PERFORMANCE RELATED PAY Rick Baker

QUESTIONS What is Performance Management? Why do it? How does it work well? How does it work badly?

GOOD PERFORMANCE MANAGEMENT Identify, celebrate and disseminate good practice Identify areas for staff to improve their professional skills Identify performance that is below the standard expected and provide a supportive system to improve performance Be an integral part of a school’s self-evaluation process. No surprises Is a 2-way process – both parties are committed to improve performance for the benefit of pupils It’s about managing performance ~ not just meeting targets

A GOOD PROCESS An agenda for the meeting ~ both parties have prepared Builds on strengths as reflective practitioners The culture of the school has to be one of continuous improvement of all staff for the benefit of the children Are standards being met? Which standards need to be developed? How clear is the school about expectations for different teachers? Does it link to school self-evaluation information?

OBJECTIVES Regulation 6, paragraph 5 of the Education (School Teachers’ Appraisal) (England) Regulations 2012 sets out the requirements for objectives that must be set as part of the performance management of teachers. It says that the objectives set must be such that, if they are achieved, they will contribute to: Improving the education of pupils at the school; and The implementation of any plan of the governing body designed to improve that school’s educational provision and performance

TEACHER STANDARDS Teacher Standards set the standard to which: All trainees should aspire All qualified teachers should adhere to and improve upon throughout the various stages of their career

TEACHER STANDARDS Set high expectations which inspire, motivate and challenge pupils Promote good progress and outcomes by pupils Demonstrate good subject and curriculum knowledge Plan and teach well structured lessons Adapt teaching to respond to the strengths and needs of all pupils Make accurate and productive use of assessment Manage behaviour effectively to ensure a good and safe learning environment Fulfil wider professional responsibilities

POST THRESHOLD An application from a qualified teacher will be successful where the relevant body is satisfied: (a) that the teacher is highly competent in all elements of the relevant standards; and (b) that the teacher’s achievements and contribution to an educational setting or settings are substantial and sustained.

POST THRESHOLD What is highly competent? Substantial and sustained? previously defined as: continuing to meet threshold standards and grown professionally by developing their teaching expertise post threshold

SETTING OBJECTIVES How many? Relating to Teacher Standards – which are most important? How will progress towards objectives be measured? Are they appropriate in relation to their current pay grade? Do objectives have to be met completely for an increment to be awarded? Is this clear for the teacher? Implications for CPD budget and timetabling

2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS   GOOD VERY GOOD OUTSTANDING Be accountable for pupils’ attainment, progress and outcomes In KS2 most pupils make 3.5 points progress In KS2 all pupils make at least 3.75 points progress In KS2 all pupils make 4 points progress Most pupils and groups of pupils, including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, make good progress and achieve well over time. Almost all pupils, including disabled pupils, those who have special educational needs and those for whom the pupil premium provides support, are making sustained progress. Almost all pupils, including disabled pupils, those who have special educational needs and those for whom the pupil premium provides support, are making rapid and sustained progress. Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these Planning demonstrates high expectations through a varied range of approaches and activities appropriate to pupils’ prior learning. Teachers plan activities which inspire most pupils to succeed in meeting challenging objectives. Teachers plan activities which inspire all pupils to succeed in meeting challenging objectives and take full account of pupils’ differing needs and prior learning. Guide pupils to reflect on the progress they have made and their emerging needs Pupils are actively engaged in setting their own targets and monitoring progress towards achieving Pupils are given a clear understanding of the skills and knowledge required, are encouraged to develop their own targets for improvement with their teacher , are beginning to monitor progress and demonstrate to the teacher when they have achieved them. Pupils are given a clear understanding of the skills and knowledge required, are encouraged to develop their own targets for improvement with their teacher, to monitor progress and demonstrate to the teacher when they have achieved them.

