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Audience: Staff/Governors (Statutory)

Frequency of Review: Annually

Postholder responsible for Review: Headteacher

Recommended associated documents:

Performance Improvement Policy

Pay Policy

Performance Management / Appraisal Policy

Date of Issue: October 2016 Review Date: October 2017

Approved by the Full Governing Body on 12th October 2016

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The Governing Body will review the policy annually. The Governing body will take account of the Headteacher’s report in its review of the policy. Should the Governing Body wish to make revisions to the policy, the Governing Body will seek to agree such revisions with the recognised Trade Unions.

1.0 Purpose

1.1 Revised appraisal arrangements come into force with effect from 1

September 2012. They are set out in the Education (School Teachers’

Appraisal) (England) Regulations 2012 (the Appraisal Regulations) which replace

the Education (School Teacher Performance Management) (England) Regulations

2006 (the 2006 Regulations). The 2006 Regulations continue to apply to any

performance management cycle which is in progress on 1 September 2012.

1.2 This policy sets out the framework for a clear and consistent assessment

of the overall performance of teachers, including the Headteacher, and for

supporting their development within the context of the school’s plan for

improving educational provision and performance to enhance pupil achievement,

and the standards expected of teachers.

1.3 Appraisal in this school will be a supportive and developmental process

designed to ensure that all teachers have the skills and support they need to

carry out their role effectively. It will help to ensure that teachers are able to

continue to improve their professional practice through high quality CPD and to

develop further as teachers.

1.4 This policy applies to the Headteacher and to all teachers employed by

the school or local authority, except those on contracts of less than one term,

those undergoing induction (i.e. NQTs) and those who are subject to capability

procedures. The Appraisal process will not be used as a substitute for informal

programmes of support or counselling which should precede the initiation of a

formal capability procedure.

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Performance Management is a process to support the development of all staff

to improve standards in teaching and learning.

This policy covers all teachers except those on contracts of less than one year

and those in their induction year.

2.0 The appraisal period

2.1 The appraisal period will run for twelve months normally from 1st October

to 30th September.

2.2 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 this policy. The length of the period will be determined by

the duration of their contract.

2.3 There is flexibility to have a longer or shorter appraisal period when

teachers begin or end employment with a school or local authority or when

unattached teachers change post within the same authority.

3.0 Appointing appraisers

3.1 The Headteacher will be appraised by the Governing Body, supported by a

suitably skilled and experienced external adviser who has been appointed

by the Governing Body for that purpose.

3.2 In this school the task of appraising the Headteacher, including the setting

of objectives, will be delegated to a sub-group consisting of normally three

members of the Governing Body. Where a Headteacher is of the opinion

that any of the governors appointed by the governing body is unsuitable to

act as his/her appraiser, s/he may submit a written request for that

governor to be replaced, stating the reasons for the request.

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3.3 The Headteacher, after consultation, will decide who will appraise the

other teachers. All appraisers of teachers other than Headteachers will

have appropriate, relevant and current teaching experience. All appraisers

should have Qualified Teacher Status and the appraiser will receive

sufficient and appropriate training before undertaking the role. The

appraiser should have equivalent or greater level of responsibility than the

teacher he or she is appraising, and normally have line management

responsibility. The designated appraiser must conduct all aspects of the

review, including pay recommendations of teachers who are eligible. Where

it becomes apparent that the appraiser appointed by the Headteacher will

be absent for the majority of the appraisal cycle, the Headteacher may

perform those duties him/herself or delegate those duties to another

teacher for the duration of the absence.

3.4 Where possible, alternative appraisers will be offered to teachers where

there is a genuine and valid reason or the appointed appraiser is not

available due to long term sickness. This will be confirmed with the

appraisee at the beginning of the process. Wherever practicable, an

appraiser should only have a maximum of four appraisees.

4.0 Setting objectives

4.1 Objectives set will be Specific, Measurable, Achievable, Realistic and

Time-bound and will be appropriate to the appraisee’s role and level of

experience. Common objectives may be agreed to support school

development plans.

4.2 The Headteacher’s objectives will be set by the Governing Body after

consultation with the external adviser and the Headteacher.

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4.3 Objectives for each teacher will be set before or as soon as practicable

after, the start of each appraisal period. This will be quality assured by

the Headteacher. This must be completed by the third week in October.

4.4 Following annual school data analysis, each teacher will discuss and agree

three objectives with their team leader who will record these on the

planning record. Setting more than three objectives can cause increased

workload and be inconsistent with the school’s strategy for achieving work

/ life balance for all staff.

Teacher/Appraisee objectives will cover pupil progress as well as ways of

developing and improving the teacher’s professional practice. Performance

managers/appraiser will refer to the suggested targets as set out in

appendix 1 and the Teacher standards as set out in appendix 2. Copies of

the documentation for the targets and review meeting are in appendix 3

and 4. These standards provide the context in which, through professional

discussions, objectives are set, CPD needs identified, success criteria

defined and the nature and extent of any required observations planned.

