachers works.
  • This guide explains how to challenge unfair pay policies and secure a fair pay policy in your school.
  • This guide gives advice on securing pay progression by persuading governors not to accept a recommendation to deny pay progression or by appealing successfully against a decision to deny progression.


  • Advice on your eligibility for and access to workplace pension schemes as an agency supply teacher.
  • The Teachers’ Pension Scheme will provide much of your retirement income so it is vital that you understand it. This guidance covers the career average section of the Teachers’ Pension Scheme (TPS) in which most members are accruing pension.

  • In whatever capacity you work in education, there is likely to be an occupational scheme available for you to join and you may have automatic membership as soon as you are employed.
  • Information about the final salary section of the Teachers’ Pension Scheme (TPS), including how to find out if you are in this TPS section.

  • Following this case, the Government will be required to take action to compensate members of public sector pension schemes who were excluded from protection measures applied when schemes changed in 2014 and 2015. 
  • Guide for teachers and other school staff who wish to continue working beyond age 65
  • Information about the single-tier state pension and changes to the state retirement age.
  • The Teachers’ Pension Scheme will provide much of your retirement income so it is vital that you understand it. This advise covers the final salary section and it aims to answer the most common pension queries for NEU members.
  • An overview of the Local Government Pension Scheme, introduced in 2014


  • In many cases, your employer will invite you to attend a meeting as part of their absence monitoring/management procedures
  • The term ALPS is derived from A-Level Performance System. ALPS aims to provide value added scores to colleges and to individual courses.
  • Appraisal is particularly important because it affects decisions on your pay. This guidance aims to answer the most common queries NEU members have on appraisal. You should read this guide in conjunction with your school/college appraisal policy.
  • NEU guidance surrounding capability proceedings
  • This advice explains the circumstances in which schools may disclose capability information to prospective employers.
  • Doctors issue fit notes to provide evidence of advice they have given to patients about their fitness to work. They record details of the effects of the patient’s condition so that the patient and employee can consider ways to facilitate a return to work where appropriate.
  • Practical tips to help when asked to attend an urgent meeting with the head or principal at short notice without being given an agenda or an indication of its purpose

  • Returning to work after a long illness can be daunting. A well-supported phased return can make the process easier. This guidance describes what a phased return to work is, how it operates and answers common queries.


  • Advice for trainee members on lesson planning, timing and pacing, and tips on how to save time.



  • The legal definitions of race discrimination, who is protected, and the first steps you should take if you think you have been discriminated against at work.
  • The legal definition of racial harassment, who is protected and the first steps you should take if you think you are being subjected to racial harassment.



  • Common questions that arise when a member of staff is selected for redundancy.
  • Advice explaining the payments and entitlements you may receive if your post becomes redundant. In any case where redundancy is threatened, specific advice and assistance is available and should be sought from your school/college rep or division/association/branch secretary.
  • What settlement agreements are, when and why they are used, and the implications of signing one.
  • This guidance supplements the NEU factsheet 'Redundancy, pay and entitlements' and provides members with an explanation of the circumstances in which the four-week rule will apply.


  • Education has a key role to play in countering the international, national and local climate of Islamophobia.

  • Who is protected from discrimination on grounds of religion or belief and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from religion or belief harassment and the first steps you should take if you think you are being subjected to such harassment.


  • This guide sets out some of the activities in which an NEU health and safety rep can get involved in.

  • The menopause is an occupational health issue for women educators, as well as being an equality issue. It is important that schools and colleges are suitable workplaces for menopausal women. The purpose of this guide and checklist for reps is to signpost you to advice, and to support you in improving workplace conditions for menopausal women.
  • This is the NEU’s advice for local officers, school and academy reps on securing pay increases in line with the Government’s decisions on school teacher pay from September 2019.
  • As a workplace rep, you have certain rights under employment law.


  • Guide for teachers and other school staff who wish to continue working beyond age 65


  • What are the Agency Worker Regulations 2010 and what protection do they offer supply teachers?

