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St Mary’s Catholic Primary School Pay and Appraisal

Policy September 2017

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SEPTEMBER 2017 POLICY ON SCHOOL TEACHERS’ PAY FOR 1 SEPTEMBER 2017 TO 31 AUGUST 2018 The Governing Body of St Mary’s Catholic Primary School adopted this policy on 1st September 2017 INTRODUCTION This policy sets out the framework for making decisions on teachers’ pay. It has been developed to comply with current legislation and the requirements of the School Teachers’ Pay and Conditions Document (STPCD) and has been consulted on with staff and/or the recognised trade unions In adopting this pay policy the aim is to: achieve excellent outcomes for all pupils maximise the quality of teaching and learning at the school

support the recruitment and retention of a high quality teacher workforce

complement the school’s appraisal policy which is supportive and developmental and ensures teachers have the skills and support to do their job effectively

enable the school to recognise and reward teachers appropriately for their contribution to the school

help to ensure that decisions on pay are managed in a fair, just and transparent way. This document applies the STRB 27th report recommendations as follows:

2% uplift to the minimum and maximum of the main pay range (MPR)

1% uplift to the minima and maxima of the upper pay range (UPR),

unqualified teacher range and the leading practitioner pay range

1% uplift to the minima and maxima of the leadership group pay range

and all head teacher group pay ranges; and,

1% uplift to the minima and maxima of the Teaching and Learning

Responsibility (TLR) and Special Educational Needs (SEN) allowance

ranges

In this School, the relevant pay award has been applied to all spinal points within the pay and allowance ranges.

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All other pay-related and performance related decisions are made taking full account of the:

relevant challenge, accountability and responsibility of the school and role

skills and relevant competencies/experience

school improvement plan

appraisal process for leadership and teachers

school finances Pay decisions at this school are made by: (Insert any particular arrangements for your school. For example, decisions may be made by an individual (e.g. a governor or the head) or a pay committee of the Governing Body). Pay reviews The Governing Body will ensure that each teacher’s salary is reviewed annually, with effect from 1 September and no later than 31 October each year, and that all teachers are given a written statement setting out their salary and any other financial benefits to which they are entitled. Salary awards as part of this review process will be with effect from 1st September. 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 individuals pay. A written statement will be given after any review and where applicable will give information about the basis on which it was made. Where a pay determination leads or may lead to the start of a period of safeguarding, the governing body will give the required notification as soon as possible and no later than one month after the date of determination. BASIC PAY DETERMINATION ON APPOINTMENT The Governing Body will determine the pay range for a vacancy prior to advertising it. On appointment it will determine the starting salary within that range to be offered to the successful candidate. In making such determinations, the Governing Body may take into account a range of factors, including:

The relevant challenge, accountability and responsibility of the school and role

The level of qualification, relevant skills, experience and competencies

Market conditions

The wider school context and strategic priorities)

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There is no assumption that a teacher will be paid at the same rate as they were being paid in a previous school. LEADERSHIP GROUP PAY The relevant body/Governing Body will determine the salary ranges for the those employed on the leadership in line with the pay range for the Leadership Group para 4.4 and in accordance with the determination in paragraphs 9.2-9.4. Pay range for Head Teacher The relevant body must assign the school to a head teacher group for the purposes of pay progression (para 11) in accordance with paragraphs 5, 6, 7 and 8. The relevant body must determine a pay range in accordance with paragraphs 9.2-9.4. The relevant body must take into account all of the permanent responsibilities of the role, any challenges that are specific to the role and other relevant considerations. For new appointments, the relevant body may use their flexibility of amending the pay range to take into account the close nature by which the candidate meets the requirements of the post. The relevant body must ensure that there is appropriate scope within the range to allow for performance related progression over time Pay ranges should not normally exceed the maximum for the head teacher group. However, the head teachers pay range may exceed the maximum where the relevant body determines that circumstances specific to the role or candidate warrant a higher than normal payment. Where the relevant body determines a pay range which exceeds that maximum, it will only exceed the maximum by 25% of the head teacher group. Only in exceptional circumstances and where supported by a business case, may the relevant body consider a head teacher range in excess of maximum plus 25%. Temporary payments to head teacher paragraph 10 In accordance with paragraph 10.2 the relevant body may determine that additional payments be made to a head teacher for clearly temporary