The Teachers’ Standards should not be used as a checklist but should

inform the setting of targets.

Lesson observations will link to the curriculum area as identified by the

school development plan.

The aim of this is to ensure a high standard of classroom teaching.

Developmental needs will be identified at this point and given to the PDC

for consideration.

4.5 It is vital that the appraiser and appraisee will seek to agree the

objectives but where a joint determination cannot be made the appraiser

will make the determination. The appraisee may request moderation and

should this be unsuccessful then the appraisee will be given the opportunity

to append comments alongside their objectives. Objectives may be revised

by agreement if circumstances change.

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4.6 The agreed objectives will contain a description of what success may look

like. Where use of numerical targets is appropriate, these will be

reasonable, in the circumstances in which the teacher works and it will be

recognised that factors outside teachers’ control may significantly affect

success.

4.8 The appraiser will take into account the effects of an individual’s

circumstances, including any disability, when agreeing objectives. For

example, this might include a reasonable adjustment to allow an individual

slightly longer to complete a task than might otherwise be the case. When

staff return from a period of extended absence, objectives may be

adjusted to allow them to readjust to their working environment.

5.0 Monitoring Progress. – February/March each year.

5.1.1This school, Gorsemoor, 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.

5.1.2 The Performance Manager will undertake a paired classroom observation

sufficient to make an informed judgement.

The amount and type of classroom observation will depend on the

individual circumstances of the teacher and the overall needs of the

school. The total period for classroom observation arranged for appraisal

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purposes for any teacher will not exceed three hours per cycle having

regard to the individual circumstances of the teacher. There is no

requirement to use all of the three hours. The amount of observation for

each teacher should reflect, and be proportionate to, the needs of the

individual. Classroom observation will be carried out by those with QTS.

5.1.3 Teachers (including the Headteacher) who have responsibilities outside

the classroom should also expect to have their performance of those

responsibilities observed and assessed.

5.1.4 In addition to formal observation for appraisal purposes, it is

acknowledged that Headteachers or other leaders with responsibility for

teaching standards are required to evaluate the standards of teaching

and to check that high standards of professional performance are

established and maintained. Processes and procedures for this are part

of a whole school improvement strategy separate and distinct from the

appraisal process. However this does not prevent appraisal observations

being used for multiple purposes by agreement in order to restrict the

number of observations being carried out.

5.1.5 In the more general monitoring and evaluating of teaching

standards concerns may be identified. Any concerns that may arise

should be discussed with the teacher.

5.1.6 Written feedback must be provided within five working days by the

person who has undertaken the observation who should also be the

appraiser.

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5.1.7The following criteria will apply to observations of teaching:

Lesson preparation and planning.

Subject knowledge.

Lesson presentation and teaching methods.

Communication and motivational skills.

Discipline.

Marking, assessment and monitoring of pupil’s work and progress.

Effective use of homework.

Classroom organisation.

Implementation of school policies.

Additional responsibilities.

Oral feedback will be given as soon as possible after the observation and

no later than the end of the following working day. It will be given during

directed time in a suitable, private environment.

Written feedback will be provided within five working days of the

observation taking place. If issues emerged from an observation that

were not part of the focus of the observation as recorded in the planning

and review statement these should also be covered in the written

feedback and the appropriate action taken in accordance with the

regulations and guidance.

The written record of feedback also includes the date on which the

observation took place, the lesson observed and the length of the

observation. The teacher has the right to append written comments on

the feedback document. No written notes in addition to the written

feedback will be kept.

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5.2 The Review and Developmental Support

The review meeting will use the recorded targets as a focus for

discussion.

A review statement will be written recording the main points made and

the conclusions reached.

All records will be held in team leader’s files stored in the Head teacher’s

office. Copies will be given to each teacher. Every teacher must keep

their own file where evidence towards the targets should be kept.

Reference will be made to The Career Progression Grid appendix 2

The focus areas are the eight standards taken directly from the National

Teachers’ Standards document.

The descriptors, divided into four career-stage blocks, enable teachers to

see both the stage at which they are currently working, and also to look

ahead to their next steps.

In some of the focus areas, it is impossible to split a descriptor into

individual one-year steps but most have been divided into smaller steps.

We would like teachers to annotate the grid and bring it along, with their

portfolio of evidence, to support the discussions around their own

Performance Management.

The grid WILL be used alongside the full Teachers’ Standards document

to ensure that appropriate judgements are made,

www.gov.uk/government/publications/teachers-standards

5.2.1 Appraisal is a supportive process which will be used to inform continuing

professional development (CPD). The school wishes to encourage a culture

in which all teachers take responsibility for improving their teaching

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through appropriate professional development. Professional development

is an entitlement and will be linked to school improvement priorities and to

the ongoing professional development needs and priorities of individual

teachers.