  • Details about your employment rights in independent schools in England, Wales and Scotland.
  • Details about your employment rights under the Red Book as well as the minimum rights you are entitled to under general employment law.
  • Details of your statutory rights as an employee in the Further education sector. In some cases your contract will provide you with better terms and conditions and, if this is the case, those better terms and conditions will apply.
  • Your rights to ask for flexible working, i.e. a change in your terms and conditions relating to the hours you work, the times you work or whether you work at home for all or part of the week. You are encouraged to take informal steps before using the statutory procedure.

  • The duty to make reasonable adjustments requires school and college leaders to proactively identify barriers (both physical and attitudinal) to the inclusion of disabled people in the workplace.

  • As well as statutory maternity rights, most teachers are also covered by the maternity rights scheme for teachers, set out in the Burgundy Book national agreement on conditions of service.

  • Issues which often arise in relation to medical assessments at work.
  • Some of the most common issues arising in relation to medical reports prepared by GPs, occupational health physicians and other health professionals on behalf of employers, pension scheme trustees and health insurers.
  • An introduction to the pay and conditions arrangements of part time teachers
  • Details of how academies and trusts set pay scales and what pay and conditions arrangements are in place in these workplaces.
  • What settlement agreements are, when and why they are used, and the implications of signing one.
  • Information on pay and conditions for Soulbury paid officers in England and Wales.

  • Supply teachers who are in a 'pool' maintained by a LA, those located through the school's own contacts, or part-timers who wish to temporarily increase their hours, are likely to be employees of the school or LA for their period of supply work.
  • An initial section of guidance on term-time working has now been agreed between the local government employers and the recognised trade unions
  • The purpose of this advice is to summarise teachers’ conditions of service, as set out in the School Teachers’ Pay and Conditions Document (STPCD).


  • The purpose of this document is to summarise the childcare disqualification arrangements operating from 31 August 2018 for members in England.

  • Clarification of the law on mandatory reporting of female genital mutilation (FGM).
  • This guide explains the Prevent duty and its implications for school and college staff.
  • What is sexting, how common is it, and what are my rights and responsibilities?


  • Advice on classroom acoustics and reducing the risk of vocal strain on teachers

  • Advice on dealing with asbestos problems in schools, including the law on asbestos removal and management in schools.

  • Guidance on maximum class and room sizes

  • The issues around ergonomics in classrooms and good practices for school staff.

  • Advice on the heating levels in schools and classrooms in England, and how to deal with the various types of heating problems which are commonly encountered during cold weather and snow.

  • Advice on the heating levels in schools and classrooms in Wales, and how to deal with the various types of heating problems which are commonly encountered during cold weather and snow.

  • Advice on what employers need to do to protect staff from the problems caused by wood dust and MDF dust.
  • At least 86 per cent of schools contain asbestos, all of it old and much of it deteriorating. Unless your school was wholly built after 1999, it is extremely likely that it contains asbestos.
  • Advice on responding to flood alerts in schools and dealing with the aftermath.
  • Supporting NEU members in schools which suffer particularly badly in times of extreme heat.
  • Hot summers bring regular queries about the maximum temperatures under which staff and pupils should be expected to work in schools.

  • Advice on the appropriate hygiene procedures for schools which will help to prevent the spread of blood-borne viruses such as HIV and hepatitis A, B and C, and conditions such as dysentery.
  • The symptoms, treatments and preventative measures that should be taken in schools to avoid outbreaks of Legionnaires’ disease.
  • The Equality Act 2010 requires employers to make reasonable adjustments to premises or working practices to ensure that employees are not disadvantaged because of their disability.

  • Frequently asked questions in relation to staff car parking on school premises. It includes information on provision of school car parks, charges for car parking, car park safety and malicious damage to cars.
  • Advice on legal requirements and good practice for construction work in schools and a stage-by-stage guide to the role of safety representatives.

  • Advice about school security, in particular at security arrangements and methods to deal with intruders.

  • A quick guide on what to do in severe winter conditions or adverse weather.

