- Accessibility policy
- Admissions policy
- Appraisal policy
- Behaviour & discipline policy
- Charging & remissions policy
- Child protection policy
- Complaints procedure
- Emotional health & wellbeing policy
- English as an additional language policy
- EYFS policy
- Freedom of information policy
- GDPR and data protection policy
- Health & Safety policy
- Home school agreement
- Personal data breach procedure
- Privacy notice
- SEND policy
- Sex & Relationships policy
Updated Summer 2017
Approved by governors Summer 2017
Review Summer 2018
Revised appraisal arrangements came into force with effect from 1 September 2012. They are set out in the Education (School Teachers’ Appraisal) (England) Regulations 2012 (the Appraisal Regulations). The Appraisal Regulations set out the principles that apply to teachers in all maintained schools and unattached teachers employed by a local authority, in each case where they are employed for one term or more. They retain the key elements of the 2006 Regulations but allow schools more freedom to design arrangements to suit their own individual circumstances. They provide the minimum national framework within which schools should operate and, if they wish, schools may include details that are no longer covered by the Appraisal Regulations in their own policies.
Schools and local authorities must stay within the legal framework set out in the Appraisal Regulations and in other relevant legislation that affects all employers (for example legislation on equality, employment protection and data protection).
This policy applies only to teachers, including Executive Head Teacher s. On 1 September 2013 it supersedes the previous appraisal policy and guidance
This policy sets out the framework for a clear and consistent assessment of the overall performance of teachers, including the Executive Head Teacher, and for supporting their development within the context of the school’s plan for improving educational provision and performance and the standards expected of teachers. It also sets out the informal arrangements that will apply when teachers fall below the levels of competence that are expected of them.
Application of the policy
This policy covers appraisal, applies to the Executive Head Teacher and to all teachers employed by the school or local authority, except those on contracts of less than one term and those undergoing induction, and those who are subject to formal capability proceedings.
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 and to develop as teachers.
The appraisal period
The appraisal period will run for twelve months from 1st September to 31st August.
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.
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.
The Executive Head Teacher will be appraised by the Governing Body, supported by a suitably skilled and/or experienced external adviser who has been appointed by the Governing Body for that purpose.
In this school the task of appraising the Executive Head Teacher, including the setting of objectives, will be delegated to a sub-group consisting of no less than three members of the Governing Body.
The Executive Head Teacher will decide who will appraise other teachers. Where this teacher is not the appraisee’s line manager the teacher will have an equivalent or higher status in the staffing structure as the teacher’s line manager. Where a teacher is of the opinion that their assigned appraiser is unsuitable for professional reasons, s/he may submit a written request to the Executive Head Teacher for that appraiser to be replaced, stating those reasons. An Executive Head Teacher requesting an alternative appraiser should send the request to the Chair of Governors. Where an appraisee’s request for change is not accepted, the reasons for this should be explained in writing by the Executive Head Teacher (or in the case of the Executive Head Teacher the Chair of Governors).
The Executive Head Teacher’s objectives will be set by the Governing Body after advice and support from the external adviser.
Objectives for each teacher will be set, following consultation with the teacher before, or as soon as practicable, after the start of each appraisal period. The objectives set for each teacher, will be Specific, Measurable, Achievable, Realistic and Time-bound and will be appropriate to the teacher’s role, level of experience and take account of their professional duties in school. To this end, the objectives should be clearly defined, with appraisers and appraisees clear what success will look like and how pay progression will be measured. The appraiser and teacher will seek to agree the objectives but, if that is not possible, the appraiser will determine the objectives. Where an appraisee’s request for change is not accepted, the reasons for this should be explained in writing by the Appraiser and be appended to the planning and review statement together with the appraisee’s request. Objectives may be revised if circumstances change.
The objectives set for each teacher will, if achieved, contribute to the school’s plans for improving the school’s educational provision and performance and to improving the education standards of the school and pupil achievement. This will be ensured by quality assuring all objectives against the progress of pupils and quality of teaching.
The objectives shall also take account of the teacher’s professional aspirations and any relevant pay progression criteria. They should be such that, if they are achieved, they will contribute to improving the progress of pupils at the school
At the start of each appraisal period, each teacher will be informed of the standards against which that teacher’s performance in that appraisal period will be assessed. All teachers will be assessed against the set of standards contained in the document called “Teachers’ Standards” published in May 2012. The Executive Head Teacher or governing body (as appropriate) will consider whether certain teachers should also be assessed against other sets of standards published by the Secretary of State that are relevant to them.