5.2.2 Sufficient time, within directed hours, should be provided to enable the

appraiser and appraisee to fulfill their statutory and contractual

obligations.

5.2.3 The schools CPD Plan will be informed by the training and development

needs identified in appraisees’ planning and review statements.

5.2.4 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 development and support agreed for and with the appraisee at the

planning and review meeting.

5.2.5 An account of the support 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 Headteacher’s annual report to the

Governing Body about the operation of the appraisal process in the school.

5.2.6 Teachers should not be held accountable for failing to make good progress

towards meeting their performance criteria where the support recorded

in the planning statement has not been provided.

6. Feedback

6.1 Teachers will receive constructive feedback on their progress towards

the achievement of their appraisal objectives, e.g. following a lesson

observation. Feedback should always be given in a supportive context

highlighting particular areas of strength as well as any areas that need

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additional support in order to successfully meet their appraisal objectives.

A written record on progress made should be kept of the date and key

issues of any feedback and should form part of the appraisal

documentation. Should either the appraiser or appraisee identify issues

of concern an interim meeting may be called to discuss any support that is

necessary to address the concerns.

7. Relationship to capability

7.1 Schools must not rely solely on the appraisal process as a trigger to

consider a performance improvement procedure. Elsewhere this document

has described the legitimate need for schools to have a wider knowledge

of the quality of teaching within their organisation. The appraisal process

should inform that wider knowledge. There must be the recognition that

poor performance issues can arise for a variety of reasons including being

triggered by work related and non-work related factors. Where the

appraisal process identifies performance concerns, robust support

measures should be put in place with reasonable and appropriate

timescales for improvement. It should be made clear to employees at this

point that should this informal support not result in sustained

improvement; a likely consequence is instigation of formal Performance

Improvement Procedures. Once a decision has been made to proceed to

performance improvement procedures the appraisal process is suspended.

7.2 Before embarking on a formal performance improvement procedure, the

Chair of Governors (in the case of head teachers) or head teacher (in

case of other teachers) must be able to evidence that every aspect of

support through the appraisal process and all other avenues has been

exhausted and has failed to achieve the required improvements. Where it

proves to be necessary to begin a performance improvement procedure

with a member of staff, subject to this procedure, a meeting should be

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held to bring the Appraisal process to an end and inform staff of the

initiation of the performance improvement procedure.

7.3 Performance Management and Capabilities processess will be kept

separate.

8. Annual assessment

8.1 Each teacher's performance will be formally assessed in respect of each

appraisal period. In assessing the performance of the Headteacher, the

Governing Body must consult the external adviser.

8.2 This assessment is the end point to the annual appraisal process, but

performance and development priorities may need to be reviewed at an

interim meeting. Priorities may need to be reviewed if an appraisee’s

circumstances or responsibilities change. In such cases a written addition

to the planning statement should be made. The appraisee, as previously,

should be given the opportunity to add any written comments.

8.3 The whole process will have regard to what can be reasonably expected of

any teacher in that position given the desirability of the appraisee and

appraiser being able to achieve a satisfactory balance between the time

required to discharge their professional duties and the time required to

pursue their personal interests outside work. Priorities may need to be

reviewed if an appraisee’s circumstances or responsibilities change. In

such cases a written addition to the planning statement should be made.

The appraisee, as previously, should be given the opportunity to add any

written comments.

8.4 The teacher will receive as soon as practicable following the end of each

appraisal period – and have the opportunity to comment in writing on - a

written appraisal report. In this school, teachers will receive their

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written appraisal reports by 31 October (31 December for the

Headteacher). The appraisal report will include:

details of the teacher’s objectives for the appraisal period in question;

an assessment of the teacher’s performance of their role and

responsibilities against their objectives and the relevant standards;

an assessment of the teacher’s training and development needs and

identification of any action that should be taken to address them;

Teachers can expect an annual increment if they are performing well.

Withholding an increment will only occur when a teacher fails to make

significant progress towards reaching their agreed targets. Any

teacher who fails to meet the targets must have been told in advance

and support put into place. Competency

The reviews of teachers wishing to move to UPS will be used to inform

applications.

For teachers on UPS, and teachers on the Leadership scale reviews will

be used to inform the awarding of performance pay points.

a recommendation on pay where that is relevant. (NB – Pay

recommendations need to be made by 31 December for Headteachers

and by 31 October for other teachers);

Governing bodies and Headteachers will wish to consider how pay

recommendations are related to the pay policy of the school (including

the appropriate progression an ranges on the leadership pay spine),

mindful that recommendations are made by a range of appraisers and

that the process must be fair and equitable.

A space for the teacher’s own comments.

8.5 The assessment of performance and of training and development needs

will inform the planning process for the following appraisal period.

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8.6 The Leadership Group.

The Head’s targets will cover school leadership and management as well as

pupil progress.

