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Pay Policy
September 2018
THIS POLICY IS UNDER CONSULTATION WITH THE TRADE UNIONS
Approved by Sentamu Academy Learning Trust Board of Trustees on 8 October 2018
The next period of review is September 2019
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Sentamu Academy Learning Trust 2 of 4 The Sentamu Academy Learning Trust Board of Directors has primary responsibility for the terms and conditions
of employment for Trust employees. Some of these responsibilities have been delegated via the Scheme of
Delegation to the Local Governing Committee, Principals, Head Teachers and/or senior managers who shall comply
with all policies and procedures issued by the Board of Directors and take into consideration any subsequent advice
and recommendations given to them by the Directors. The Board of Directors maintains the right to involve itself
in any area of implementing such policies and procedures that it so deems appropriate.
Pay Policy
Background 1. Sentamu Academy Learning Trust‟s policy, outlined below, covers the statutory responsibilities of the governing
body in relation to pay, including the award of performance points, as set out in the School Teachers‟ Pay and
Conditions of Service Document (STPCD) 2018 and the advice given in the accompanying Department of Education
guidance, which forms section 3 of the document.
The policy has taken into account the changes set out in the STPCD and the advice given in the DfE‟s model pay
policy.
In this Agreement the following words and expressions shall have the following meanings:
"Directors" means the Board of Directors of the Trust as constituted from time to time, or where appropriate any
sub-committee of the Board of Directors.
“Governors” means the local governing body of each Academy referred to as the Local Governing Committee (LGC)
as constituted, or where appropriate, any sub-committee of the Local Governing Committee. Each Local Governing
Committee has specific delegated powers for the management of the business of each Academy as agreed by the
Directors.
“Trust” means the Sentamu Academy Learning Trust;
“Chief Executive Officer” means the Chief Executive Officer of the Trust;
“Executive Principal” means any Executive Principal of the Trust;
“Principal” means the head of the Academy and may also be known as the Headteacher. “Vice Principal” can also be
referred to as a Deputy Headteacher.
Rationale 2. The prime purpose of the Trust Board‟s pay policy is to facilitate the recruitment and retention of staff in
sufficient numbers and of the right calibre to enable each Academy to promote high standards of educational
achievement in accordance with its statutory obligations under the School Standards and Framework Act (SSFA)
1998.
3. The Directors will carry out their legal obligations in relation to pay in accordance with the STPCD 2018 for
teachers.
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4. In exercising their statutory functions, the Directors and Governors will adhere to the 7 principles of public life
established by the Nolan Committee. They will, moreover, ensure that their actions are consistent with the
Employment Rights Act 1996, Employment Relations Act 1999, Equality Act 2010, the Part-time Workers
(Prevention of Less Favourable Treatment) Regulations 2000, the Agency Workers Regulations 2010 and the Fixed-
term Employees (Prevention of Less Favourable Treatment) Regulations 2002. The Directors and Governors will
also have due regard to their responsibilities under the School Staffing (England) Regulations 2009 with regard to
compliance and the work/life balance of the Chief Executive Officer, Executive Principal and the Principals
of each academy.
5. Teacher governors and staff governors are barred by the regulations from being present when the pay or
performance appraisal of any other employee at the school is being discussed or considered and will not be allowed
to be members of any subcommittee with responsibility for finance and/or personnel issues.
6. Any Director or governor with a direct or indirect pecuniary interest in any matter will be asked to withdraw
when pay and/or performance appraisal are being discussed (unless the Directors determine otherwise) and must
not, in any case, participate in such discussions or vote on any such issue. The CEO, Executive Principal and any
Principal is legally entitled to attend the meetings of any Committee or sub-committee with responsibility for finance
and/or personnel issues, but must withdraw when his/her own pay is being considered or discussed.
7. The Trust Board sets out the processes by which appointments are made, through an individual Scheme of Delegation for
each academy. This includes appointments relating to the CEO, Executive Principal, any member of the senior
leadership team (vice principals and assistant vice principals), and, where appropriate, appointment of teachers
appointed to deliver RE in accordance with a denominational syllabus. Starting salaries will be determined taking into
account the nature of the post, the level of qualifications, skills and experience required, market conditions and the
wider school context. The Trust will endeavor in all but exceptional circumstances to pay the teacher who has been
employed under the STPCD in an LA maintained school, or academy in England and Wales, at a scale point that at
least maintains their previous pay entitlement.
8. Vacancies for CEO, Executive Principal, Principal and Vice Principal posts will be advertised nationally, unless
there is good reason not to. The following table shows who should be involved in recruitment for each role:
Role Who
Chief Executive Officer Board of Directors
Executive Principal Board of Directors (with advice from YDBE if role has responsibility for a CE
school Principal/Head or Chief Executive and LGC panel to interview and recommend.
Directors/Trustees may send one of their members to sit on panel if required. At least one Foundation Local Governor to be on panel.
Executive Principal
Other member of SLT /Vice Principal/Deputy
Head /Assistant Vice Principal LGC panel plus Principal to interview and decide unless LGC delegate particular appointment to Principal or Executive Principal.
Teacher to deliver RE in accordance with a
denominational syllabus
Principal but appointment must be approved by the Local Foundation
Governors
SENCO LGC panel plus Principal to interview and decide unless LGC delegate particular appointment to Principal Any allocated SEND local governor to be involved as appropriate
Academy Business Manager/Finance officer Panel to include, Principal, Trust’s Finance Director, Chair of Local Governors
All other staff LGC unless delegated to the Principal
Appointments will be confirmed by the Trust.
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9. Absence on account of maternity/paternity/ parental leave will be counted as service for all such purposes. The
local governing committee will do its utmost to ensure that teachers who are absent for these reasons are treated
fairly and equitably. For example, in the case of threshold assessment, teachers in these circumstances will only be
required to submit performance management reviews covering the reduced period of time they are at the academy
rather than the full two-year period. In some cases this may mean they only have one review to submit. However,
where absence or absences for maternity leave means that teachers do not have any results from their performance
management reviews to allow them to be assessed fairly, they will be able to cite evidence drawn from the same
shorter timeframe provided by paragraph 7 of Annex 2 of the STPCD rather than depending solely on whatever
performance management reviews might be available for that period. They will also be permitted if necessary to
present evidence that aggregates to two years, drawn from a period of five years immediately before the date of
their application.
10. Absence as a result of illness will be treated similarly, but long-term illness may mean that normal/anticipated
progression may be delayed.
