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.

Filter by first letter:

A | B | C | D | E | F | H | I | J | L | M | N | O | P | R | S | T | W

  • The Government continues to promote its academy agenda, encouraging and compelling schools to become academies as part of multi-academy trusts (MATs). This document sets out the circumstances under which this happens, and the legal rights and arguments that can be made to resist academisation.

  • 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.
  • The most common queries NEU members have on pay for leadership teachers in schools and academies.

  • Details of how academies and trusts set pay scales and what pay and conditions arrangements are in place in these workplaces.
  • Academisation is driving down staff pay, terms and conditions, alienating communities and has caused the fragmentation of the education system.
    Despite this, English schools are still being put under pressure to become academies and to join multi-academy trusts (MATs).

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

  • This is a guide to using the data which has been made available via the DfE Asbestos Management Assurance Process (AMAP). It aims to assist local officers in extracting information about asbestos in schools in their area, and in seeking to fill in some of the gaps.

  • 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 considers that the DE/CCEA designed assessment process places an unreasonable workload on teachers. The arrangements encroach significantly into the teaching and learning time of pupils and teachers.
  • 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.