A copy of the Head’s review statement will go to the Chairman of

Governors.

Deputies and Assistant Heads will have targets relating to pupil progress

and school leadership and management.

The Head Teacher will be the team leader for all members of the

leadership group.

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General Principles underlying this Policy

Confidentiality

The appraisal process will be treated with confidentiality. However, the

desire for confidentiality does not override the need for the Headteacher

and Governing Body to quality-assure the operation and effectiveness of

the appraisal system.

Quality assurance will be undertaken as part of monitoring and evaluation.

Monitoring and Evaluation

The Governing Body will monitor the operation and outcomes of performance

management arrangements.

The Headteacher 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

Consistency of Treatment and Fairness

The Governing Body is committed to ensuring that the appraisal process is fair

and non-discriminatory. The Headteacher’s report must confirm that the

appraisal process complies with the Equalities Act 2010.

The Headteacher will also report on whether there have been any appeals or

representations on an individual or collective basis on the grounds of alleged

discrimination under any of the protected categories covered by the Equalities

Act 2010.

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Appeals

At any point in the appraisal process teachers and Headteachers have a right

of appeal in respect of application of the policy or any entry in their planning

and review statements.

The grounds for the appeal will determine the relevant appeal process to be

used.

The Head Teacher will hear all complaints about the review process made by

staff.

Where the Head is the team leader, the Chairman of Governors will hear all

complaints.

Any complaint made by the Head Teacher will be heard by the Chairman of

Governors who is not a member of the review panel.

If a new review is ordered, the Head will appoint a new team leader.

In the case of a Head’s review, the Chairman will appoint a new review panel.

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Appendix 1: Targets to be used for Performance

Management

The targets below are suggestions that we should be adopting in our

performance reviews at Gorsemoor. They are SMART and provide good

evidence for progression on the pay scale.

UPS 1 – For example someone who is the post holder for one from the

following:

Subject Leader; NQT mentor;

Sample subject leadership PM objective:

The UPS 1 teacher will lead the subject (name) across the whole school in

an effective manner, in order that it is delivered by all teachers in an

inspiring and innovative manner, by July 2017.

Success criteria: The leader, throughout the year, maintains effective communication of expectations. Teachers are well informed of subject priorities. Teachers feel confident in the delivery of the subject. Developmental support for teachers is provided throughout the year. Observation of exemplar provision by the subject leader is accessible throughout the year for

others, (own class and other classes).

Sample NQT mentor PM objective:

The UPS 1 teacher will mentor a Newly Qualified Teacher, (NQT), in an

effective manner, in order that the NQT becomes an effective teacher

and team member by July 2017.

Success criteria: Expectations are made clear and maintained by the mentor throughout the year. Supported teacher(s) are well informed of school procedures and professional practice. Supported teacher(s) demonstrate confidence and growing independence in the delivery of all

subjects. Developmental support for teachers is provided throughout the year.

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Observation of exemplar provision by the mentor is accessible throughout the year for others, (own class and other classes).

UPS 2 – For example someone who is the post holder for one from the

following:

KS leader for curriculum, teaching and learning, NQT mentoring leader

Sample KS curriculum or teaching and learning leadership PM objective:

The UPS 2 teacher will lead the curriculum provision/teaching and learning

in an effective manner, in order that provision/teaching and learning shows

significant enhancements throughout the year, by July 2017.

Success criteria: The leader leads by example and provides clear vision and purpose to underpin changes

throughout the year. Teachers are well informed of curriculum/teaching and learning priorities. Teachers within the KS have confidence in the leader’s abilities. Developmental support for teachers is provided throughout the year. Observation of exemplar provision by the curriculum/teaching and learning leader is

accessible throughout the year for others, (own class and other classes).

Sample Lead NQT mentor PM objective:

The UPS 2 teacher will lead a team of NQT mentors, in an effective

manner, in order that all NQT mentors provide suitable support and

challenge, in line with school expectations, by July 2017.

Success criteria: Expectations of mentors are made clear and maintained by the lead mentor throughout the

year. Mentors are well informed of school procedures and professional practice. Mentors demonstrate confidence and growing independence in the provision of support and

challenge for NQTs. Developmental support for mentors is provided throughout the year. Observation of exemplar mentoring by the lead mentor is accessible throughout the year for

mentors.

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UPS 3 – For example someone who could be the post holder for one from

the following:

Phase leadership, CPD leader, PM reviewer,

Sample Phase leadership PM objective:

The UPS 3 teacher will lead the teaching team within the xyz phase in an

effective, strong and purposeful manner, in order that identified goals and

priorities are fully achieved by July 2017.

Success criteria: The Phase Leader leads by example and provides clear vision and purpose to underpin changes

throughout the year. Where appropriate, the Phase Leader will provide support and guidance to peers within the

MAT/cluster/alliance etc. Members of the Phase are well informed via a clear and succinct action plan, (as drafted by the

Phase Leader), that sets out clear milestones to the eventual achievement of agreed goals and priorities.

