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Performance Management ToolkitVersion 1.0

Date: September 2015

Introduction

Development of high quality Teaching and Support staff is critical to the success of every school. It is important to establish a learning culture in which teachers are keen to share good practice, to seek support – both internally and externally, and to improve and continuously develop their skills to provide effective and exciting learning experiences.

Performance Management systems and procedures should be constructed and applied to support the core activity of teaching and learning. Leadership and management should be distributed so that all staff colleagues have a shared responsibility for their own development and that of the school as a whole.

Schools should also recognise the importance of middle leaders as agents for change and improvement and invest in their development.

The information contained in this Toolkit and the Supporting documents provides a framework for implementation of an effective system and structure for Performance Management for Teaching and Support staff, within the wider context of staff Appraisal.

Further advice is available from the Schools’ Choice HR Team on 03456 066046 (option 3) or from your own named HR Caseworker.

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CONTENTS

Item Description Page no1 Staffing Structure 32 Job Descriptions and Person Specifications 33 Appraisal Policy 34 Delegations and responsibility for Appraisal 35 Setting objectives 46 Professional Standards 47 Observations and other sources of information 58 Development and support 59 Reviewing performance and the Appraisal report 610 Transition to Capability 7Appendices1 Arrangements for Performance Management for Teachers (example) 82 Arrangements for Performance Management for Support staff (example) 93 Guidance for Appraisers 104 Performance Management objectives for Teachers (examples) 135 Performance Management objectives for Support staff (examples) 196 Individual Performance Management Plan for Support Staff (example) 317 Teachers’ Standards Audit and Planner 348 Ofsted Key Performance Indicators 379 Additional performance expectations for Teachers on UPR (examples) 4410 Lesson Observation Form (example) 4511 Classroom Observation Protocol (example) 4812 Personal Development Plan (Teacher) (example) 4913 Evaluation of a CPD activity (Teacher) (template) 5014 Evaluation of a CPD activity (Support staff) (template) 5215 Letter for repayment of CPD costs (template) 5416 Example Teachers’ Self-Evaluation Form 5617 Appraisal Form for Teachers (example) 5918 Incremental Progression recommendation form (Teachers) (example) 6419 Incremental Progression recommendation form (Support staff) (example) 6720 Letter – successful application for progression to UPR (template) 7821 Letter – unsuccessful completion of PM objectives (template) 7922 Letter - successful completion of PM objectives (template) 8023 Application form for progression to UPR (template) 8124 Personal Support plan under normal PM (template and example) 8225 Record of weekly review meetings (template) 8526 Letter – outcome of informal review meeting (template) 8627 Letter – extension of programme of informal monitoring/support (template) 8728 Managing difficult conversations – guidance note 8829 Letter giving notice of final review meeting under normal PM (template) 93

1. Staffing Structure

Every school should have a staffing structure agreed by the governing body, which has been developed in consultation with staff. Schools are required by regulation to review their staffing structure with a view to ensuring that the structure makes effective use of staffing resources.


2. Job Descriptions and Person Specifications

Every post within the staffing structure should have a job description and person specification attached to it.

Job descriptions and person specifications should be reviewed and updated as part of the Performance Management process, or more frequently if changes are being made to the responsibilities and tasks attached to the post. Example job descriptions and person specifications are available from the Schools’ Choice HR Team and can also be found freely on the internet

For teaching staff, following the completion of the NQT induction year, Teachers’ Standards define the level of practice at which all qualified teachers are expected to perform. This means that teachers’ performance must be assessed against the standards as part of the overall appraisal arrangements in schools.

Governing bodies should also consider arrangements for Continuing Professional Development (CPD), career progression and succession planning, to ensure they are effectively managing the long term needs of the school. Further advice, including a Talent Management toolkit and template Succession Planning Policy, is available here.

3. Appraisal Policy

Maintained schools and local authorities must have an appraisal policy for teachers and a policy, covering all staff, which incorporates Performance Management arrangements and deals with lack of capability. It is recommended that Academies and Free Schools put similar arrangements in place.

The school should review and update school’s Performance Management policy on an annual basis, in conjunction with a review of the school’s Capability and Pay policies. This is to ensure that all these policies dovetail and interface with each other in accordance with the requirements of the school, the wider Academy Trust / Federation / LA / DfE as appropriate.

4. Delegation of responsibility for Appraisal

The school’s Appraisal Policy should make clear who has responsibility for Performance Management and arrangements for appeals

Before the beginning of the Performance Management cycle for each year, the school should:

Publish the Appraisal structure and arrangements for the forthcoming Performance Management (PM) cycle to all staff

Consider any requests for changes to the Appraisal structure

Conduct initial training for new Appraisers and update/refresher training for experienced Appraisers

Contact Schools’ Choice HR Caseworker team for detailed guidance, assistance and further information on options for training.

Example arrangements for Performance Management for teachers can be found at Appendix 1.

Example arrangements for PM for Support staff and Performance Management Process (PMP) Guidance for staff and Appraisers can be found at Appendix 2.


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Further guidance for Appraisers can be found at Appendix 3.

5. Setting Objectives

Before the beginning of the annual Performance Management Cycle, the school’s Leadership team should consider putting in place some generic Performance Management targets / objectives for all members of staff which link to the school’s Development Plan.

Each Appraiser should then formulate proposed Performance Management targets / objectives for each of their Appraisees appropriate to their individual continuous professional development (CPD).

The Leadership team should ensure consistency in target / objective setting across the school / Academy Trust / Federation.

Example PM objectives for Teachers can be found at Appendix 4.

Example objectives for Support staff can be found at Appendix 5.

An example Individual Plan for Support Staff can be found at Appendix 6.