11. The latest Teachers‟ professional standards (England) provide the backdrop to discussions about a teacher‟s
performance. This is particularly important at pay progression points, where the revised standards are pay standards.
Pay progression decisions will be made in accordance with the provisions of the academy‟s performance
management policy.
12. Any pay decisions made will have regard both to the pay policy, the teacher‟s particular post within the staffing
structure and the pay tables and pay reference points attached at appendix 1. The salary rates for each reference
point will be reviewed each September without any obligation subsequently to increase them.
Pay features – Chief Executive Officer When a new Chief Executive Officer needs to be appointed, the Members /Board of Directors will set an appropriate
salary taking into account a range of factors and market conditions.
The Board of Directors will review (without any obligation subsequently to increase) the CEO ‟s salary at any time during the
year if there is a significant increase in the school‟s size and/or circumstances or if there are any significant changes
year-on-year in his/her responsibilities.
The Board of Directors notes the discretion to adjust the salary of a serving CEO on the grounds of retention and
reserves the right to apply this discretion at any time during the year as and when this may prove necessary.
Pay features – Executive Principal 13. When a new Executive Principal needs to be appointed, the Board of Directors will set an appropriate salary taking
into account a range of factors and market conditions.
14. The Board of Directors will review (without any obligation subsequently to increase) the Execut ive Principal ‟s salary
at any time during the year if there is a significant increase in the school‟s size and/or circumstances or if there are
any significant changes year-on-year in his/her responsibilities.
15 The Board of Directors notes the discretion to adjust the salary of a serving Executive Principal on the grounds
of retention and reserves the right to apply this discretion at any time during the year as and when this may prove
necessary.
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Pay features - Principal
16. When a new Principal needs to be appointed, the local governing committee will set a 7-point individual salary
range (ISR) for the Principal in accordance with the criteria specified in the STPCD (job weight, the social, economic
and cultural background of the pupils and recruitment difficulties). The local governing committee should
recommend a suitable ISR, to be approved by the Board of Directors.
17. The local governing committee will review (without any obligation subsequently to increase) the Principal‟s ISR at any time
during the year if there is a significant increase in the academy‟s size and/or circumstances or if there are any
significant changes year-on-year in his/her responsibilities.
18. The local governing committee notes the discretion to adjust the ISR of a serving Principal on the grounds of
retention and reserves the right to apply this discretion at any time during the year as and when this may prove
necessary.
The provisions relating to a statutory pay policy 19. If the Principal is appointed by the Trust as the Principal of another school or other schools in addition to being
Principal of this academy, the Trust will employ the discretions allowable under the document to ensure that the
Principal is properly remunerated for the assumption of such additional responsibilities.
20. If the Trust arranges with the Principal or other senior leaders to provide a service to another school (as, for
example, a Consultant Leader, a National Leader of Education or a SIP) and the contract requires work to be done
outside school sessions, the Trust will charge the school receiving the service for that service and the CEO will
determine what level of additional payment, if any, might be made to the individual from the proceeds in accordance
with the protocol set out in paragraph 4065 of the STCPD 2018. i.e. "Where a headteacher in one school is
providing a service to another school, for example as a National Leader of Education (NLE), the person providing that
service is not ultimately accountable for the outcomes in the school, but for the quality of the service being provided.
The relevant body whose headteacher is providing the service should determine how much, if any, additional
payment is due to the individual concerned in line with the provisions of the Document and the school’s pay policy,
for example where the contract requires work outside school sessions."
21. In cases where a local authority as part of its local area plan has asked the academy to take on the responsibility
and accountability for the provision of a range of extended services on its site for children and young people from
the area and the Principal and the Trust agree, the Trust will use its discretion to take such significant additional
responsibility into account when setting the Principal‟s ISR. Any salary uplift will be proportionate to the level of
responsibility and accountability undertaken.
22. In all such cases the local governing committee will also consider carefully whether any temporary adjustments
to the ranges of the vice Principals and/or assistant vice Principals are needed in the light of the consequential
assumption of additional responsibilities in the Principal‟s absence and/or whether similarly any additional payments
should be made to any other teachers.
Vice /Assistant Vice Principals
23. The Local governing committee with responsibility for Finance and Personnel will determine the 5-point range of a
new vice principal or assistant vice principal to reflect the criteria specified in the STPCD – job weight and challenge,
the circumstances of the school and any recruitment difficulties. The Committee will place a newly appointed vice
principal or assistant vice principal on whichever of the bottom three points of the range it deems appropriate.
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24. The Trust is committed to the maintenance of appropriate differentials between members of the leadership
group and other teachers at the academy to reflect the responsibilities of such posts.
25. The LGC will review the ranges of any vice and assistant vice Principals at the school at any time in the year if
there has been any significant change in their responsibilities.
26. The LGC notes the discretion available to adjust the range of a vice or assistant vice Principal at any time during
the year to retain his/her services and reserves the right to apply this discretion as and when it deems necessary.
27. The LGC will not set a vice or assistant vice Principal‟s salary at such a level that it would exceed the maximum of
the Principal‟s group for the Academy other than in exceptional circumstances.
Acting allowances 28. The STPCD specifies that employers may pay an acting allowance to a teacher who is assigned and carries out
the duties of a Principal, vice or assistant vice Principal within four weeks of taking up such duties. The Trust has
decided that a teacher who undertakes such duties will be paid an enacting allowance from the day that s/he first
carries out such duties. The acting allowance will be the monetary value of the lowest point on the range/ISR of the
substantive post- holder.
29. The Trust appreciates that only a Vice Principal may be required to carry out the duties of a Principal in his/her
absence and that any other teacher may only be asked to undertake such duties with his/her agreement. In the event
of the Principalship being vacant, it is understood that a Vice Principal‟s agreement to serve in an acting capacity
must be sought.
30. Fixed-term acting allowances for teaching and learning and SENCO responsibilities will be remunerated at the
rate of the substantive allowances for the duration of the acting period.
Performance pay 31. The Trust has decided to retain a six-point salary range for Main Pay Scale teachers and 3-point salary range for
Upper Pay Scale teachers, to be reviewed annually. All performance awards will be made in the context of
affordability and the constraints on the academy‟s annual budget. Budgetary difficulties will not, however be used as
a reason for not making pay progression awards.