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responsibilities or duties that are in addition to the post for which their salary has been determined. The total sum of the discretionary payments in any school year must not exceed the 25% of the annual salary which is otherwise payable to the head teacher. The total sum of the salary and other payments must not exceed 25% above the head teacher group. The above does not apply to additional payments in accordance with:

a) Paragraph 25 where those residential duties are a requirement of the post or

b) Paragraph 27 other than as reimbursement of reasonably incurred housing or relocation costs which relate solely to the personal circumstances of that head teacher, deputy or assistant head teacher

Only in wholly exceptional circumstances may the relevant body determine additional payments which exceed the limits stipulated above. The relevant body must seek external independent advice before providing such agreement. Pay range for Deputy or Assistant Head Teachers The relevant body must determine the pay range for deputy and assistant heads in the same way as head teachers in accordance with paragraph 9.2-9.4. The maximum of the deputy or assistant head teachers range must not exceed the maximum of the head teacher group for the school. The pay range for a deputy or assistant head teacher should only overlap the head teacher’s pay range in exceptional circumstances. Pay progression for leadership group In accordance with paragraph 11, the relevant body must consider annually whether or not to increase the salary of leadership who have completed a year of employment since the previous pay determination and if so, what salary within the relevant pay ranges set where applicable. The relevant body will decide how pay progression is determined and whether it is paid by:

a) The decision whether or not to award pay progression must be

related to the individual’s performance, as assessed through the

school or authority’s appraisal arrangements in accordance with

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the 2012 Regulations in England or the 2011 Regulations in

Wales;

b) A recommendation on pay must be in writing and as part of the

individuals appraisal report and in making its decision the relevant body must have regard to this recommendation;

c) Where the individual is not subject to either the 2012 or the 2011 Regulations, in order to reach a decision whether or not to award pay progression the relevant body must seek to agree objectives with the individual relating to school leadership and management and pupil progress and, in the absence of such agreement, must set such objectives, and must appraise the performance of the individual taking account of those objectives

d) Pay decision must be clearly attributable to the performance of the individual

e) Sustained high quality of performance having regards to the result of the most recent appraisal carried out in accordance with the 2012 or 2011 regulations of the objectives agreed or set under sub-paragraph (c) (as the case may be), should give the individual an expectation of progression up the pay range

f) Where in accordance with an earlier document the relevant body has determined a range the maximum of which exceeds the highest salary payable under this document, it must continue to pay any salary determined by reference to that pay range until such time as it reassesses the pay range for its leadership posts under the provisions of this document.

Pay range for Lead Practitioners This post has a primary purpose of modelling and leading improvement of teaching skills. The relevant body will determine a pay range in accordance with paragraph 16 which takes into account the challenge and demands of the individual post in accordance with the overall pay range. Where more than one such post is created, the salary for each post will be determined separately as above. The range for such post will be set between £39,374 and £59,857 Detail number of posts and salary scale for each post. Progression will be based on performance reviewed in line with the appraisal policy. Upper Pay Range Applications to the upper pay range are covered later in this document.

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Teachers paid on the upper pay range will have a salary between £35,927and £38,633 in accordance with paragraph 14. The relevant body have determined salary range points of: U1 - £35,927 U2 - £37,258 U3 - £38,633 Successful applicants to the upper pay range will be paid at the bottom of the scale. Pay progression to the next point of the pay range until the maximum is reached will be awarded following two successful appraisals combined with evidence that the teacher has maintained the standards (highly competent, substantial & sustained) as defined later in this document. Main Pay Range Teachers paid on the main pay range will have a salary between £22,917 and £33,824 in accordance with paragraph 13. The relevant body have determined salary range points of: M1 - £22,917 M2 - £24,728 M3 - £26,716 M4 - £28,772 M5 - £31,039 M6 - £33,824

To move up the main pay range, one annual point at a time, teachers will need to have had a successful appraisal and have shown that they are competent in all elements of the Teachers’ Standards. Teaching should be consistently ‘good’, as defined by the standards used by Ofsted. If the evidence shows that a teacher demonstrates exceptional performance, the governing body may consider the use of its flexibilities to award enhanced pay progression, by awarding a further move up the scale by one further point until/unless the maximum of that scale has been reached. In order to achieve this, teaching should be ‘outstanding’, as defined by the standards used by Ofsted.

