Code of Conduct and professional practice for Registered Teachers and Support Staff

This document sets out the minimum standards expected of teachers and support staff who register with Hanson Recruitment and is for use for regulatory remit.

Educators working through Hanson Recruitment are expected to:

• Understand their responsibilities to safeguard and promote the welfare of children and/or vulnerable adults and familiarise themselves with the HR Education Child and Vulnerable Adult
• Be observant to signs of abuse, neglect, radicalisation and extremism, and to report suspected or alleged abuse to the designated persons within the hiring organisation.
• Be alert to child-on-child (peer-on-peer) abuse, including bullying, sexual violence and sexual harassment, and the consensual or non-consensual sharing of nude or semi-nude images – this must never be dismissed as banter and must be reported with the same seriousness as abuse by an adult.
• Identify children and young people who are suffering or likely to suffer significant harm, taking appropriate action with the aim of making sure they are kept safe both at home and in the education setting.
• Act in a professional way towards students, parents, vulnerable adults and any of the employer’s staff. The Educators behaviour should not; unlawfully discriminate (direct or indirect), be seen as harassing, bullying, or victimising. Educators should promote dignity and respect for all.
• Complete Safeguarding Training annually. The ‘Safeguarding Children Certificate’ is a level 2 course and available for free to all our educators. Educators can register their interest by informing your consultant.
• Complete Prevent Duty Training: Radicalisation and Extremism – The Home office has produced key resources, workshops and training programmes to help you understand Prevent and how to keep students safe from extremism and radicalisation this can be found on the following link: Prevent Duty (2015). All Educators are expected to complete the free Gov. Prevent Duty Training course: https://www.support-people-vulnerable-to-radicalisation.service.gov.uk/
• Complete Female Genital Mutilation (FGM) Awareness Training. All Educators must be aware of the mandatory duty to report to the police if informed by a child under 18 that FGM has been carried out, or if physical signs of FGM are observed.
• Complete Allergy and Anaphylaxis Awareness Training. Educators must check with setting staff regarding any pupil allergies before giving food or drink, and must be able to recognise the signs of an allergic reaction and respond appropriately, including seeking emergency assistance without delay.
• Educators working in Early Years settings and/or nurseries must additionally hold Paediatric First Aid Level 3 training, which Hanson Recruitment Ltd funds on the educator’s behalf.
• Read and understand part one of the latest version of Keeping Children Safe in Education, which can be found on this link:
  https://assets.publishing.service.gov.uk/media/66ce094e8e33f28aae7e1f6d/Keeping_children_safe_in_education_2025_part_one_Information_for_school_college_staff.pdf
  https://assets.publishing.service.gov.uk/media/66d7301b9084b18b95709f75/Keeping_children_safe_in_education_from_1_September_2025.pdf

Our expected professional behaviours of our educators are summarised below. Educators have a responsibility to maintain public confidence in their ability to safeguard the welfare and best interests of children and vulnerable adults. Educators should adopt high standards of personal conduct in order to maintain confidence and respect of the general public, those with whom they work, and Hanson Recruitment.

These guidelines are fully referenced and explained in the documents listed above.

General Standards of Conduct:

We know that safe staffing is something that will be high on a hiring organisations agenda.

• All educators should adopt high standards of personal conduct, and not behave in a manner which
• would lead any reasonable person to question their suitability to work with children.
• Educators must observe the education setting’s specific guidelines for safeguarding and child protection, behaviour management (including physical intervention), online safety and acceptable use policies, health and safety policies, and other relevant policies applicable to the setting.
• Educators must respect any standards of dress and appearance which the setting may require. At all times, manner of dress and appearance must be appropriate to the professional role, and which promotes a positive and professional image. This also applies to online or virtual teaching or when working with small groups on or off the hirers site. Some SEN settings and Alternative Education Provisions might have specific dress and appearance policy to ensure the safety of the staff and
  children. Please check and adhere to these policies and requirements.