32. In the case of members of the leadership group and Leading Practitioners, where the STPCD permits the
award of up to two performance points, only one performance point will be normally be awarded on the basis of
any single performance review in the interests of equity, though the award of more than one performance point may
be considered in exceptional circumstances.
33. In the case of post-threshold teachers, decisions relating to movement up the 3-point salary range will
always be made on a biennial basis upon application. Where an eligible teacher has not been awarded a performance
point after any two-year period, s/he will be considered for an award one year later.
34. When determining performance pay awards, the Local Governing Committee will have regard to any pay
recommendation in a teacher‟s most recent Professional Development Review statement. Conditions for
progressing will be fully linked to the latest Teachers Standards (England).
35. Awards will be based on an assessment of an individual‟s performance across the totality of his/her teaching
commitments and managerial/leadership responsibilities (in the case of the leadership group and TLR post holders).
There will be no direct correlation between the achievement of an individual‟s statutory objectives and the award
of performance pay, and due account will be taken of how challenging the agreed (set) objectives have been. Failure
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to meet his/her objectives will not, therefore, automatically disqualify a teacher from consideration for the award of a
performance point, nor will the achievement of his/her objectives automatically lead to such an award.
36. Performance pay awards will only be considered if a successful performance review has been carried out in
accordance with the clarification of the application of the criteria for pay progression as set out in the Trust‟s
Professional development policy and in the case of:
The CEO, Executive Principal, Principal, Vice and Assistant vice Principals and Leading Practitioners, a
sustained high quality of performance has been demonstrated;
post-threshold teachers, there has been clear evidence of sustained and substantial performance and
contribution to the school;
teachers on the main scale, there has been clear evidence of at least good performance overall.
37. The governors‟ role is to satisfy themselves that pay recommendations are evidence- based and take proper
account of equal opportunities and budgetary considerations. To satisfy themselves that recommendations are
evidence-based, the governors may request access to underlying performance information, including teachers‟
performance development review statements), but will not normally become involved in the detail of
performance assessments.
38. A successful review involves a professional development process of:
performance objectives;
self-review;
classroom observation; and
other evidence.
39. Performance reviews will be carried out in accordance with the Trust‟s professional development policy
annually in the autumn term (September/October) in relation to the totality of a teacher‟s work and his/her
statutory objectives in the previous academic year (except for the Executive Principal and Principal‟s review,
which will be completed no later than 31 December).
40. Any pay determinations or performance pay awards will be backdated to 1 September, other than for the
Executive Principal, Principal, Vice Principal or Assistant Vice Principal roles which will be effective on the
anniversary of appointment. Reviews may take place at other times of the year to reflect any changes in
circumstances or job description that lead to a change in the basis for calculating an individual‟s pay.
41. Teachers who have not been awarded a performance point will be provided with written feedback on the
reasons for this decision by the Principal.
42. Any information/evidence used in making pay decisions not already in a teacher‟s possession will be available
on request from the Principal.
43. „Good performance‟ will be interpreted in accordance with the definitions given in the academy‟s professional
development review policy.
i) Chief Executive Officer A panel of three Directors (including the Chair and a DYET appointed Director but not including the Chair of the Audit
Committee) will carry out the review of the CEO. The panel may be supported by an external advisor to help
them carry out the review.
45. Un l e s s appo in t ed on a f i x ed s a l a r y the CEO will need to have had a successful performance
review, clearly demonstrating that s/he has grown professionally in the previous academic year by developing
his/her leadership expertise t o merit the award of a performance point.
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ii) Executive Principal/Principal 44. A panel of two Directors and the CEO will carry out the review of the Executive Principal. The panel may
be supported by a School Improvement Partner (SIP) to help them carry out the review. Where the EP is also the
substantive principal of one of the academies, the reviews of performance in both roles will be combined.
A panel of two governors, plus the Executive Principal CEO, will carry out the review of an academy Principal.
The panel so appointed may also be supported by a School Improvement Partner (SIP) to help them carry out the
review. The decision to award a performance point (or two, in exceptional circumstances) has been delegated to
the CEO, who will communicate their decision to the Directors and Local Governing Committee in writing.
45. To merit the award of a performance point the Executive Principal/Principal will need to have had a
successful performance review, clearly demonstrating that s/he has grown professionally in the previous academic
year by developing his/her leadership expertise.
iii) Vice and Assistant Vice Principals 46. The Principal will carry out the review of the Vice and Assistant Vice Principals and will pass his/her
recommendations on to the Local Governing Committee for consideration of the award of a performance point
(or two).
47. In order to merit the award of a performance point, the Vice/Assistant Vice Principal will need to have had a
successful performance review, clearly demonstrating that s/he has grown professionally in the previous academic
year by developing his/her leadership expertise.
iv) Leading Practitioners 48. The Principal will carry out the review of LPs and will pass his/her recommendations on to the Local
Governing Committee for consideration of the award of a performance point (or two).
49. In order to merit the award of a performance point, LPs will need to have had a successful performance
review, clearly demonstrating that they have performed at a level that is at least good in the previous academic year
by developing their teaching expertise and their performance of LP professional duties.
50. In cases where a member of the leadership group or an LP steps down, the local governing committee will
put the individual on the second point on the Upper Pay Scale (or whichever point on the Upper Pay Scale is
determined).
v) Post-threshold teachers 51. In the case of post-threshold teachers, the Trust will expect teachers, in order to meet the criterion for
progression of „sustained and substantial achievements and contribution to the school‟, to be able to demonstrate
in the outcomes of two consecutive successful performance reviews that they are still operating at or above the
level of the post-threshold standards (appendix 2) and that they have performed at a level that is at least good in the
previous two-year period by developing their teaching expertise in accordance with the clarification of the
application of upper pay scale progression criteria set out in appendix 3. In the case of eligible teachers, reviewers
are encouraged to set/agree objectives directly related to the achievement of the criterion for progression, with
appropriate success criteria, to make a fair assessment easier.
52. Post-threshold teachers who have joined the Trust and who have, for example, been assessed as meeting the
Northern Ireland threshold standards or the sixth form college professional standards or who have been assessed
against the threshold standards whilst working in an academy or a non- maintained special school will be placed
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on the point on the Upper Pay Scale that reflects their previous experience on this spine (which could be U2 or
U3, not just U1).
Threshold (post-threshold standards) 53. The Trust has delegated the responsibility for receiving and assessing threshold applications from eligible
teachers to the relevant Principal.