Newly Qualified Teachers (NQTS) Newly qualified teachers will be appointed to the bottom of the main pay range on appointment for induction.

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NQTs have no automatic entitlement to pay progression on completion of induction. However, like other teachers, NQTs will have their pay determined annually and evidence from the induction process will inform decisions regarding pay. Unqualified Teachers Unqualified teachers paid on the pay range for unqualified teachers will have a salary between £16,626 and £26,295 in accordance with paragraph 17. The relevant body have determined salary range points of: UQ1 – £16,626 UQ2 - £18,560 UQ3 - £20,492 UQ4 - £22,427 UQ5 - £24,362 UQ6 - £26,295 To move up pay range, one annual point at a time, unqualified teachers will need to have had a successful appraisal and have shown that they are competent in all elements of the Teachers’ Standards. Teaching should be consistently ‘good’, as defined by the standards used by Ofsted. If the evidence shows that an unqualified teacher demonstrates exceptional performance, the governing body may consider the use of its flexibilities to award enhanced pay progression, by awarding a further move up the scale by one further point until/unless the maximum of that scale has been reached. In order to achieve this, teaching should be ‘outstanding’, as defined by the standards used by Ofsted. PAY PROGRESSION BASED ON PERFORMANCE The relevant body will consider annually whether or not to increase the salary of teachers who have completed a year of employment since the previous annual pay determination as a result of the appraisal process. Any increase in pay will be linked to performance. In this school all teachers can expect to receive regular, constructive feedback on their performance and are subject to annual appraisal that recognises their strengths, informs plans for their future development, and helps to enhance their professional practice. The arrangements for teacher appraisal are set out in the school’s appraisal policy. Decisions regarding pay progression will be made with reference to the teachers’ appraisal reports and the pay recommendations they contain. A fair and transparent assessment process will be in place where decisions are based on evidence.

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The evidence we will use may include but is not limited to appraisals, peer review, pupil tracking, lesson observations, the views of pupils & parents. Teachers’ appraisal reports will contain pay recommendations. Final decisions about whether or not to accept a pay recommendation will be made by the Governing Body, having regard to the appraisal report and taking into account advice from the senior leadership team. The Governing Body will consider its approach in the light of the school’s budget and ensure that appropriate funding is allocated for pay progression at all levels.

In this school, judgements of performance will be made in relation to appraisal outcomes, meeting objectives and teacher standards. Movement up the ranges will be by one point each year on the successful completion of the appraisal process up to the maximum of the range. Where there has been exceptional performance, the governing body may consider the use of its flexibilities to award enhanced pay progression, by awarding a further move up the scale by one further point until/unless the maximum of that scale has been reached. In the case of NQTs, whose appraisal arrangements are different, pay decisions will be made by means of the statutory induction process However, like other teachers, NQTs will have their pay determined annually and evidence from the induction process will inform decisions regarding pay. It will be possible for a ‘no progression’ determination to be made without recourse to the capability procedure. MOVEMENT TO THE UPPER PAY RANGE Applications and Evidence Any qualified teacher may apply to be paid on the upper pay range and any such application must be assessed in line with this policy. It is the responsibility of the teacher to decide whether or not they wish to apply to be paid on the upper pay range. All applications should include the results of reviews or appraisals from the previous year , including 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).

In order for the assessment to be robust and transparent, it will be an evidence-based process only. Teachers therefore should ensure that they build a mainly paper evidence base to support their application. Those teachers who are not subject to the Appraisal Regulations 2012, or who have been absent, through sickness, disability or maternity, may cite written evidence from a 3 year period before the date of application, from this school and other schools, in support of their application.

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The Assessment An application from a qualified teacher will be successful where the Governing Body is satisfied that: (a) the teacher is highly competent in all elements of the relevant standards; and (b) the teacher’s achievements and contribution to the school are substantial and sustained. In line with the pay policy: ‘highly competent’ 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 which results in teaching being ‘good’, as defined by the standards used by Ofsted. ‘substantial’ means “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’ means] “sustained”: the teacher must have had two consecutive successful appraisal reports in this school and have made good progress towards their objectives during this period (see exceptions 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. The Process

One application may be submitted annually. Applications must be submitted between 1st September and 31st October each year; however, exceptions will be made in particular circumstances, e.g. those teachers who are on maternity leave or who are currently on sick leave. The process for applications is:

Complete the school’s application form (appendix.....);

Submit the application form and supporting evidence to the head teacher by the cut-off date of 31st October each academic year

You will receive notification of the name of the assessor of your application within [insert time frame i.e. 5 working days];

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The assessor will assess the application, which will include a recommendation to the pay committee of the relevant body;

The application, evidence and recommendation will be passed to the head teacher for moderation purposes, if the head teacher is not the assessor;

The pay committee will make the final decision, advised by the head teacher;

Teachers will receive written notification of the outcome of their application by [insert date]. Where the application is unsuccessful, the written notification will include the areas where it was felt that the teacher’s performance did not satisfy the relevant criteria set out in this policy .

If requested, oral feedback which will be provided by the assessor. Oral feedback will be given within 10 school working days of the date of notification of the outcome of the application. Feedback will be given in a positive and encouraging environment and will include advice and support on areas for improvement in order to meet the relevant criteria.

Successful applicants will move to the minimum of the UPR on 1st September of the current year of application.

Unsuccessful applicants can appeal the decision (appendix....) ALLOWANCES TO TEACHERS Teaching and Learning Responsibility Payments (TLRs) (Document P4, para 20) A Teaching and Learning Responsibility payment (“TLR”) may be awarded to a classroom teacher for undertaking a sustained additional responsibility in the context of the school’s staffing structure for the purpose of ensuring the continued delivery of high-quality teaching and learning for which he is made accountable. The award may be while the teacher remains in the same post or occupies another post in the temporary absence of the post-holder. TLRs are awarded to the holders of the posts indicated in the attached staffing structure. The values of the TLRs to be awarded are set out below: TLR2s - the annual value is £2,667- £6,515 TLR2s are awarded with the following values: [£ 2,667 for the lead of RE [£ 2,667 for the lead of mathematics TLR1s – the annual value is £7,699 - £13,027 TLR1s are awarded with the following value: None at present

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The relevant body may award a fixed term third TLR (TLR3) for:

clearly time limited school improvement projects

one-off externally driven responsibilities The annual value of a TLR3 must be no less than £529 and no greater than £2,630, depending on the nature of the work. The duration of the fixed term must be established at the outset and payment should be made on a monthly basis for the duration of the fixed term. Although a teacher can not hold a TLR 1 and a TLR 2, a teacher in receipt of a TLR 1 or 2 can concurrently hold a TLR3. With the exception of sub-paragraphs (c) and (e) which do not have to apply to the award of TLR3’s, before awarding any TLR the relevant body must be satisfied that the teacher’s duties include a significant responsibility that is not required of all classroom teachers, and that - a) is focused on teaching and learning; b) requires the exercise of a teacher’s professional skills and judgement; c) requires the teacher to lead, manage and develop a subject or curriculum area; or to lead and manage pupil development across the curriculum; d) has an impact on the educational progress of pupils other than the teacher’s assigned classes or groups of pupils; and e) involves leading, developing and enhancing the teaching practice of other staff. Special Educational Needs (SEN) Allowance (Document P4 para 21) A SEN allowance will be awarded in accordance with P4, para 21 of the Document. The value of a SEN will be no less than £2,106 and no more than £4,158 per annum. Where a SEN allowance is to be paid, the relevant body must determine a spot value of the allowance, taking into account the structure of the school’s SEN provision and the following factors:

a) whether any mandatory qualifications are required; b) the qualifications or expertise of the teacher to the relevant post; and c) the relative demands of the post

The value awarded is £2, 106 (none at present. AHT leads on SEN)

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Allowances to unqualified teachers The relevant body may determine that such additional allowance as it considers appropriate is to be paid to an unqualified teacher where it considers, in the context of it’s staffing structure and pay policy that, the teacher has:

a) taken on substantial additional responsibility which I. is focused on teaching and learning, and II. requires the exercise of a teachers professional skills and

judgement b) qualifications or experience which will bring added value to the role

being undertaken ADDITIONAL PAYMENTS Subject to paragraph 26, the relevant body may make such payments as they see fit to a teacher other than a head teacher, in respect of:

a) continuing professional development undertaken outside of the school day

b) activities relating to the provision of initial teacher training as part of the

ordinary conduct of the school day

c) participation in out of hours learning activity agreed between the teacher and the head teacher

d) additional responsibilities and activities due to or in respect of the provision of services relating to the raising of educational standards to one or more additional schools