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 will lead to the improvement of the quality of teaching and attainment of pupils. All observation will be carried out in a supportive and developmental fashion in accordance with Bandon Hill 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 and that those involved in the process will act in accordance with the school’s observation policy.
Formal lesson observations and “drop in” observations, learning walks and work scans will take place throughout the year to evaluate the quality of teaching and learning and to check that high standards of professional performance are established and maintained.
Teachers (including the Executive Head Teacher) who have responsibilities outside the classroom should also expect to have their performance of those responsibilities observed and assessed.
Development and support
Appraisal is a supportive process which will be used to inform continuing professional development. The school wishes to encourage a culture in which all teachers take responsibility for improving their teaching through appropriate professional development. Professional development will be linked to school improvement priorities and to the ongoing professional development needs and priorities of individual teachers.
Teachers will receive constructive feedback on their performance throughout the year. This will take place as soon as practicable after observation has taken place or any occasion when other evidence has come to light. Feedback will highlight particular areas of strength as well as any areas that need attention.
Each teacher’s performance will be formally reviewed in respect of each appraisal period. In reviewing the performance of the Executive Head Teacher, the Governing Body must seek advice and support from the external adviser.
This Review is the end point to the annual appraisal process – by 30th June for teachers and 31st July for the Executive Head Teacher – but performance and development priorities will be reviewed and addressed on a regular basis throughout the year.
The teacher will receive a written appraisal review 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, including the Executive Head Teacher, will receive their written appraisal reports by 30th June.
The appraisal report will include:
details of the teacher’s objectives for the appraisal period in question and whether or not they were met;
- 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;
- a recommendation on pay progression will be made by the Executive Head teacher at the Pay committee – each teacher will be informed of the recommended salary, for the following year, by an annual statement. The teacher then has 5 days to make written representations and/or request a meeting with the EHT. If written representations are made and/or a meeting takes place, the EHT then informs the teacher of the final recommendation, whether or not this has changed and this is then reported to the governing body. Each recommendation will be presented to the Pay committee of the Governing Body by July.
Following Pay committee teachers will receive their Annual Salary review showing their salary for the following September signed by the Chair or Vice Chair of Governors.
The assessment of performance
2017 training and development needs will inform the planning process for the following appraisal period.
The appraisal processes will be treated with confidentiality. However, the desire for confidentiality does not override the need for the Executive Head Teacher and governing body to quality-assure the operation and effectiveness of the appraisal system.
The Executive Head Teacher and Heads of School will review all teachers’ objectives and written appraisal records, in order to check consistency of approach and expectation between different appraisers.
The Executive Head Teacher will consider the review and decide on any pay recommendations.
Appraisees will be told who has been granted access to reviews.
Dealing with Concerns in Performance
Where there are serious concerns about any aspects of the teacher’s performance the appraiser will discuss with the Executive Head Teacher who may arrange a structured meeting with the teacher, giving them the right to be accompanied by a colleague, an union official, or an union representative who has been certified by their union as being competent, to:
- give clear feedback to the teacher about the nature and seriousness of the concerns;
- give the teacher the opportunity to comment and discuss the concerns;
- agree any support (eg coaching, mentoring, structured observations), that will be provided to help address those specific concerns;
- make clear how, and by when, the situation will be reviewed. It may be appropriate to revise objectives and, whether or not this is the case, reasonable time will be given for the required improvement.
- explain the implications and process if no, or insufficient improvement is made.
When progress is reviewed, if the Executive Head Teacher is satisfied that the teacher has made, or is making, sufficient improvement, the appraisal process will continue as normal, with any remaining issues continuing to be addressed through that process.
If the Executive Head Teacher appraiser is not satisfied with progress within the time specified, the teacher will be notified in writing that the appraisal system will no longer apply. Their performance will then be managed under the capability procedure, and the teacher will be invited to a formal capability meeting. The capability procedures will be conducted in accordance with the School’s Teacher Capability Policy.
General principles underlying the policy
Consistency of Treatment and Fairness
The Governing Body is committed to ensuring consistency of treatment and fairness and will abide by all relevant equality legislation.
Unless indicated otherwise, all references to “teacher” include the Executive Head Teacher.
Normal rules apply in respect of the delegation of functions by governing bodies, Executive Head Teachers and local authorities.
Monitoring and Evaluation
The governing body and Executive Head Teacher will monitor the operation and effectiveness of the school’s appraisal arrangements. The Executive 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 governing body and Executive Head Teacher will ensure that all written appraisal records are retained in a secure place for six years and then destroyed.