Contact and Communication:

• Educators should always consider the appropriateness of social contact with children and their parents.
• Educators should have no secret contact with pupils or parents and should report any situation which may place a child or vulnerable adult at risk
• No educator should enter extra private tuition or childcare arrangements with pupils or parents or should solicit their own business interests at the school or with the parents
• Educators should not invite any child or vulnerable adult into their living accommodation unless the reason to do so has been firmly established and agreed in writing with their manager and the pupil’s parents / carers.
• Educators must not arrange to meet a child or vulnerable adult from the school or setting, away from the work premises, unless the necessity for this is clear and has been approved by all parties(School, parents, Hanson Recruitment)
• Educators should not give their personal contact details to a child or vulnerable adult and ensure that social networking sites are set to private and a child or vulnerable adult is never added as a friend.
• Educators should never access the social network sites of pupils or engage in web-based communication to children or vulnerable adults.
• All settings in which educators are placed should have arrangements with regards to taking and use of images of children, for display, publicity, and celebratory circumstances, and educators should act on these requirements. It is inappropriate to take photographs of children for personal use or for publishing online. Under no circumstances should an educator use his or her own personal equipment to take images of pupils at or on behalf of the school setting.
• Educators must take extreme care to ensure that children and vulnerable adults are not exposed, through any medium, to inappropriate or indecent images.
• Educators should not enter into or encourage inappropriate discussions about sexual activity or any behaviour which may offend or cause harm; whilst areas of the curriculum can include or raise subject matter which is sexually explicit or of a political or sensitive nature, care must be taken to ensure that any resource material educators use cannot be misinterpreted.
• Educators should ensure that their own behaviour does not encourage any form of attraction, ‘crush’ or infatuation by pupils, and should report any evidence of this, no matter how small, to the headteacher or most senior manager or safeguarding lead.
• Educators should not use any form of degrading treatment to punish a child or vulnerable adult, nor should they direct sarcastic, demeaning or insensitive comments at a pupil or vulnerable adult in any situation.

Physical Contact:

In general, physical contact between adults and children in the workplace must be avoided:

• Physical contact with a child in the form of corporal punishment is unacceptable and unlawful.
• All physical contact with pupils is open to scrutiny and will require explanation.
• Even well-intentioned physical contact is open to misinterpretation and should be avoided.
• Educators should never touch a child or vulnerable adult in a way which may be considered indecent and should be sensitive to cultural or religious views and gender issues.
• In certain settings, e.g. sport, drama, music etc. it may be necessary to initiate physical contact. This activity should be carried out in accordance with the setting’s existing code of conduct, Always explain why the contact is necessary and the form it will take to the child or vulnerable adult.
• Any sexual behaviour by an educator with or towards a pupil or vulnerable adult is unacceptable; it is an offence for a person in a position of trust to engage in sexual activity with a pupil under 18 years of age, and sexual activity with a child would be a matter for criminal and / or disciplinary procedures.

Intimate / Personal Care / Medical Care:

• In situations where personal care is to be provided to pupils or vulnerable adults, the educators line manager at the hiring organisation should be fully aware before. The educator is expected to adhere to the setting’s intimate and personal care and nappy changing policies, and that a signed record is kept of all intimate and personal care tasks undertaken; intimate / personal care is to be provided by staff known to the child or vulnerable adult, and by personnel who have been trained in intimate and
  personal care procedures
• All settings will have trained and named individuals to undertake first aid responsibilities and to administer medication; any requests for educators to do so, should be discussed in the first instance with the setting’s designated safeguarding lead.

Confidentiality and Data Protection:

• Educators should follow the school’s Data Protection tips
• From time-to-time educators may have access to special category personal information about children or vulnerable adults and their families; this information must always be kept confidential.
• Educators should seek advice from a senior member of staff / designated safeguarding lead if they are in any doubt about sharing any information they hold, or which has been requested of them.
• Educators are expected to treat information they receive about pupils and families in a discreet and highly confidential manner.

What to do if you have a low-level concern or are worried a child or vulnerable adult is being abused?

All educators have individual responsibilities to bring matters of concern to the attention of senior management and / or relevant external agencies, and that to not do so may result in charges of serious neglect on their part where the welfare of children or vulnerable adult may be at risk.