The governing body will not pay any honoraria to any member of the teaching staff for carrying out their professional duties as a teacher. Recruitment and retention incentives and benefits (Document P4 para 27) The relevant body may make a payment or provide such other financial assistance, support or benefits to a teacher as it considers to be necessary as an incentive for the recruitment of new teachers and the retention in their service of existing teachers. The duration of the payment will be specified at the time of issue dependant on the reason, recruitment, retention, incentive, support etc A review date at which point the payment may be withdrawn will also be specified.

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PART-TIME TEACHERS The relevant body will make it’s determination in line with the ‘pro rata principle’ under paragraph 41 & 42 of the Document. Teachers employed on an ongoing basis at the school but who work less than a full working week are deemed to be part-time. The Governing Body will give them a written statement detailing their working time obligations and the standard mechanism used to determine their pay, subject to the provisions of the statutory pay and working time arrangements and by comparison with the school’s timetabled teaching week for a full-time teacher in an equivalent post. Part time teachers must be paid a percentage of the full time equivalent salary. The same percentage must be applied to allowances awarded to a part-time teacher. SHORT NOTICE/SUPPLY TEACHERS Teachers employed on a day-to-day or other short notice basis will be paid on a daily basis calculated on the assumption that a full working year consists of 195 days; periods of employment for less than a day being calculated pro-rata. In making such determinations, the relevant Body may take into account a range of factors in line with the ‘Basic Pay Determination on Appointment’ section earlier in this document. PAY INCREASES ARISING FROM CHANGES TO THE DOCUMENT All teachers are paid in accordance with the statutory provisions of the Document as updated from time to time. SAFEGUARDING Safeguarding arrangements will apply according to the provisions of the Document. APPEALS Appeals will be made in line with the Schools Appeals process (appendix....). The letter must state the reason for the appeal and the factors for the appeal. MONITORING THE IMPACT OF THE POLICY The Governing Body will monitor the outcomes and impact of this policy on a

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yearly, including trends in progression across specific groups of teachers to assess its effect and the school’s continued compliance with equalities legislation. APPRAISAL

APPLICATION OF THE POLICY The policy applies to the head teacher and to all teachers employed by the school except teachers on contracts of less than one term, those undergoing induction (ie NQTs) and those who are the subject of capability procedures. This policy is the required document referred to in the Education (School Teachers’ Appraisal) (England) Regulations 2012 (regulation 3) and it sets out the appraisal process for such teachers PURPOSE This policy sets out the framework for a clear and consistent appraisal of the overall performance of teachers and the head teacher and for supporting their development needs within the context of the school’s improvement plan and their own professional needs and against the Teachers Standards published by the Secretary of State in July 2011 and any other standards which are applicable to the performance of the teacher. Revised pay progression arrangements come into force with effect from 1 September 2013. September 2013 will be the last time that annual pay increments are awarded to teachers based on their length of service. Thereafter, decisions about teachers’ pay progression will be linked to performance, with their first annual performance related progression pay increases being made in September 2014. Where teachers are eligible for pay progression, the assessment of performance throughout the appraisal period against the performance criteria specified in the statement will be the basis on which the recommendation is made by the appraiser. Performance will be assessed against the relevant standards as well as objectives. The deadline for the current round of Threshold applications (round 13) is 31 August 2013 in Wales and in England for teachers not covered by the 2012 appraisal regulations. For teachers in England who are covered by those regulations it is 31 October 2013. Subject to the consultation, Ministers have agreed that round 13 will run its course and that eligible teachers in England who are now on point 6 of the main pay scale will be able to apply for threshold assessment by 31 October 2013 under the arrangements set out in the 2012 STPCD.