Teachers within the Phase have confidence in the leader’s abilities. The Phase Leader provides developmental support for members of the Phase team, as

required, throughout the year. The Phase Leader provides regular, succinct evaluations of phase effectiveness to the SLT and

governing body, as required, throughout the year.

Sample CPD leadership PM objective:

The UPS 3 teacher will co-ordinate the programme of CPD provision across

the school, in response to identified needs, throughout the academic year

to July 2017.

Success criteria: The CPD Leader provides clear vision and purpose to underpin all aspects of CPD throughout

the year. All members of the school’s teaching team are well informed via a clear and succinct action

plan, (as drafted by the CPD Leader), that sets out clear milestones to the eventual achievement of agreed goals and priorities.

Teachers across the school have confidence in the leader’s abilities. The CPD Leader facilitates the provision of bespoke and personalized developmental support

for members of the teaching team, as required, throughout the year.

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The CPD Leader provides regular, succinct evaluations of CPD effectiveness to the SLT and governing body, as required, throughout the year.

Sample PM Reviewer PM objective:

The UPS 3 teacher will lead the performance management process for an

identified teaching team within the xyz phase in an effective, strong and

purposeful manner, in order that identified goals and priorities are fully

achieved by July 2017.

Success criteria: The PM Reviewer implements the school’s performance management procedure in line with

school policy, throughout the year. Where appropriate, the PM Reviewer will provide support and guidance to peers within the

school/ MAT/cluster/alliance etc. Reviewees are provided with a responsive and effective appraisal process which generates

suitable objectives, a process for evaluating performance and a clear statement of outcomes. Teachers within the Reviewer’s team have confidence in the leader’s abilities. The Reviewer provides signposts for support for members of the review team, as required,

throughout the year. The PM reviewer provides regular, succinct evaluations of PM effectiveness to the SLT and

governing body, as required, throughout the year.

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Appendix 2

Gorsemoor Career Progression Grid

The following expectations are to be used for lesson observation, book trawls that will provide evidence for Performance Management of all NQTs and Teachers in their interim and annual reviews.

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These descriptors must be used alongside the full Teachers’ Standards document:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdf

Teachers’ Standards 2012

Band 1 – Early stages Band 2 - Developing Band 3 - Accomplished Band 4 – Becoming expert Band 4 Expert

Career grade – by year end

M1-M2 M3-M4 M5-M6 UPS 1 UPS3

Level of support for teacher

With support and mentoring:

Independently: Starting to support others e.g. ITT students

Significant support of others Proactive significant support of others and greater accountability

FOCUS AREA Focus: Own class Focus: Year Group Focus: Whole School Focus: Within/beyond school As UPS1

1.1 Set high expectations which inspire, motivate and challenge pupils

Create and maintain a positive learning environment to promote teaching and learning. Know the curriculum at year group level. Establish expectations and sufficient challenge to ensure progress by setting appropriate goals and targets to stretch and challenge pupils at all levels. Ensure consistency in expectations of behaviour expected by all pupils in the class.

M3: Provide support and advice within the context of own year group/phase making sure that good practice is identified and shared. Support less experienced colleagues in setting goals and targets. M4: Provide support and advice beyond own year group/phase e.g. through planning and leading staff INSET. Act as role models for behaviour for all pupils and staff within the phase/year group.

M5: Develop the skills of others, particularly ITT students, to enable them to be able to inspire, motivate and challenge. M6: Have a significant impact on the work of others to improve teaching across the school. Ensure that all pupils in year group/phase/subject have appropriate goals to challenge and stretch at all levels.

Take an active part in setting goals across the school and possibly beyond, to stretch and challenge pupils of all backgrounds, skills and abilities. Take an active role in monitoring different elements of school life, for example, lead learning walks and give feedback to ensure consistency in subjects/environments etc. Provide feedback to SLT relating to areas of responsibility; initiate the creation of action plans for improvement as necessary.

Support others to address any issues relating to learning environment; suggest actions and report to SLT Closely monitor the effectiveness of progress goals. Inform SLT of impact of monitoring. Uphold and articulate, as necessary, values, attitudes behaviours and culture of the school to the whole school community.

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1.2 Promote good progress and outcomes by pupils

M1: With support and appropriate mentoring (of the teacher) most pupils achieve in line with school progress expectations through the use of appropriate differentiation to include children with SEN/most able and specific groups including gender; ethnicity and FSM M2: Most pupils achieve in line with school progress expectations. Teachers have a rapidly developing understanding of pupils’ prior learning and make good use of assessment data from previous year. Pupils are clear about their next steps in learning and how to improve their work and demonstrate good learning behaviours.