4. PLAN AND TEACH WELL STRUCTURED LESSONS   GOOD VERY GOOD OUTSTANDING Promote a love of learning and children’s intellectual curiosity Pupils are confident, willing learners and can identify their progress towards meeting learning outcomes. They work with sustained concentration and intellectual effort to achieve learning objectives. Pupils have a clear desire to learn and are beginning to demonstrate ownership of their own learning. Pupils have an infectious desire to learn and demonstrate ownership of their own learning. They work creatively and feel secure in taking risks in their learning. Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired Relevant homework is set which enables pupils to consolidate and extend their classroom learning, and is suited to their needs and capabilities. Relevant homework is systematically set which enables pupils to consolidate and extend their classroom learning, and is suited to their needs and capabilities Teachers give homework which enables pupils to enjoy consolidating and extending class work independently, consistent with their needs, capabilities and home circumstances. Reflect systematically on the effectiveness of lessons and approaches to teaching Has planned tasks to assess children’s progress and attainment Planning is used flexibly to embrace new ideas and feedback from formative assessment. Planning is used flexibly to embrace new ideas, feedback from formative assessment and unexpected progress. Contribute to the design and provision of an engaging curriculum within the relevant subject area(s). Plan tasks to assess children’s progress and attainment

6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT   GOOD VERY GOOD OUTSTANDING Know and understand how to assess the relevant subject and curriculum areas, including statutory Assessment made at sub levels in English and maths each half term and updated on tracking system Accurate use of APP by most staff Assessment peer reviewed, including detailed work scrutiny. by all staff Intervention activities resulting from assessment; progress for identified group is measured. Assessment requirements make use of formative and summative assessment to secure pupils’ progress Review of attainment and progress; key issues form the basis of next SDP and informs performance management objectives Review of attainment and progress informs rapid progress for underperforming groups. Review of attainment and progress informs rapid progress for underperforming groups and best practice is disseminated. Use relevant data to monitor progress, set targets, and plan subsequent lessons Teachers share clear learning goals with pupils who understand when they have achieved them. Pupils have some opportunities to set and reflect on their own learning goals. Pupils have regular opportunities to set and reflect on their own learning goals. Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Teachers’ assessment includes constructive comments so that pupils have a clear understanding of their strengths and what they need to do next. There is regular evidence that pupils have responded to constructive comments. Pupils’ responses result in very good progress. Pupils’ responses result in outstanding progress.

OFSTED Inspectors can ask for appraisal information (this should not include names) Is there a mismatch between staff grades and pupils outcomes, e.g. a majority of UPS staff and satisfactory outcomes? What actions or objectives have been set and has there been any impact? As you will have less than 24 hours notice, this information will need to be up-to-date

QUALITY ASSURANCE This is the responsibility of the headteacher Are objectives fair, appropriate and attainable? Is their equality between teachers? Will teaching improve? Is underperformance being challenged? Is improvement in teachers’ performance reflected in improved outcomes for pupils?

GOVERNORS How well do governors provide challenge and hold the headteacher and senior leaders to account for improving the quality of teaching? How well do governors use performance management systems, including the performance management of the headteacher, to improve teaching, leadership and management?

GOVERNORS In reaching their judgement on leadership and management, inspectors evaluate: how well the headteacher and other senior staff are managing staff performance? how they are using the staff budget to differentiate appropriately between high and low performers?

GOVERNORS Inspectors consider the extent to which the headteacher/principal ensures that all staff undergo performance management procedures which enable them to benefit from appropriate professional development. Where teachers’ performance is less than good, inspectors will seek evidence that this is rigorously managed, and that appropriate training and support are provided. Where teachers’ performance is good, inspectors will expect to see evidence that this is recognised through the performance management process.

GOVERNORS Inspectors should ask the headteacher for anonymised information from the last three years, which shows the proportions of teachers who have: progressed along the main pay scale progressed to, and through, the upper pay scale progressed along the leadership scale received additional responsibility payments, such as teaching and learning responsibility payments and special needs allowances.

GOVERNORS The information provided should include information about patterns of progression through the different salary scale points, and comparisons between subject departments and/or teachers deployed in different key stages. Inspectors should compare this with the overall quality of teaching, and determine whether there is a correlation between the two, and if there is none, find out why, taking into account the length of time the headteacher has been in post.

PAY PROGRESSION Can increments awarded be justified? The decision must be based on the teacher’s overall performance, not solely on whether objectives have been met If two increments are awarded, is this in line with the school’s pay policy? If the decision is made not to award an increment, has the teacher been advised (in writing) previously that their performance was causing concern?

Rick Baker rick.baker@firstfederation.org 07730 767848

Primary Excellence C/O Blackpool CE Primary School Liverton Newton Abbot Devon TQ12 6JB   Tel: 01626 821316 enquiries@primaryexcellence.org www.primaryexcellence.org