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From 1 September 2009 (Threshold Round 10) for teachers subject to the 2006 performance management regulations who request assessment against the post-threshold standards, head teachers in England will normally only use the evidence recorded in their performance management (PM) review/appraisal statements covering the two-year period prior to the receipt of the request for assessment. This policy should be read in conjunction with the school’s pay policy which provides details of the arrangements relating to teacher’s pay in accordance with the School Teachers’ Pay and Conditions Document. LINKS TO SCHOOL IMPROVEMENT, SCHOOL SELF EVALUATION AND SCHOOL DEVELOPMENT PLANNING To comply with the requirement to show how the arrangements for performance management link with those for school improvement, school self-evaluation and school development planning and to minimise workload and bureaucracy the appraisal process will be the main source of information as appropriate for school self-evaluation and the wider school improvement process. Similarly, the school improvement and development plan and the school’s self evaluation form are key documents for the appraisal process. All appraisers are expected to explore the alignment of teachers’ objectives with the school’s priorities and plans. The objectives should also reflect teachers’ professional aspirations. CONSISTENCY OF TREATMENT AND FAIRNESS The Governing Body is committed to ensuring consistency of treatment and fairness in the operation of performance management. To ensure this the following provisions are made in relation to moderation, quality assurance and objective setting. Quality assurance The head teacher has determined that s/he will:

be the appraiser for all teachers.

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The Governing Body will:

nominate (up to three governors - state the number) who will not be involved in the head teacher’s performance management or any appeal regarding the head teacher’s performance management to ensure that the head teacher’s planning statement is consistent with the school’s improvement priorities and complies with the school’s performance management policy and the Regulations.

The Governing Body will review the quality assurance processes when the performance policy is reviewed.

OBJECTIVE SETTING Performance will be assessed against the relevant standards as well as objectives. The objectives set will be rigorous, challenging, achievable, time-bound, fair and equitable in relation to teachers with similar roles/responsibilities and experience, and will have regard to what can reasonably be expected of any teacher in that position given the desirability of the teacher being able to achieve a satisfactory balance between the time required to discharge his professional duties and the time required to pursue his personal interests outside work, consistent with the school’s strategy for bringing downward pressure on working hours. They shall also take account of the teacher’s professional aspirations and any relevant pay progression criteria. Depending on the objectives, achievement should have impact on one or more of the following:

pupil progress

wider outcomes for pupil

improvements in specific element of practice, such as behavior management or lesson planning

impact on effectiveness of teachers or other staff

wider contribution to the work of the school The appraiser and teacher will seek to agree the objectives but where a joint determination cannot be made the appraiser will make the determination. Objectives for each teacher will be set before, or as soon as practicable after, the start of each appraisal period. In St Mary’s Primary School

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all teachers, including the head teacher, will have no more than four objectives teachers, including the head teacher, will not necessarily all have the same number of objectives all teachers, including the head teacher, will have a whole school objective all teachers, including the head teacher, will have a team objective, as appropriate

Though appraisal is an assessment of overall performance of teachers and the head teacher, objectives cannot cover the full range of a teacher’s roles/responsibilities. Objectives will, therefore, focus on the priorities for an individual for the appraisal period. At the review stage it will be assumed that those aspects of a teacher’s roles/responsibilities not covered by the objectives or any amendment to the statement which may have been necessary in accordance with the provisions of the regulations have been carried out satisfactorily. ASSESSMENT AGAINST RELEVANT STANDARDS As well as objectives, teachers performance will be assessed against the set of standards contained in the document entitled ‘Teachers’ Standards’ published by the Secretary of State and may include any other set of standards relating to the teachers’ performance published by the Secretary of State as the head teacher, governing body or local authority determines as being applicable to the performance of that teacher. Appraisers will inform teachers of the relevant standards. REVIEWING PROGRESS This school believes that observation of classroom practice and other responsibilities is important both as a way of assessing teachers’ performance in order to identify any particular strengths and areas for development they may have and of gaining useful information which can inform school improvement more generally. All observation will be carried out in a supportive fashion and in line with the schools observation policy. In this school teachers’ performance will be regularly observed but the amount and type of classroom observation will depend on the individual circumstances of the teacher and the overall needs of the school. Classroom observation will be carried out by those with QTS. In addition to formal observation, head teachers or other leaders with responsibility for teaching standards may “drop in” in order to evaluate the standards of teaching and to check that high standards of professional performance are established and maintained. The length and frequency of “drop in” observations will vary depending on specific circumstances.