54. Qualified teachers, paid at the top of the main pay range, may apply to be paid on the Upper Pay Scale on an
annual basis. An application will be successful where the Principal is satisfied:
a) that the teacher is highly competent in all elements of the relevant standards; and
b) that the teacher‟s achievements and contribution to the school are substantial and sustained.
55. Eligible teachers must complete a Threshold application form, available from the Human Resources Manager,
providing succinct examples, from the last 2 years, of their achievements and expertise in relation to each of the
standards post threshold standards as shown in Appendix 2. The Principal will then assess each post-threshold
standard making it clear whether it is met/not yet met.
56. Having carried out such assessments, the Principal is obliged to inform the local governing committee of the
outcomes. On receipt of the Principal‟s assessments, the local governing committee will move all successful
eligible applicants onto the first point of the Upper Pay Scale as from the effective date.
57. Eligible teachers are only permitted to apply once for threshold assessment during the course of an academic
year (more accurately during a complete performance management cycle).
58. The Principal is responsible for giving oral feedback to all threshold applicants, including advice on aspects of
their performance that might benefit from further development. In the case of unsuccessful applicants, the
Principal is required to provide written feedback on the outcome of the application on each of the standards
within 20 working days of informing the governing body of his/her assessment.
59. The deadline for applications in the academic year is 31 October.
Complaints/appeals 60. Any complaints with regard to performance pay awards or pay in general, including threshold, should be
referred to the Principal in the first instance. If a teacher‟s concerns cannot be resolved at this level, a formal
appeal may be made to the sub-committee of the local governing committee set up to deal with such matters
(normally a panel of three who were not involved in the original decision). No governor who has been involved
in an appellant‟s pay decision may serve on the appeal committee for that teacher. The CEO may appeal to the Chair
of the Audit Committee who will form a panel with two other Directors not previously involved in the original decision).
61. An appeal is usually lodged on the following grounds – that those making the pay decisions:
failed to apply the provisions of the STPCD 2018 correctly;
failed to take account of relevant evidence;
failed to have proper regard for statutory guidance;
took account of irrelevant or inaccurate evidence;
were biased; or
discriminated unlawfully against the teacher concerned.
62. An appeal against a pay decision must be submitted in writing within ten working days of the teacher being
notified of the decision.
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63. The local governing committee will arrange to hear such appeals within 20 working days of receiving the
teacher‟s written notification to appeal.
64. Appellants may be accompanied by a colleague or their union representative at appeal hearings.
65. Appeal decisions will be communicated in writing within 24 hours of the decision being made, where possible.
66. The decision of the appeals committee is final and binding on both parties. Such decisions may not be
reopened under the Trust‟s grievance procedures (which will not be used for appeals against pay decisions).
Leading Practitioners (LP) 67. The Trust intends to make LP appointments in accordance with the academy staffing structure. When
appointing a Leading Practitioner, the Principal and the chair of governors in accordance with their delegated
powers will set a 5-point range within the LP pay range and place the successful candidate on the lowest point of
his/her range. The range will reflect the nature of the work to be carried out, the nature of the challenges
entailed, the professional competencies required and any recruitment difficulties.
68. An LP pay range will be re-determined when new appointments are made or there is a significant change in
the responsibilities of the post holder or there are changes in the academy‟s situation that warrant a wider review
of salaries.
Excellent Teachers (ETs) 69. There are no ET posts in the structure for the time being.
Classroom Teachers 70. All NQTs will be placed on point 1 (M1) of the scale in line with the Education (Induction Arrangements for
School Teachers) (England) Regulation 2012. ). The only exception to this would be where an NQT‟s salary on
the unqualified teacher scale already exceeded point 1 in which case they would be place on the point on the
main pay scale immediately above their current salary.
71. One performance point will be awarded up to MPS 6 for each year of service as a teacher (including any period
of approved absence) performed at a level that is at least good, completed at this or at another school
or in an equivalent post, subject to supporting evidence being available.
72. The governing body will not recognise any experience other than teaching for the award of performance pay
progression.
73. Pay progression may be withheld when a teacher has performed at a level considered to be less than good
whether or not the teacher is subject to capability proceedings.
74. The Principal has been given delegated powers to negotiate the salary of all teachers, other than deputies or
assistant Principals on appointment.
Unqualified Teachers 75. The Principal is authorised to place any unqualified teacher on appointment on the appropriate point on the
unqualified teachers‟ scale, taking into account the individual‟s qualifications and experience (e.g., a recognised
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overseas or post-16 teaching qualification or service as an overseas teacher or in further education – or whatever
is deemed appropriate).
76. The Trust will pay trainee teachers working towards QTS on the unqualified teachers‟ scale
77. The Trust may award unqualified teachers an allowance if, in the context of the school‟s staffing structure,
they have:
a sustained responsibility which is focused on teaching and learning and requires the exercise of a teacher‟s
professional skills and judgment; or
qualifications and experience, which bring added value to their role.
78. All such allowances that were awarded on or before 31 August 2008 have been re- determined in accordance
with these criteria. In cases where the re-determination reduced the cash value of the allowance, safeguarding has
been applied (i.e. the difference between the new and the old allowance has been safeguarded for up to three
years).
Unqualified Teachers are not eligible for TLR payments or SEN allowances
Part-time employees 79. The Trust will ensure that its treatment of part-time staff is consistent with the provisions of the Part-time
Workers (Prevention of Less Favourable Treatment) Regulations 2000 and the Equality Act 2010.
80. Part-time teachers will be paid on a pro rata basis. This is calculated with reference to the proportion of the
academy ‟s timetabled teaching week (ATTW – the academy‟s session hours that are timetabled for teaching,
excluding break time, assemblies and registration) that part-time teachers work in comparison with what they
would have worked if employed on a full-time basis in the same post in the same school. For example, if an academy
operates a fortnightly timetable of 50 hours this percentage will be x/50, where „x‟ is the number of hours in the
ATTW a part- time teacher is contracted to work.
81. Thus, if the academy‟s timetabled teaching week is 25 hours and a part-time member of staff is employed to
work for 15 hours of the ATTW, s/he works 60 per cent of the time that s/he would have worked as a full-time
teacher. S/he is, therefore, entitled to be paid 60 per cent of what his/her full-time equivalent salary would have
been.
82. It should be stressed that this mechanism is only used to determine pay, not actual hours worked nor what
part-time teachers are contracted to do.