M3/M4 Almost all pupils, with appropriate intervention strategies in place, achieve in line with school progress expectations or exceed these. Teachers are competent in monitoring the progress and attainment of all pupils they teach across the whole spectrum of needs and use this information to plan for future learning. This builds upon a deeper understanding of assessment data and enables aspirational goals. Pupils use assessment information to improve their work. Teachers are able to support less experienced colleagues to ensure that there is a good understanding of assessment systems and use of data relating to prior learning.

M5/M6: Almost all pupils achieve in line with school expectations meeting individual targets. A significant number of pupils exceed school expectations and targets. Teachers are able to consistently monitor progress and attainment and can support the wider team in planning effective teaching and learning based on previous outcomes. The use of highly effective assessment is clear in planning across year group/phase/subject. Significant support given to less experienced colleagues to promote good progress and outcomes for every pupil.

Teachers demonstrate the skills that enable children to regularly exceed school expectations and targets. Develop and manage appropriate intervention strategies that support such progress across the school. Use skills to be proactive in triangulating different monitoring strategies to measure progress and outcomes e.g. book scrutiny; data; planning and assessments across the whole school in relation to areas of responsibility. Use skills, knowledge and understanding to support others e.g. by team teaching in order to share best practice or by leading staff meetings to share new knowledge, strategies etc.

Significant support given to colleagues to ensure that all children, regardless of need, are making as much progress in all areas as possible. Provide mentoring and/or coaching support to colleagues to ensure that individual plans are in place and having impact for pupils who are not meeting progress expectations. Take the lead in moderation processes and model the triangulation of evidence from the class teacher perspective, Use expert skills and knowledge to demonstrate effective strategies relating to progress and outcomes.

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1.3 Demonstrate good subject and curriculum knowledge

M1: Know and understand the curriculum at current year group level. This will be evidenced by use of subject knowledge during teaching. This will include demonstrating high standards of literacy; articulacy and the correct use of standard English regardless of specialist subject. Understand how phonics is taught in school and gain understanding of the resources used and support available. Know who the subject experts are within the school and use their support. M2: Building on M1 but requiring less intensive support. Demonstrate a clear understanding of appropriate teaching strategies. Take responsibility for keeping up to date with curriculum developments.

Demonstrate confident and secure knowledge of the curriculum for the year group. Take an active part in discussions about developing the school curriculum. Take the lead in developing subject area of responsibility and proactively keep up to date with any changes and developments. Share curriculum knowledge and understanding with colleagues. M3: Play a more prominent role within designated curriculum team, e.g. carry out designated tasks as directed by team leader. M4: Access advice and adapt practice; feed back to the SLT to improve teaching and learning.

M5: Take a lead in a significant subject area, including developing and evaluating the subject. Teachers are able to support and advise colleagues throughout the school in curriculum areas of responsibility. Develop higher level skills of monitoring curriculum area of responsibility across the school and plan and deliver any updates needed to colleagues. M6: Building on M5 and using evaluation evidence to improve subject and curriculum knowledge to have an impact on learning.

Lead the development of others to ensure a tangible impact on subject and curriculum knowledge and development throughout the school and possibly beyond. Be visibly proactive in improving both provision and outcomes using monitoring evidence to identify development needs. Take accountability for standards in key subjects and areas. Keep SLT fully up to date with curriculum developments and take an active role in organizing personal development and CPD for others.

Be proactive across the whole school, and possibly beyond, to improve provision and outcomes for pupils. Take the lead on INSET sessions on specific areas of development. Be able to provide a whole school overview to SLT of any issues relating to subject and curriculum knowledge within and beyond the school.

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1.4 Plan and teach well structured lessons

M1: With structured support and mentoring, most lessons are showing good and better elements including effective use of lesson time; engagement of children; effective questioning; Clear assessment within the lesson leading to progress by all groups. Lessons are planned to engage children and develop their interests. Homework is set to consolidate and extend learning from the classroom. M2: All lessons are showing good elements and there is evidence of on-going improvement. Teachers are becoming increasingly reflective about the effectiveness of lessons and teaching and contributing more to year group/phase planning as appropriate.

M3: Most lessons are judged good or better Teachers are starting to support other less experienced teachers to improve and develop their practice. Knowledge of children’s prior learning is used extensively to plan and teach next steps. M4: All lessons are judged good or better Good practice is share with colleagues. Increasingly monitoring and evaluating planning of self and less experienced colleagues to develop the curriculum.

M5: All teaching is good with elements of outstanding. Skills in planning and teaching are used to support others and to ensure that good practice is shared across the school. M6: All teaching is good with many elements of outstanding. Lessons are motivating and challenging for children of all ability groups. Support and advice is readily offered to colleagues and teachers have an increasing role in monitoring the effectiveness of planning and teaching across the school.

Whole school responsibility is taken for modeling and developing other teachers to improve teaching across the school. An active role may taken in curriculum development beyond the school e.g. within a cluster or family of schools Teachers lead a team, subject or aspect across the school and possibly beyond. Teachers take responsibility for revising polices to ensure that the needs of the children within the school context are met. Coaching and mentoring skills are developed and used to support less experienced colleagues. Curriculum provision is regularly reviewed to ensure that it is fit-for-purpose.