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Teachers (including the head teacher) who have responsibilities outside the classroom should also expect to have their performance of those responsibilities observed and assessed. Other methods of assessments will/may also include self-assessment, peer review, tracking pupil progress, the views of pupils and parents Teachers will be given constructive feedback on their performance throughout the year in interim meetings which will take place…[e.g. once a term?]. General supportive discussions may also take place throughout the year and as soon as practicable after observations have taken place or other evidence has come to light. The feedback will highlight particular areas of strength as well as any areas that may require attention. Support should be discussed and agreed where necessary with the teacher. At the end of the appraisal period assessment of performance against an objective will be on the basis of the performance criteria set at the beginning of the appraisal period. Good progress towards the achievement of a challenging objective, even if the performance criteria have not been met in full, will be assessed favourably. The appraisal period is annual, but on occasions it may be appropriate to set objectives that will cover a period over more than one appraisal period. In such cases, the basis on which the progress being made towards meeting the performance criteria for the objective will be assessed at the end of the first appraisal period and will be recorded in the planning and review statement at the beginning of the appraisal period. If someone does not meet an aspect of the performance review and/or is not eligible for pay progression, it does not automatically mean they will be managed through the capability procedure. PAY PROGRESSION Teachers’ appraisal reports will contain pay recommendations. Final decisions about whether or not to accept a pay recommendation will be made by the Governing Body, having regard to the appraisal report and taking into account advice from the senior leadership team. The Governing Body will consider its approach in the light of the school’s budget and ensure that appropriate funding is allocated for pay progression at all levels.

In this school, judgements of performance will be made in relation to appraisal outcomes, meeting objectives and teacher standards. Movement/pay progression up the ranges will be by one point each year on the successful completion of the appraisal process up to the maximum of the range. Where there has been exceptional performance, the governing body may consider the use of its flexibilities to award enhanced pay progression, by awarding a

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further move up the scale by one further point until/unless the maximum of that scale has been reached. For the upper pay range movement/pay progression to the next point of the pay range until the maximum is reached will be awarded following two successful appraisals combined with evidence that the teacher has maintained the standards (highly competent, substantial & sustained) as defined later in this document. APPEALS At specified points in the performance management process teachers and head teachers have a right of appeal against any of the entries in their planning and review statements. Where a teacher wishes to appeal on the basis of more than one entry this would constitute one appeal hearing. Details of the appeals process are covered in the school’s pay policy. CONFIDENTIALITY The whole appraisal process and the statements generated under it, in particular, will be treated with strict confidentiality at all times. Only the teacher's line manager or, where s/he has more than one, each of her/his line managers will be provided with access to the teacher's plan recorded in her/his statement, upon request, where this is necessary to enable the line manager to discharge her/his line management responsibilities. Teachers will be told who has requested and has been granted access. TRAINING AND SUPPORT The school’s CPD programme will be informed by the training and development needs identified in the training annex of the teachers’ planning and review statements. The governing body will ensure in the budget planning that, as far as possible, appropriate resources are made available in the school budget for any training and support agreed for teachers. An account of the training and development needs of teachers in general, including the instances where it did not prove possible to provide any agreed CPD, will form a part of the head teacher’s annual report to the governing body about the operation of the appraisal process in the school. With regard to the provision of CPD in the case of competing demands on the school budget, a decision on relative priority will be taken with regard to the extent to which: (a) the CPD identified is essential for a teacher to meet their objectives; and (b) the extent to which the training and support will help the school to achieve its priorities. The school’s priorities will have precedence. Teachers should not be held accountable for failing to make good progress

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towards meeting their performance criteria where the support recorded in the planning statement has not been provided. APPOINTMENT OF APPRAISERS FOR THE HEAD TEACHER Appointment of Governors In this school:

(for schools with a religious character) The Governing Body is the appraiser for the head teacher and to discharge this responsibility on its behalf appoints 2 or 3 governors of which two will be a foundation governor.

Where a head teacher is of the opinion that any of the governors appointed by the governing body under this regulation is unsuitable for professional reasons, s/he may submit a written request to the governing body for that governor to be replaced, stating those reasons. APPOINTMENT OF EXTERNAL ADVISERS IN RESPECT OF THE HEAD TEACHER The governing body will appoint an external adviser for the purposes of providing it with advice and support in relation to the appraisal of the head teacher.

APPOINTMENT OF APPRAISERS FOR TEACHERS

The head teacher will be the appraiser for all teachers in this school.