83. The pro-rata calculation is also used to determine the appropriate payment for any extra hours that part-time
teachers may agree to work from time to time at the request of the Principal (e.g., three additional hours of
teaching on a Monday afternoon or attendance at an INSET day on a day that they do not normally work).
Determination of part-time teachers’ pro rata directed time 84. The percentage that is used to determine the salary of part-time teachers has also been used to calculate the
number of hours of directed time (as a proportion of 1,265) that they may be required to be available for work in
any school year.
85. Thus if a part-time teacher is paid a salary of 60 per cent of his/her full-time equivalent salary, then s/he can be
required to be available for work for 759 hours (60 per cent of 1,265 hours) during the academy year. The
requirements that an academy has of part-time teachers in their allocation of directed time and how they will be
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deployed within this should relate pro rata to what would have been expected of them if they were employed
full-time. These requirements/expectations should be clearly communicated in writing when such teachers are
appointed.
Academies will need to ensure that all of their requirements can be accommodated within the amount of directed
time available as far as part-time teachers are concerned in terms of, for example:
teaching;
PPA time;
management and leadership time, if relevant;
pastoral duties/responsibilities
registration;
other timetabled non-contact time;
attendance at collective worship;
attendance at meetings both during and outside school session times;
attendance at parental consultation evenings and;
attendance at a proportion of INSET days.
86. Part-time teachers must work such reasonable additional hours as may be necessary to enable them to
discharge their professional responsibilities effectively.
87. The Trust appreciates that whilst it is appropriate to use the mechanism that has been outlined above for
classroom teachers, for calculating the pro rata salary of part-time members of the leadership group and LPs, it
cannot be used to determine their pro rata allocation of directed time as Principals, deputies, assistant Principals
and LPs do not operate on a time-bound contract. The Trust will, nonetheless, ensure that the workload of part-
time members of the leadership group and LPs is reasonable and that such staff are treated fairly in comparison
with their full-time equivalents (or with what would have been expected of them if they had been employed full-
time). The Trust will also have due regard to their work/life balance.
Working time 88. In addition to the points made in the previous section with regard to directed time, the Trust will require
part-time staff to undertake duties other than teaching pupils outside school sessions on any day or part of a day
that they are normally required to be available for work (e.g., attendance at a parental consultation evening or a
meeting after the school day has finished on such days)
Allowances 89. Part-time teachers‟ allowances (e.g., TLRs, SEN allowances or recruitment and retention incentives) are paid
pro rata (i.e. at the same percentage as the appropriate percentage of their full-time equivalent salary).
90. The Trust will consider the job share of a TLR between two part-time teachers, but not between a part-time
and full-time teacher, nor between two full-time teachers. It accepts that part-time teachers may hold a TLR that
is in the staffing structure.
Short notice/supply teachers 91. Teachers who work on a daily or other short term notice basis will be paid 1/195th of the amount calculated as
their annual salary. Teachers who work less than a full day will be paid on an hourly basis (calculated as a
proportion of 1/195th of their annual salary – with each day being calculated as 6.5 hours).
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Annual Salary Statement 92. The Trust will review every qualified teacher‟s salary with effect from 1 September annually and no later than
30 November and give them a formal statement outlining what their salary is and how it has been determined.
The responsibility for providing each member of staff with an annual salary statement has been delegated to the
Principal. The salary statement will be signed by the Principal and will be issued as from 1 September (or on
another date) when a teacher has crossed the threshold or his/her salary has changed). In the case of the
Executive Principal, the salary statement will be signed by the Chair of the Board of Directors. In the case of the
Principal, the salary statement will be signed by the chair of the Local governing committee.
Allowances Teaching and learning responsibility (TLR) payments
93. The local governing committee will determine the number and the cash values of TLRs (and leadership group
posts) in its staffing structure of the academy. All TLR posts meet the qualifying criterion and factors set out in
the STPCD 2018.
94. Teachers will not be awarded more than one TLR (though in some cases the job description for which a TLR is
paid covers a number of areas of responsibility).
95. Temporary TLRs will only be paid in cases where teachers are temporarily occupying a different post in the
staffing structure that attracts a TLR payment (e.g. as cover for vacancies pending an appointment, secondment,
maternity leave or long-term absence through ill-health). Temporary TLRs will only be safeguarded for the
duration of their fixed term period (the date on which the award will end or the circumstances in which it will end
will be included in the teacher‟s revised pay statement).
96. Any departure from the published structure will only be made after further consultation with staff and unions.
Special educational needs (SEN)
97. The relevant body has re-determined the award of an SEN allowance in accordance with the criteria in
paragraphs 55 and 56 of STPCD 2018. These are:
a) Mandatory award in an SEN post requiring a mandatory SEN qualification (the hearing, visual and multi-
sensory qualifications as defined in The Education (School Teachers‟ Qualifications) (England) Regulations
2003 and The Education (Teachers‟ Qualifications and Health Standards) (Wales) Regulations 1999) and
in a special school
b) In any non-designated setting where the post:
(i) Involves a substantial element of working directly with children with special educational needs
(ii) Requires the exercise of a teacher‟s professional skills and judgement in the teaching of children with
special educational needs and
(iii) Has a greater level of involvement in the teaching of children with special educational needs than is
the normal requirement of teachers throughout the school.
98. Each local governing committee, having considered the full range of payments available, will determine the
level of SEN allowance payable at the school – in accordance with the following factors, as required:
14
whether any mandatory qualifications are required for the post;
the qualifications or expertise of the teacher relevant to the post and;
The relative demands of the post.
Safeguarding 99. In cases where a teacher is awarded a temporary TLR or serves as a member of the leadership group, or as an
LP in the temporary absence of the substantive post holder, TLR safeguarding will be reduced (or discontinued)
during this period, but will be restored at the end of the temporary period unless it would have ceased in the
interim under the normal cessation principles.
100. In the case of teachers who were in receipt of general safeguarding and who took up a post before 1 January
2006, safeguarding will cease if the teacher refuses an alternative post within the same authority or if s/he moves
post voluntarily. In addition, if such a teacher receives a safeguarded MA and accepts a TLR that equals or exceeds
the cash value of the MA, safeguarding will cease. If the value of the TLR accepted is less than the value of the
MA, only the difference will be safeguarded.
101. The salary used to determine the comparator for safeguarding purposes is that which a teacher is paid on the
day before the „loss‟ begins.