In view of their daily contact with children and vulnerable adults, educators working through Hanson recruitment are well placed to observe abuse or neglect. It is the educator’s responsibility to report suspected or alleged abuse.

• If an educator is working within an education setting it is his/her duty to take note not only of major incidents, but also of signals which give cause for suspicion or low-level concern. When this occurs, the educator must report any concerns to the school’s/hiring organisations designated safeguarding lead, senior manager or headteacher as appropriate. It is also the educators responsibility to adhere to the specific guidelines set out in each school/hirers Child Protection Policy in relation to reporting and recording concerns and allegations.
• If an educator is working outside of the school or nursery environment it is his/her duty to report any concerns to the Children’s Social Services Department of your local authority, or to the police.

Allegations made against an educator:

Hanson recruitment will follow the policy and procedures for managing allegations against agency workers.

• If there is an allegation of abuse made against an educator working through Hanson recruitment, it should be reported to the local branch through which the educator is working and Hanson Recruitment Designated Safeguarding Officer (Misra Ersavas: misra.hanson@hansoner.com)
• Educators should prepare a written statement which provides an accurate account of the situation regarding the allegation.
• During the investigation the educator will not be placed in a school/booking by Hanson recruitment and will be suspended without pay. Hanson recruitment will work closely with the educator and the relevant authorities to resolve the issue quickly and professionally.

Educators preparing for their role: Educators are required to read and be familiar with the Department for Education’s ‘Keeping Children Safe in Education’ and must confirm that they have read it as a part of their registration with Hanson recruitment. Educators should read this document in conjunction with the guidelines and recommendations provided in ‘Guidance for safer working practice for those working with children and young people in Education settings’ and should always keep up to date and read the latest versions.

As a supply/agency worker, educators share the same responsibilities and expectations as the permanent colleagues in the setting in which they are working. We wish all our educators every success in their roles and will support them to ensure the best outcomes for children or vulnerable adults in their care. Educators should not hesitate to relay and discuss any concerns they might have to their relevant contacts at Hanson recruitment or the hiring organisation.

Part One: Teaching:

1. Set high expectations which inspire, motivate and challenge pupils

• establish a safe and stimulating environment for pupils, rooted in mutual respect
• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2. Promote good progress and outcomes by pupils

• be accountable for pupils’ attainment, progress and outcomes
• be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these guide pupils to reflect on the progress they have made and their emerging needs
• demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge

• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
• demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
• if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4. Plan and teach well structured lessons

• impart knowledge and develop understanding through effective use of lesson time
• promote a love of learning and children’s intellectual curiosity
• set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• reflect systematically on the effectiveness of lessons and approaches to teaching
• contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5. Adapt teaching to respond to the strengths and needs of all pupils

• know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
• have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

• know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
• make use of formative and summative assessment to secure pupils’ progress
• use relevant data to monitor progress, set targets, and plan subsequent lessons
• give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment

• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
• maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8. Fulfil wider professional responsibilities

• make a positive contribution to the wider life and ethos of the school
• develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• deploy support staff effectively
• take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
• communicate effectively with parents with regard to pupils’ achievements and well-being.

Part Two: Personal and professional conduct:

A teacher is expected to demonstrate consistently high standards of personal and professional conduct.
The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

• Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
• treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
• having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
• showing tolerance of and respect for the rights of others
• not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
• ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
• Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
• Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Unacceptable professional conduct:

The Department of Education defines this as ‘conduct which falls short of the standard expected of a registered Teacher and is behaviour which involves a breach of the standards of propriety expected of the profession”.

When a candidate:

1. Seriously demeans or undermines pupils, their parents, carers or colleagues or acts towards them in a manner which is discriminatory of gender, marital status, religion belief, colour, race, ethnicity class sexual orientation disability or age
2. Misuses or misrepresents their profession, position, qualifications or experience
3. Otherwise brings the reputation and standing of the profession into disrepute

Where a candidate fails to:

4. Take reasonable care of pupils under their supervision with the aim of ensuring their safety and welfare
5. comply with relevant statutory provisions which support the well-being and development of pupils including where these include collaboration with a range of agencies, as well as a teacher, other colleagues and other adults
6. Observe confidentiality in a manner consistent with legal requirements
7. comply with requirements of statutory bodies relating to the examination assessment and evaluation of pupil achievements
8. maintain appropriate standards of honesty and integrity in management and administrative duties including in the use of school finance

Conviction of relevant offence
All criminal behaviour is a serious matter and under the provisions of Home Office circular 45/86 teaching is a notifiable occupation. Any criminal conviction, caution or warning on your DBS we are obliged to tell schools before the start of your assignment. By signing this document you give us written permission to share this information with schools relating to your assignments only
Criminal offences which have been determined as relevant include:
-Benefit fraud
-Indecent assault
-Inflicting grievous bodily harm, Manslaughter
-Possession of prohibited firearms and ammunition
-Threatening or disorderly behaviour
-Unlawful wounding

Serious professional incompetence

1. When a candidate demonstrates a level of incompetence which falls seriously short of that
   expected over registered teachers taking consideration of relevant circumstances
2. We will consider the extent to which the candidate has failed to maintain a level of
   professional competence consistent with Qualified Teacher Status, The Induction standards
   and the nature of their professional responsibilities
3. The determination of serious professional Incompetence includes failings relating to
   management and leadership roles

Notes on the Code of Conduct

Unacceptable professional conduct

1. Demeaning or discriminatory behaviour
   Swearing at pupils or calling them by offensive names
   Making a racist remark to pupils
2. Reasonable care
   Endangering pupils through instructing them to undertake inappropriate manual handling
   Failing to safeguard the health and safety of pupils by not taking reasonable steps to ensure they remained on school premises
   Intimidating a child with special educational needs
3. Co-operation and collaboration
   Acting to the detriment of newly qualified and junior teachers
   Deliberately undermining the authority of the head teacher, SLT and staff colleagues
   Refused to take instructions or follow school policies
4. Confidentiality
   Discussing their assignment/contract/pay details with others at school or asking confidential information to other agency or school staff about their pay, contract or placements.
   Sending a letter to parents of children in class, which
   -was in breach of the schools policy and guidelines with regards to communication with parents and children
   -misrepresented a confidential discussion between the teacher and the head teacher
   -Invited an involvement of parents in defence of a refusal to undertake contractual obligations
5. Examination and assessment arrangements
   Altering, adding to or completing scripts for Sats or any other exams and assessments
   Falsifying coursework and moderating marks submitted for a GCSE examination
   Persistent failure to cooperate with arrangements for furthering the educational progress of pupils with special educational needs submission of annual review documentation
   Providing unauthorised photocopies with forthcoming examination papers to students of a private tutorial college
6. Standards of honesty and integrity
   Failure to comply with school and local authority financial accounting procedures
   Misrepresenting the true state of school trip funds
   Theft of school property
   Submission of false mileage expenses
   Using school administrative staff and facilities for private interests
   Using school equipment to view pornography
7. Professional Position
   False claims to possess qualifications
   Falsifying a reference for a teaching post
   Misrepresenting the pattern of past employment on a teaching application form
8. Bringing the profession into serious disrepute
   Conduct in this category would include behaviour which was seriously detrimental to the standing of the profession

Serious professional Incompetence

Serious professional incompetence has been found where there is a serious and persistent pattern of failure in terms of:
Subject knowledge
The ability to establish learning objectives and set appropriate activities
The ability to operate effective assessment procedures and to mark student work
The ability to manage people behaviour and thereby to ensure the safety and welfare of pupils
The ability to follow policies and procedures and to work effectively with teacher colleagues and other staff
The ability to adequately lead and manage curriculum area

Please also read the following links:

Professional standards for teaching assistants 29/07/2019 (NEU.ORG.UK)
https://neu.org.uk/latest/library/professional-standards-teaching-assistants

Professional standards for teaching assistants (UNISON June 2016)
https://neu.org.uk/sites/default/files/2023-06/TA%20Standards_only.pdf

Teachers’ Standards
https://assets.publishing.service.gov.uk/media/61b73d6c8fa8f50384489c9a/Teachers__Standards_De
c_2021.pdf
NOS for supporting teaching learning