THE APPRAISAL PERIOD The performance of teachers must be reviewed over an appraisal period of 12 months. Performance planning and reviews must be completed for all teachers by 31 October and for head teachers by 31 December. The appraisal period in this school, therefore, will run from 15th October to 25th October for teachers, and from 15th October to 30th for the head teacher. Teachers who are employed on a fixed term contract of less than one year, will have their performance managed in accordance with the principles underpinning the provisions of this policy. The length of the appraisal period will be determined by the duration of their contract.

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Where a teacher starts their employment at the school part-way through a an appraisal period, the head teacher or, in the case where the teacher is the head teacher, the governing body shall determine the length of the first appraisal period for that teacher, with a view to bringing this appraisal period into line with the appraisal period for other teachers at the school as soon as possible. Where a teacher transfers to a new post within the school part-way through an appraisal period, the head teacher or, in the case where the teacher is the head teacher, the governing body shall determine whether the appraisal period shall begin again and whether to change the appraiser. RETENTION OF STATEMENTS Appraisal planning and review statements will be retained for a minimum period of 6 years. MONITORING AND EVALUATION The governing body will monitor the operation and outcomes of appraisal arrangements. The head teacher will provide the governing body with a written report on the operation of the school’s appraisal policy annually. The report will not contain any information which would enable any individual to be identified. The report will include:

the operation of the appraisal policy;

the effectiveness of the school’s appraisal procedures;

teachers' training and development needs. The Governing Body is committed to ensuring that the appraisal process is fair and non-discriminatory. On appointment, all teachers will be invited to provide the following personal data:

Race

Sex

Sexual orientation

Disability

Religion and belief

Age

Part-time contracts

Trade union membership. The head teacher will, therefore, also report annually to the Governing Body, in a confidential section, appropriate details of:

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1. any appeals or representations on an individual or collective basis on the grounds of alleged discrimination under any of the categories above in relation to appraisal

2. cases, including the circumstances, where teachers have not made satisfactory progress towards objectives

3. any instances where the training and development set out in the training and development annex of a planning and review statement has not been provided

Where the relevant personal data is available the head teacher will include an analysis of the cases specified in 1 to 3, above. However, the report will not enable any individual to be identified. REVIEW OF THE POLICY The Governing Body will review the appraisal policy every school year. The Governing Body will take account of the head teacher’s report in its review of the appraisal policy. The policy will be revised as required to introduce any changes in regulation and statutory guidance to ensure that it is always up to date. The Governing Body will seek to agree any revisions to the policy with the recognised trade unions having regard to the results of the consultation with all teachers. To ensure teachers are fully conversant with the appraisal arrangements, all new teachers who join the school will be briefed on them as part of their introduction to the school. ACCESS TO DOCUMENTATION Copies of the school improvement and development plan and SEF are published on the school’s intranet and/or can be obtained from the school office. CLASSROOM OBSERVATION PROTOCOL All classroom observation will be undertaken in accordance with the appraisal regulations and the school’s classroom observation policy.

THRESHOLD ASSESSMENT APPLICATION FORM

(For teachers eligible to progress to point 1 of the Upper Pay Scale)

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Name: _____________________________________________________

Teacher Registration Number: _____________________________

I certify that I was on point M6 of the Main Pay Scale for teachers on or before 1

September 2017 and am eligible to apply for movement to point 1 of the Upper Pay

Scale with effect from 1 September 2017.

I understand that the decision on my progression will be based on my performance

within the four Threshold Standards taking into account my two most recent

Performance Review and Staff Development (PRSD) review statements.

I have provided a summary of the evidence from my teaching practice below that I

believe demonstrates how I have met the threshold standards. (Where evidence is

available from PRSD review statements the information should be used to complete

the relevant section in the application form).

Teacher signature: ____________________________________ Date:

_______________________

I have provided a summary of the evidence from my teaching practice that

demonstrates how I believe I have met the threshold standards.

TO BE RETURNED TO THE SCHOOL PRINCIPAL NO LATER THAN FRIDAY 30TH

OCTOBER 2017. APPLICATIONS RETURNED AFTER THIS DATE WILL NOT BE

CONSIDERED.

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1. Core values, understanding of the curriculum and professional knowledge.

Met / not met

2. Teaching and assessment of learning. Met / not met

3. Contribution to raising standards through pupil achievement. Met / not met

4. Effective professional development.

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Met / not met