102. In the case of a safeguarded TLR payment and of safeguarding for members of the leadership group, LPs and
unqualified teachers the safeguarding period ends on the third anniversary of the relevant date (or sooner if the
cessation principles apply). The „relevant date‟ is as follows:
1 January in the case of a determination made between the preceding 1 September and 31 December
1 April in the case of a determination made between 1 January and 31 March
1 September in the case of a determination made between 1 April and 31 August
103. The governing body has reviewed the responsibilities of teachers in receipt of safeguarding that exceeds £500
and allocated appropriate additional responsibilities focused on teaching and learning that are commensurate with
the sum being safeguarded for the duration of the safeguarding period. If teachers unreasonably refuse to carry out
such additional responsibilities, the payment of the safeguarded sum will cease upon written notification (to be
provided within one month of the determination). Such a determination is subject to the Trust‟s appeal
procedures.
Residential duties 104. The Trust will not make payments for residential duties carried out by staff taking part in a residential
activity organised by the academy. Such activities might include, for example, being “on call” during the evening,
or supervising students on a Saturday
In-service training for teachers (inset)
105. Staff will not be paid for INSET undertaken at weekends or in the school holidays.
Initial teacher training activities (ITT)
106. The policy on making additional payments to staff for ITT activities will be reviewed annually, and
could be based either on an hourly basis or as a TLR, depending on the needs of the Academy .
15
Summer Schools 107. Local Governing Committees may make payments for summer schools approved by the Principal to
teachers and support staff at an hourly rate to be reviewed each year, relevant to the role being undertaken.
Recruitment and retention Benefits (R&R) 108. The Trust will exercise its discretionary functions in respect of making such payments or providing other
financial assistance, support or benefits as it deems necessary to recruit new teachers or to retain the services of
existing teachers. R&R incentives will be payable to all teachers.
109. Any new retention incentives/benefits will be awarded for a fixed period not exceeding three years.
Retention incentives will be renewable in exceptional cases (e.g., where the retention of an individual teacher is
essential for the continued delivery of high quality education to the pupils) for a maximum of a further three years.
110. The Trust may provide any assistance with the costs of travel or housing if such costs are essential to recruit
a suitable member of staff to the Senior Leadership Team.
111. R&R incentives will only be paid for bona fide recruitment and retention purposes – and not for carrying out
specific responsibilities or to supplement pay for other reasons (e.g., to prolong safeguarding beyond the legal
period).
Employment routes into teaching 112. The Trust will pay such teachers on the unqualified teachers‟ scale.
Honoraria 113. Section 3, Paragraph 3 of the STPCD guidance states quite explicitly that the document does not provide
for the payment of honoraria or bonuses to teachers, in any circumstances.
Salary sacrifice
114. The Trust may offer salary sacrifice arrangements in the following cases to all teachers at the school
(participation in such a scheme is entirely voluntary):
a child care voucher or other child care benefit scheme
a cycle or cyclist‟s safety equipment scheme and
a computer purchase scheme.
115. Such a benefit in kind may be exempt from income tax and/or National Insurance Contributions. However,
this is for HMRC to determine.
116. A teacher‟s gross salary would be reduced by the value of such benefits-in-kind.
(NB Participation in salary sacrifice by teachers can affect entitlement to other state benefits and reduce the
pensionable salary used to calculate benefits under the Teachers‟ Pension Scheme. Teachers thinking of
participating should consider the possible consequences on their personal circumstances carefully).
16
Confidentiality 117. The Trust regards all matters relating to the performance of staff and individual salary details as confidential.
When such confidential items are discussed in the meetings of the Local Governing Committee or any sub-
committee, they will be recorded in the confidential part 2 section of the minutes.
Operative date
118. This policy was formally reviewed by the governing body of the school to take effect from September 2018.
The Trust undertakes to review this policy annually and to issue a revised version after such a review.
119. This policy applies to the pay of all teaching staff.
17
Appendix 1
Teachers Main Scale
Leadership Scale
Leading Practitioner Scale*
M1 22,916
L1 39,373
LP1 39374
M2 24,728
L2 40,360
LP2 40359
M3 26,716
L3 41,368
LP3 41367
M4 28,771
Dir
ect
or
1
L4 42,398
LP4 42397
M5 31,039
L5 43,453
LP5 43451
M6 33,823
L6 44,543
LP6 44540
L7 45,743
LP7 45740
L8 46,798
LP8 46795
Dir
ect
or
2
L9 47,967
LP9 47965
L10 49,189
LP10 49196
Teachers Upper Scale
L11 50,476
LP11 50473
U1 35,927
L12 51,638
LP12 51636
U2 37,258
L13 52,929
LP13 52927
U3 38,633
AV
P
L14 54,249
LP14 54246
L15 55,599
LP15 55598
L16 57,076
LP16 57075
L17 58,388
LP17 58387
L18 59,857
LP18 59857
SEN Allowance
VP
L19 61,340 Min 2,085
L20 62,862
Max 4,116
L21 64,417
L22 66,017
* formally known as Advanced
Skills Teacher
L23 67,652
L24 69,239
L25 71,052
Unqualified Teachers Scale
L26 72,810
Team Leadership Responsibilities
UT1 16,626
L27 74,615 UT2 18,560
L28 76,465
3a** 527
UT3 20,492
L29 78,359
3b** 1,576
UT4 22,426
L30 80,309
3c** 2,629
UT5 24,361
L31 82,293
UT6 26,294
L32 84,338
2a 2,665
L33 86,435
2b 4,463
L34 88,571
2c 6,515
L35 90,773
L36 93,020
1a 7,697
L37 95,333
1b 9,519
L38 97,691
1c 11,303
L39 100,072
1d 13,027
L40 102,570
L41 105,132
L42 107,766
** for fixed term/temporary roles
or projects only
L43 109,366
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Appendix 2
Application to be paid on Teachers (Upper Pay Scale) (UPS) effective from 1st September 2018
2.1 Application and Evidence
2.2 Payment at the Upper Pay Scale requires teachers to assume significant additional responsibilities, exemplified,
but not limited to, the performance criteria listed at appendix 3 below. From 1st September, a qualified teacher
at MPS 6 may apply to be paid on the Upper Pay Scale. Applications for progression to the UPS 1 may be made
once a year, and should be made to the Principal by 31st October each year; however exceptions will be made in
particular circumstances e.g. due to sickness or paternity/maternity leave etc. These should be discussed with the
Principal prior to an application being submitted.