The quality of teaching will regularly be outstanding. There is evidence in personal portfolios of the impact of collaboration with and support for others to improve teaching and learning across the school. Expert teachers take accountability for supporting other staff to improve the quality of planning and teaching across the school. Expertise as practitioners is used to ensure that the use of homework supports learning and that policies reflect this. Take a lead in evaluating the school curriculum to ensure that it is fit-for-purpose and offers interest, challenge and enjoyment to children.

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1.5 Adapt teaching to respond to the strengths and needs of all pupils

M1: Have a basic understanding of the physical, social and intellectual development of children within the school. With support, know when and how to differentiate appropriately to provide both challenge and support. Have a clear understanding of the needs of all children. Have a secure understanding of barriers to learning and begin to make adaptations to meet needs. M2: As M1 but expectation that support is less intensive Have a secure understanding of different factors that can inhibit pupils’ ability to learn and develop strategies to overcome these – with support from more experienced colleagues as needed. Have a sound awareness of different groups of children such as EAL, SEN, more able etc., and adapt teaching to respond to their different needs.

M3: Know when and how to differentiate appropriately using approaches which enable pupils to be taught effectively. Proactively seek support as and when needed. Work closely with support staff to ensure that they are able to use their skills to optimize teaching and learning. Gain greater confidence in making referrals for children causing concern. M4: Develop further skills and independence in all areas. Use own skills, knowledge and understanding to support less experienced colleagues.

M5: Use knowledge and skills in order to develop others to ensure that teaching and learning improves for children with a range of different strengths and needs. Work with team members to monitor teaching and learning across all ability groups. M6: Have significant knowledge and understanding of the wide range of needs of pupils across the school. Offer mentoring support for less experienced colleagues. Ensure that all relevant information about specific pupils’ needs is shared by all relevant staff.

Within own school, lead the adaptation of teaching to ensure needs of all pupils are met. These adaptations can be fed into curriculum teams to ensure whole school picture e.g. by presenting feedback from curriculum team or to governors. Model different approaches to ensure an inclusive approach to all pupils. Work with the SLT to develop and support TAs so that they can be most effective throughout the school. Take an active part in policy development relating to meeting the needs of all children in school.

Take a proactive role in evaluating the impact of any new strategies used to adapt teaching. Work closely with support staff to ensure that they are all aware of different pupil needs and how best to address these in their role. Proactively undertake policy review and development in any areas of responsibility and support others in reviews.

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1.6 Make accurate and productive use of assessment

M1: With significant support, know and understand how to assess relevant subject and curriculum areas, including statutory assessments. Make use of formative and summative assessments to secure pupil progress. Use relevant data to monitor progress; set targets and plan subsequent lessons. Give pupils regular feedback orally and through accurate marking and encourage pupils to respond to the feedback in order to deepen understanding. Ensure that assessment is use to evaluate planning and inform future teaching. Use this knowledge to support Pupil Progress Meetings. M2: Make increasing use of formative and summative assessment more independently. Develop knowledge of any published scheme that the school may use to record and analyse progress data

M3: Gain greater skill in use and manipulation of data to support more specific groups. Work closely with support staff to ensure sharing of the progress o children and the impact of interventions outside of the classroom. Prepare effectively for PPMs and take a proactive role in these. Gain greater confidence in manipulating assessment data to identify patterns and trends within the class and year group. M4: Embedding skills and skilfully using relevant data to monitor progress, set targets and plan future lessons. High level use of questioning skills within the classroom context to support assessment of pupils.

M5: Support colleagues in use of assessment. Broker support for others, when and where appropriate. Have confident knowledge of the performance of different identified groups within the year group or phase. Be able to discuss this, in depth, with Assessment coordinator and/or SLT. M6: Monitor whole school data to ensure impact on teaching and learning. Use knowledge and skills of the use of assessment to make a contribution towards school self-evaluation of subjects or phases. Use this self evaluation to support the development of further assessment strategies. Skillfully use effective marking strategies that can be shared and developed with less experienced colleagues.

Monitor progress in curriculum area and year groups. Use awareness of RAISEonline and other national data to impact on teaching and learning of specific groups across the school. Train other colleagues to use assessment effectively. Evaluate whole school data and compare this with local and national outcomes. Work with other schools and colleagues to moderate pupils’ work and assessments to support teaching, learning and assessment across the local area. Work with SLT to adapt school assessment policies using personal classroom experience to provide a ‘hands-on’ perspective.

Work closely with SLT to further evaluate and adapt assessment procedures. Gain an awareness of assessment procedures in other local schools and signpost in order to share best practice. Further refine knowledge and skills in looking at data to impact on assessment across and beyond the school Work with SLT to monitor and evaluate whole school moderation of work.