  • Overcrowding is a common problem in classrooms. Unfortunately, there are no legal minimum space requirements specifying classroom dimensions. There are, however, a number of legal provisions and sources of guidance that can be drawn upon in challenging cramped teaching areas
  • There is a vast range of legislation on health and safety matters which applies in whole, or in part, to schools. This briefing identifies those which will be most relevant and the areas which they cover.

  • There is a vast range of legislation on health and safety matters which applies in whole, or in part, to schools in Wales. This briefing identifies those which will be most relevant and the areas which they cover.

  • How schools can help protect pupils from sun exposure and advice around sunscreen.
  • Advice for teachers on voice care, including spotting problems, simple preventative measures and information on how and when to seek appropriate specialist help


  • Advice on identifying the grounds for a pay appeal and on how members might run a successful pay appeal
  • Pay and conditions for teachers in residential establishments are aligned with those in the School Teachers’ Pay and Conditions Document (STPCD) and Burgundy Book, other than the following allowances and pay scales for pay scales for allowances.


  • The latest NEU evidence to the School Teachers’ Review Body, which is reviewing teacher pay in England, sets out our case for a fully-funded pay increase for all teacher points and allowances of 5% in September 2019, for further pay increases to restore the cuts in teacher pay since 2010 and for an urgent review to establish appropriate pay for teachers for the long term.
  • Details of the recommended NEU pay scales for teachers and leaders, which we wish to see all schools adopt.
  • The joint union pay scales show the impact of the uplift to the teachers’ pay ranges for 2018-19, when applied to the individual pay points on those ranges recommended in our joint advice for 2017-18.
  • The joint union pay scales show the impact of the 2.75% uplift to the teachers’ pay ranges for 2019-20, when applied to the individual pay points on those ranges recommended in our joint advice for 2018-19.


  • The campaign for equal pay has a long history; one which is still ongoing.
  • The results of UK Feminista and NEU’s groundbreaking study are clear: schools, education bodies and Government must take urgent action to tackle sexism in schools. "It's just everywhere" is a study on sexism in schools and how we tackle it.

  • The legal definitions of sex discrimination, who is protected and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from sexual harassment and the first steps you should take if you think you are being subjected to such harassment.


  • In many cases, your employer will invite you to attend a meeting as part of their absence monitoring/management procedures
  • Doctors issue fit notes to provide evidence of advice they have given to patients about their fitness to work. They record details of the effects of the patient’s condition so that the patient and employee can consider ways to facilitate a return to work where appropriate.
  • Returning to work after a long illness can be daunting. A well-supported phased return can make the process easier. This guidance describes what a phased return to work is, how it operates and answers common queries.
  • Most teachers will at some point need to take sick leave. This document sets out arrangements for teachers’ sick pay and sick leave.

  • In maintained, or local authority schools, teachers’ national sick pay entitlements are set out in the Burgundy Book. Academies, independent and free schools may set their own sick pay schemes, but a number follow the provisions of the Burgundy Book sick pay scheme.



  • Excessive workload is a key cause of mental health problems among teachers and education professionals. This advice explains what to do if you are struggling with mental health and outlines the different ways you can get support.

  • A stress risk assessment is a careful examination of what in a workplace could cause staff to suffer from work-related stress, so that you can weigh up whether you have done enough, or should do more to prevent harm.
  • Excessive workload and working hours are continually cited by teachers as one of the main causes of their workplace stress. This advice explains how to tackle stress at a local level in your workplace.

  • If someone is threatening imminent suicide call 999 and stay with them until the emergency services arrive.


  • Advice on your eligibility for and access to workplace pension schemes as an agency supply teacher.
  • What are the Agency Worker Regulations 2010 and what protection do they offer supply teachers?

  • Health and safety issues for supply teachers, including those employed directly by local authorities, schools and academy trusts and those employed via supply agencies. Supply teachers have to adapt quickly to changing surroundings but will not be as familiar with schools’ policies and security arrangements as the permanent teaching staff.