2.3 It is the responsibility of the Teacher to decide whether or not they wish to apply to be paid on the Upper
Pay Scale, subject to the opportunity being available as outlined in 2.2 above. The Principal will make a
recommendation to the Local Governing Committee or relevant sub-committee who will make the final decision
as to whether or not the teacher should be paid on the Upper Pay Scale 1 or progress to Points 2 and 3.
2.4 In order to apply for the UPS, a teacher must be on Point 6. Where teachers wish to be assessed, they
should notify their assessor, normally the Principal in writing using the application form at Appendix 3, which
should be submitted by the teacher to the assessor. The evidence to be used will be available through the
Appraisal Regulations 2012, the appraisal process and the Progression Criteria to the Upper Pay Scale as detailed
in Appendix 4.
2.5 In order for the assessment to be robust and transparent, it will be an evidence-based process only. All
applications should include the results of the two previous appraisals, under the Appraisal Regulations 2012,
including any recommendation on pay (or, where that information is not applicable or available, a statement and
summary of evidence designed to demonstrate that the applicant has met the assessment criteria). The
applications should contain evidence from the most recent two years appraisals.
2.6 Those teachers who have been absent through sickness, disability or maternity may cite written evidence
from up to a maximum of 3 years before the date of application, from this school and other schools, in support of
their application .
Note - If a teacher is simultaneously employed at another school(s), they may submit separate applications if they wish to
apply to be paid on the Upper Pay Scale in that school or schools. This school will not be bound by any pay decision made
by another school.
2.7 The process this school follows in relation to applications to progress to the UPS is contained at Appendix 5
of this policy.
2.8 Assessment of Applications to be paid on the UPS
2.9 For an application for progression to Teachers on the UPS, the teacher will be required to meet the criteria
set out in paragraph 15.2 of the STPCD 2018 namely that:
the teacher is highly competent in all elements of the relevant standards; and
the teacher‟s achievements and contribution to an educational setting or settings are substantial and
sustained.
19
2.10 For SALT academies, this means:
„Highly competent‟: the teacher‟s performance is assessed as having excellent depth and breadth of knowledge,
skill and understanding of the teachers‟ standards in the particular role they are fulfilling and the context in which
they are working.
„Substantial‟: the teacher‟s achievements and contribution to the school are significant, not just in raising
standards of teaching and learning in their own classroom, or with their own groups of children, but also in
making a significant wider contribution to school improvement, which impacts on pupil progress and the
effectiveness of staff and colleagues.
„Sustained‟: the teacher must have had two consecutive successful appraisal reports and have made good progress
towards their objectives during this period (see exceptions, e.g. maternity/sick leave, in the introduction to this
section). They will have been expected to have shown that their teaching expertise has grown over the relevant
period and is consistently good to outstanding.
2.11 Further information, including information on sources of evidence is contained within the school‟s appraisal
policy.
2.12 The Pay Committee will be satisfied that the teacher has met the expectations for progression to the Upper
Pay Scale Points 1, 2 and 3, where the Upper Pay Scale Progression Criteria (see Appendix 3) has been
met and evidenced by two successful and consecutive appraisal reviews, in the event of progression from Points 1
to 2, Points 2 to 3. Where there are justified concerns about a teacher‟s performance these will need to be
addressed via the Appraisal and Capability Policy/Appraisal Policy (delete as appropriate).
2.13 The Principal (assessor) will assess the application, which will include a recommendation to the Pay
Committee. The application, evidence and recommendation will be passed to the: Principal for moderation
purposes, if the Principal is not the assessor. The Pay Committee will make the final decision, advised by the
principal.
2.14 The assessment should be made within 10 working days of the receipt of the application, or the conclusion
of the appraisal process, whichever is the later. If successful, applicants will move to the Upper Pay Scale from
the previous 1 September. If unsuccessful, feedback will be provided by the principal as soon as possible and at
least within 5 working days of the decision; and will cover the reasons for the decision and the appeal
arrangements available to the teacher. Any appeal will be heard under the normal Appeal‟s arrangements.
20
APPENDIX 3
PROGRESSION TO THE UPPER PAY SCALE
Progression to and through the upper pay scale range requires a significant and sustained performance, which
meets the criteria set out in Table (1) below. Teachers progressing to the Upper Pay Scale are also required to
maintain their performance in relation to all criteria required of a main pay scale teacher.
When considering an application to the Upper Pay Scale teachers may also wish to consider the following
expectations:
UPS POINT 1 & 2 TEACHERS WILL:
Consistently be a “good or better” classroom practitioner
Provide high quality advice and guidance to colleagues on teaching and learning and care guidance and
support
Proactively investigate, research and collaboratively disseminate good practice
Proactively seek opportunities for improvement, whether in their own or others‟ practice
Play an active role in the life of the Academy and to foster collegiate activity
Play a significant role in Academy improvement
Work consistently to promote the Academy in a positive light with all its stakeholders
UPS POINT 3 TEACHERS WILL (In addition to the above)
Understand and be able to demonstrate outstanding practice
Make a distinctive contribution to the raising of standards and to pupil progress across the Academy
Lead in the proactive investigation, research and dissemination of good practice
Act as a respected source of guidance on how to embed improvements in own or others‟ practice
Play a critical role in the life of the Academy, and in particular to lead and foster collegiate activity
Make a major contribution to the strategic leadership of academy improvement
Act as an ambassador for the academy in its relations with all its stakeholders as required
21
PERFORMANCE CRITERIA FOR PROGRESSION TO THE UPPER PAY SCALE POINTS.
TEACHER STANDARDS
A teacher must:
UPPER PAY POINT 1 UPPER PAY POINT
2
UPPER PAY POINT 3
1. Set high expectations
which inspire, motivate
and challenge pupils
a) establish a safe and
stimulating
environment for pupils,
rooted in mutual
respect
b) set goals that stretch
and challenge pupils of
all backgrounds,
abilities and
dispositions
c) demonstrate
consistently the
positive attitudes,
values and behaviour
which are expected of
pupils.
Teachers support and
coach their colleagues to
develop these attributes;
their learning
environment is used as an
example of good practice
to support the
development of less
experienced teachers.
Teachers support and
coach colleagues to
develop lessons based
upon challenging
objectives and targets.