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1.7 Manage behaviour effectively to ensure a good and safe learning environment

M1: Have clear rules and routines in classroom. Have high expectations of behaviour with clear strategies for developing positive discipline. Establish a safe and stimulating learning environment rooted in mutual respect. Use established school strategies to ensure consistency in dealing with any behaviour issues. M2: Continue to build on strategies to improve the above. Gain greater awareness of the wider learning environment e.g. school grounds. Be proactive in working with other staff to gain support in identifying effective strategies to support the behaviour of children in the class. Manage the class effectively and ensure that behaviour approaches are suitable for the context of the class.

M3-4: Fully participate in the development of school policies and practice relating to all aspects of the management of behaviour. Take the lead in writing any behaviour plans necessary for children in the class or year group. Work with external professionals on strategies to support specific behaviours, if appropriate. Take joint responsibility with all colleagues for whole school behaviour issues to ensure consistency throughout the school.

M5-6: Support colleagues who have pupils with behaviour issues, e.g. supporting less experienced colleagues in meeting with parents or external professionals to discuss challenging issue. Model the highest expectations of behaviour throughout the school and demonstrate the effective use of all school strategies, both sanctions and rewards. Take the initiative in dealing with any issues relating to behaviour or learning environment issues. Take suggestions on improvements to the SLT. Act as role model and mentor to less experienced colleagues.

Be able to articulate school strategies, policies and practices to others e.g. Visitors, students, other schools etc. Take an active role in creating strategies to help manage behaviour and create a safe and positive learning environment. Be able to advise others, through School-to-school support mechanisms, on the development of a positive ethos and behaviours in other settings. Be proactive in monitoring the effectiveness of strategies and make suggestions on developing new ideas.

Work with SLT to evaluate the effectiveness of the behaviour policy and use of different strategies of rewards and sanctions to ensure that they are fit for purpose for the school. Make a contribution to any self-evaluation of behaviour and learning environment.

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1.8 Fulfil wider professional responsibilities

M1: Know and understand the priorities of the school. Communicate effectively with parents and other professionals with regards to pupils' achievements and well being With support and guidance, plan and direct the work of support staff. Seek professional development opportunities, particularly opportunities to observe others teach, in order to see best practice and learn from this. M2: Understand the links between effective classroom practice and school improvement and demonstrate this by becoming involved in whole school issues such as hosting visits to classrooms. Become more proactive in identifying useful CPD to develop skills.

M3/4: If possible, within the structure of the school, gain experience teaching in more than one-year group. Model and support less experienced colleagues in working effectively with support staff. Take a more active role in leading an area of school development – auditing current situation and developing ideas to improve and strengthen the area. Be prepared to share thoughts with other staff e.g. through leading a staff meeting. Use performance management opportunities to identify strengths and areas of development and proactively seek to develop these.

M5: Have relevant experience of leading or managing an aspect or issue and share this within the school. Make a visible, positive contribution to the wider life and ethos of the school and be able to articulate this to others e.g. governors. M6: Be a fully competent practitioner able to keep up to date with changes and adapt own practice and others accordingly. Gain greater knowledge of skills and knowledge across the school and use this to signpost colleagues, in-house, to finding support.

Make a significant contribution to the wider life and ethos of the school. This should be something tangible, often captured within the SDP. UPS teachers may also be expected to fulfill wider professional responsibilities beyond the school in support of others. Build a bank of knowledge of skills and talents in the local area so that it is possible to signpost colleagues to appropriate development opportunities beyond the school. Become involved in supporting the performance management process of others, if appropriate, e.g. support staff.

Work with the SLT to ensure that SDP priorities are worked towards by all staff. Take an active involvement in the effective deployment of support staff. Support SLT in organizing rotas e.g. assemblies. Support less experienced staff in completing risk assessments for trips etc.

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Appendix 3

Targets for Performance Management for :

Academic Year:

Reviewer:

1.1 Pupil Progress Objective:

1.2 Pupil Progress Objective Success Criteria:

2.1 Leadership/ Management Objective:

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2.2 Leadership/ Management Objective Success Criteria:

3.1 Professional Development Objective:

3.1 Professional Development Objective Success Criteria:

Check on safeguarding awareness and CPD Required:

Signed: Reviewer_____________________________ Teacher_________________________________

Date:____________________________

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Appendix 4:

Review of Progress for Performance Management for:

Academic Year:

Reviewer:

Summary of Lesson Observation (also refer to attached notes):

Summary of Mid Year Meeting, held on:

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1.1 Progress towards Pupil Targets Objective:

Target met: Target not met:

2.1 Leadership Management Objective:

Target met: Target not met:

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3.1 Professional Development Objective:

Target met: Target not met:

Reviewer Comments and Recommendations:

Signed: Date:

Teacher Comments:

Signed: Date:

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