  • Supply teachers who are in a 'pool' maintained by a LA, those located through the school's own contacts, or part-timers who wish to temporarily increase their hours, are likely to be employees of the school or LA for their period of supply work.
  • What should I expect to be paid as an agency supply teacher? What should I be paid for supply work of less than a day in duration? What happens if a school wants to offer me a permanent job? These and many other key questions are covered in this introductory guide to supply teaching.

  • As an agency supply teacher, your rights under the Agency Worker Regulations (AWR) can be affected by entering into a “guaranteed work” contract.
  • How can I get the most from supply teaching and avoid the worst problems facing supply teachers today?
  • Umbrella’ and ‘limited’ companies have been around for a while now, but they still retain the capacity to cause confusion. This guidance aims to de-mystify both concepts.



  • Guidance on health and safety precautions for teachers and pupils working with information and communications technology (ICT) equipment.

  • Advice for NEU members who are victims of cyberbullying and to set out the support that can be provided by the NEU.
  • Precautions to be taken to avoid discomfort and possible damage to the eye when using data projectors

  • What is sexting, how common is it, and what are my rights and responsibilities?

  • Tips for trainee members on using social media responsibly, including student contact on social media and privacy.
  • Advice on how to stay safe online and protect your online reputation, and information about commonly used social media sites and how their misuse might have implications in schools and colleges.


  • A comprehensive overview to the teachers’ pay structure and classroom teachers’ pay scales for 2018 – 19

  • Advice on Teaching & Learning Responsibility Payments (TLRs) and other allowances such as Special Educational Needs allowances and Recruitment and Retention payments.

  • This guidance summarises the position in respect of pay and conditions for unattached teachers employed by local authorities.


  • The Teachers’ Pension Scheme will provide much of your retirement income so it is vital that you understand it. This guidance covers the career average section of the Teachers’ Pension Scheme (TPS) in which most members are accruing pension.

  • In whatever capacity you work in education, there is likely to be an occupational scheme available for you to join and you may have automatic membership as soon as you are employed.
  • Information about the final salary section of the Teachers’ Pension Scheme (TPS), including how to find out if you are in this TPS section.

  • The Teachers’ Pension Scheme will provide much of your retirement income so it is vital that you understand it. This advise covers the final salary section and it aims to answer the most common pension queries for NEU members.



  • Guidance on what you can do to ensure you have the best start on your trainee placement, including a visit to the school and familiarising yourself with policies and procedures.
  • Tips for trainee members on managing behaviour in the classroom, including tips for your first lesson and managing conflict.
  • What you should know before you start your induction, the support you should expect during the induction programme, your timetable, raising concerns and professional development.
  • Like others on the way to gaining QTS, you may be feeling anxious about your legal position while in the classroom. This brief summary should help you understand your rights and responsibilities.
  • Advice for trainee members on lesson planning, timing and pacing, and tips on how to save time.
  • Advice for trainees on managing behaviour in the classroom, including physical and social contact and infatuations.
  • What to expect from classroom observations as a trainee teacher, including feedback, professional reviews and formal assessment meetings.
  • There are lots of relationships to get used to when you first go into the classroom. Here are some tips for navigating relationships with pupils, colleagues and parents.
  • The National Education Union has produced this 22-point checklist as a guide for School Direct trainee teachers setting out the minimum expectations for their teacher training year.

  • Tips for trainee members on using social media responsibly, including student contact on social media and privacy.
  • This guidance is aimed at new teachers and those returning to teaching service after a break. It explains the basics of the pay structure and gives advice on ensuring you are fairly paid and able to seek the most favourable use of pay discretions.
  • What to expect on your teaching placement, including advice on what you should and should not be asked to do in the classroom.
  • Advice for trainee members on the role of a mentor, how to work best with your mentor and what to do if you feel you are not being supported.
  • Advice for trainee members on the additional work outside the classroom you may be involved in.


  • In the last few years there has been much work done, raising awareness and increasing the visibility of transgender issues. This advice aims to helps school and college staff support gender variant or questioning students in the educational environment.

  • The NEU Trans Equality Toolkit provides information for education staff on transitioning in school/college.

  • Who is protected from transgender discrimination, and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from harassment on grounds of transgender status,and the first steps you should take if you think you have been harassed at work.