(As for UPS Points 1 and
2)
2. Promote good progress
and outcomes by pupils
a) be accountable for
pupils‟ attainment,
progress and outcomes
b) be aware of pupils‟
capabilities and their
prior knowledge, and
plan teaching to build
on these c) guide pupils to reflect
on the progress they
have made and their
emerging needs
d) demonstrate
knowledge and
understanding of how
pupils learn and how
this impacts on
teaching
e) encourage pupils to
The large majority of
pupils, In all pupil groups
make progress as good
as, or better than, pupils
nationally with similar
starting points.
Teachers are able to use
a range of highly
appropriate teaching
strategies that are
tailored to the learning
needs of different
students; support and
intervention are timely
and sharply focussed
Constructive and
precise feedback means
that pupils show a
strong grasp of what
they have learned and its
significance. They are
able to use and apply
this knowledge to
challenge in a wide range
of contexts.
They demonstrate a
strong commitment to
their learning,
independence and
resilience when
confronted with
challenging tasks.
(As for UPS Points 1 and
2)
22
take a responsible and
conscientious attitude
to their own work and
study.
3. Demonstrate good
subject and curriculum
knowledge
a) have a secure
knowledge of the
relevant subject(s) and
curriculum areas,
foster and maintain
pupils‟ interest in the
subject, and address
misunderstandings
b) demonstrate a critical
understanding of
developments in the
subject and curriculum
areas, and promote the
value of scholarship
c) 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
In all lessons, strong
subject and curriculum
knowledge and related
pedagogy is used to:
secure high levels of
interest; engage students
in innovative ways;
anticipate and address
misconceptions, enabling
pupils to overcome them
Teachers use an
extensive knowledge
and well-informed
pedagogical
understanding of their
subjects, including the
assessment
requirements and
arrangements, to
support and coach
colleagues across the
school
Teachers promote and
secure high standards of
literacy and
communication and use
this expertise to develop
practice across the
school
4. Plan and teach well-
structured lessons
a) impart knowledge and
develop understanding
through effective use
of lesson time
b) promote a love of
learning and children‟s
intellectual curiosity
c) set homework and
plan other out-of-class
activities to
consolidate and extend
the knowledge and
understanding pupils
have acquired
d) reflect systematically
Lesson planning and
delivery are skilfully
executed in order to
secure very high
participation and good
rates of progress for all
learners
Teaching inspires learning
and full participation in
lessons, promoting a
desire to extend learning
beyond the classroom.
Homework is used to
stretch students‟
understanding beyond
schemes of learning and
to engender creative
responses.
Teachers support other
colleagues to improve
their practice through
mentoring and coaching
Schemes of learning are
evaluated and adapted in
response to learner
need. Expertise in
curriculum planning is
used to support
colleagues to design
learning sequences.
(As for UPS Points 1 and
2)
23
on the effectiveness of
lessons and approaches
to teaching
e) 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
a) know when and how
to differentiate
appropriately, using
approaches which
enable pupils to be
taught effectively
b) have a secure
understanding of how a
range of factors can
inhibit pupils‟ ability to
learn, and how best to
overcome these
c) 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
d) 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.
Teachers‟ planning and
teaching is seen as best
practise in terms of
meeting the needs of all
pupils.
Teachers are highly adept
at removing barriers to
learning for SEN/D, EAL,
LAC, FSM, G&T pupils.
As a result these pupils
make very good
progress.
Colleagues are
supported to develop
effective and inclusive
teaching and learning,
including the removal of
barriers to learning for
SEN/D, EAL, LAC, FSM,
G&T pupils.
Teachers are viewed as
experts in terms of their
understanding of the
intellectual and social
development of pupils.
They support and coach
colleagues to improve
their expertise.
Teachers are lead
practitioners in the field
of SEN/D, EAL and G&T
teaching and learning.
They advise colleagues
about appropriate
differentiation for
individual and groups of
pupils to maximise
progression.
24
6. Make accurate and
productive use of
assessment
a) know and understand
how to assess the
relevant subject and
curriculum areas,
including statutory
assessment
requirements
b) make use of formative
and summative
assessment to secure
pupils‟ progress
c) use relevant data to
monitor progress, set
targets, and plan
subsequent lessons
d) give pupils regular
feedback, both orally
and through accurate
marking, and
encourage pupils to
respond to the
feedback
Teachers provide
support to others in
formative and summative
assessment.
Teachers mentor/coach
others in monitoring
pupil progress.
Teachers mentor/coach
others in providing
exemplary feedback and
marking and providing
opportunities for
students to respond to
feedback.
(As for UPS Points 1 and
2)
7. Manage behaviour
effectively to ensure a
good and safe learning
environment
a) 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
b) have high expectations
of behaviour, and
establish a framework
for discipline with a
range of strategies,
using praise, sanctions
and rewards
consistently and fairly
Teachers contribute to
the development of
behaviour and anti-
bullying policies, applying
them very effectively in
their own practice and
supporting colleagues to
do the same.
Teachers play a key role
in upholding the ethos of
the school. Pupils are
highly motivated and
excellent behaviour is a
consistent factor in their
successful learning
(As for UPS 1) Teachers are recognised
as leading practitioners of
behaviour management
and in terms of
developing relationships
with pupils. They are
proactive in supporting
colleagues to develop
their practice.
25
c) manage classes
effectively, using
approaches which are
appropriate to pupils‟
needs in order to
involve and motivate
them
d) maintain good
relationships with
pupils, exercise
appropriate authority,
and act decisively when
necessary
8. Fulfil wider professional
responsibilities
a) make a positive
contribution to the
wider life and ethos of
the school
b) develop effective
professional
relationships with
colleagues, knowing
how and when to
draw on advice and
specialist support
c) deploy support
teachers effectively
d) take responsibility for
improving teaching
through appropriate
professional
development,
responding to advice
and feedback from
colleagues
e) communicate
effectively with
parents with regard to
pupils‟ achievements
and well-being.
(As for Mainscale) Teachers support the
professional
development of
colleagues through
coaching and mentoring,
both at departmental
and whole school level.
Teachers have sufficient
depth of knowledge and
experience to be able to
give advice on the
achievement and well-
being of pupils, including
the hard to reach at
departmental and whole
school level.
Teachers lead on the
development and
evaluation of workplace
policies and practice and
promotion of collective
responsibility for their
implementation.
Teachers research and
evaluate innovative
educational practices in
order to inform their
own and others practice.
Teachers contribute to
and lead on, as
appropriate, whole
school CPD, through
planning, delivery and
evaluation of training.