  • Advice on the heating levels in schools and classrooms in Wales, and how to deal with the various types of heating problems which are commonly encountered during cold weather and snow.

  • There is a vast range of legislation on health and safety matters which applies in whole, or in part, to schools in Wales. This briefing identifies those which will be most relevant and the areas which they cover.


  • The legal protection provided and union support available to members who choose to blow the whistle on employers.


  • The campaign for equal pay has a long history; one which is still ongoing.
  • Clarification of the law on mandatory reporting of female genital mutilation (FGM).
  • The results of UK Feminista and NEU’s groundbreaking study are clear: schools, education bodies and Government must take urgent action to tackle sexism in schools. "It's just everywhere" is a study on sexism in schools and how we tackle it.

  • As well as statutory maternity rights, most teachers are also covered by the maternity rights scheme for teachers, set out in the Burgundy Book national agreement on conditions of service.

  • NEU leadership members are key to supporting women going through the menopause in the workplace. As a leader, you’re not alone. Collaboration between leaders, governors, workplace reps, health and safety reps and a staff support network can go a long way towards creating a supportive environment for women experiencing menopause symptoms at work.
  • The menopause is an occupational health issue for women educators, as well as being an equality issue. It is important that schools and colleges are suitable workplaces for menopausal women. The purpose of this guide and checklist for reps is to signpost you to advice, and to support you in improving workplace conditions for menopausal women.
  • The legal definitions of pregnancy and maternity discrimination, who is protected and the first steps you should take if you think you have been discriminated against at work.
  • Information about the single-tier state pension and changes to the state retirement age.
  • The right to vote was a hard-won milestone in the battle for equality
  • Each year across the UK 3 million women experience violence, and there are many more living with the legacies of abuse experienced in the past.
  • The NEU is concerned about how poverty disproportionately affects women.
  • This briefing considers a number of important health and safety issues affecting women school staff and advises how to address them.

  • The purpose of this guidance is to suggest practical ways in which the school and college environment can be improved for women who are going through the menopause.


  • The legal definitions of fixed-term or temporary contracts and what steps members should take if they believe that they have been treated less favourably or denied a permanent contract in breach of the fixed-term contract regulations.
  • Your rights to ask for flexible working, i.e. a change in your terms and conditions relating to the hours you work, the times you work or whether you work at home for all or part of the week. You are encouraged to take informal steps before using the statutory procedure.

  • Guidance on the pay and conditions implications of teachers’ participation in out-of-school-hours learning activities
  • What should I expect to be paid as an agency supply teacher? What should I be paid for supply work of less than a day in duration? What happens if a school wants to offer me a permanent job? These and many other key questions are covered in this introductory guide to supply teaching.

  • The purpose of this advice is to summarise teachers’ conditions of service, as set out in the School Teachers’ Pay and Conditions Document (STPCD).


  • NEU advice giving a brief synopsis of the advent of the Workload Agreement, and the ‘dos and don’ts’ for HLTAs and cover supervisors.

  • Any actions to tackle excessive workload and working hours will be more effective if taken together, with staff and leaders working collaboratively to make a positive change across the whole workplace. Many National Education Union members have reduced workload in many workplaces using the strategy set out in this section.

  • NEU believes that the increase in the quantity and complexity of work for school support staff has now reached crisis point. This advice is designed to help those working in independent schools to deal with this unmanageable workload.

  • NEU believes that the increase in the quantity and complexity of work for school support staff has now reached crisis point. This advice is designed to help those working in state and academy schools to deal with this unmanageable workload.

  • Workload in colleges and schools has reached unprecedented levels. Take action on workload in sixth form colleges today.
  • Our workload guidance will help you identify tasks or activities which are unnecessary, have no education benefit and cause the most stress.

  • The Independent Teacher Workload Review Groups were established by the DfE to report on, and suggest solutions to, unnecessary burdens associated with marking, planning and data management.

  • The purpose of this advice is to summarise teachers’ conditions of service, as set out in the School Teachers’ Pay and Conditions Document (STPCD).