6. Professional Standards

All members of Teaching and Support staff should be referred to the relevant standards / job descriptions / performance indicators for their post to ensure that everybody is clear on what they will be assessed against.

Job descriptions should be reviewed prior to the start of each Performance Management cycle, or more frequently if there are significant changes to tasks / responsibilities attached to the post. Job descriptions should also be reviewed if a post becomes vacant, as part of the recruitment and selection process.

A copy of the DfE Teachers’ Standards can be found on the DfE website: https://www.gov.uk/government/publications/teachers-standards

A copy of the Teachers’ Standards Audit and Planner can be found at Appendix 7.

Ofsted Key Performance Indicators can be found at Appendix 8.

Examples of additional performance expectations of Teachers on UPR can be found at Appendix 9.

7. Observations and other sources of information

Before the beginning of the Performance Management cycle, the Leadership team should agree arrangements for lesson observations, learning walks and any other informal ‘drop-ins’ as appropriate for teachers. The Leadership team should also agree arrangements for work observation for Support staff as appropriate

Any other sources of information / evidence which will be used to assess work performance as part of the overall Appraisal process should be identified and published.

An example Lesson Observation Form can be found at Appendix 10.


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

An example Classroom Observation Protocol can be found at Appendix 11.

8. Development and SupportAt the beginning of the Performance Management cycle, each Appraiser should discuss and agree plans with each Appraisee for attendance for any formal training programmes or events. The discussion should include how this will be followed up, evaluated and if possible, disseminated to colleagues. It is very important that actions to be taken and by whom are recorded, together with deadlines, check-points and milestones.

Appraisees should be encouraged to take ownership of their own Performance Management. This means that they should fully and actively engage in the process and take responsibility for ensuring that their own actions are completed as agreed and for prompting others as appropriate if agreed deadlines are slipping.

The school should develop a policy and agree arrangements for repayment of CPD costs in the event that employee resigns within two years of completing a programme of training which has been funded by the school.

An example of a Personal Development Plan (Teacher) can be found at Appendix 12.

An example evaluation of a CPD activity for a teacher can be found at Appendix 13.

An example evaluation of a CPD Activity for Support staff can be found at Appendix 14.

A template letter explaining the requirements for repayment of CPD costs can be found at Appendix 15.

9. Reviewing performance and the Appraisal ReportAt the beginning of the Appraisal cycle, the school’s Leadership team should agree and publish a schedule for interim and final review meetings. The first interim review meetings should be scheduled in the first term of the Appraisal cycle, or earlier if there are significant milestones which have been identified to be achieved during this time.

Appraisers (in conjunction with Line Managers if this is a different staff colleague) should take prompt action to address any areas of development need which emerge during the Appraisal cycle.

The Leadership team should also agree and publish dates for completion of all Appraisal documentation.

An example Teachers’ Standards Self-Evaluation form can be found at Appendix 16.

An example Appraisal form for teachers can be found at Appendix 17.

An Incremental progression recommendation form for teachers can be found at Appendix 18.

An example appraisal form and incremental progression recommendation for Support staff can be found at Appendix 19.

A template letters for a successful application for UPR can be found at Appendix 20.

A template letter for unsuccessful completion of PM objectives can be found at Appendix 21.


A template letter for successful completion of PM objectives can be found at Appendix 22.

An example application form for progression to UPR can be found at Appendix 23.

A template for a Personal Support Plan under normal Performance Management can be found at Appendix 24, together with an example Support Plan.

A template for weekly review meetings under normal Performance Management can be found at Appendix 25.

A template letter confirming the outcome of a review meeting, following a programme of informal monitoring and support can be found at Appendix 26.

A template letter confirming the extension of a programme of informal monitoring and support can be found at Appendix 27.

Guidance on ‘Managing Difficult Conversations’ can be found at Appendix 28.

10. Transition to Capability

If there are areas of development need which it has not been possible to address successfully within the context of normal Performance Management, the school should seek further advice / assistance and guidance from the Schools’ HR Casework team with regard to the transition process to enable further action and support under formal Capability proceedings.

Any employee subject to transfer to the Capability Procedure should be encouraged to access the school’s confidential Wellbeing Scheme and also to seek the advice of their TU representative. They should also be given a copy of the school’s Capability Procedure.

A template letter giving notice of a final review meeting prior to transition to the formal Capability procedure can be found at Appendix 29.


APPENDIX 1 PMP1 09/15

EXAMPLE - ARRANGEMENTS FOR THE PERFORMANCE MANAGEMENT OF TEACHING STAFF

[insert name] SCHOOL[insert appraisal period]

The school’s current policy for Performance Management was adopted by the governors in [insert date].

The chart indicating this year’s organisational structure for interviews is attached.

Please note that NQTs are not listed on the chart because they are not subject to Performance Management in their initial year of service.

The reviews will take place on the Professional Development Days on [insert date] September.

When setting targets with colleagues, please note that we must all be aiming to achieve aspirational targets (4 levels of progress) with the pupils we teach.

A Copy of the school’s Development Plan is available for your reference. In order to ensure that the Performance Management process relates to this, all colleagues have three generic targets. These generic targets are incomplete to enable them to be phrased specifically to apply to the individual teacher.

A copy of the Professional Standards for Teachers is attached.

In accordance with the school’s Pay Policy, decisions regarding pay progression will be made with reference to the teacher’s Performance Management reports and the pay recommendations they contain. Thus, the targets set for performance in [insert dates of appraisal cycle] will form the basis of the pay recommendations which will be made in September [insert date].

A Pay Recommendation form will be completed by line managers and submitted to the Headteacher.

Dates for lesson observations should be agreed at the review meeting in order to ensure that all colleagues have been observed before Christmas.

Please let me know if you have any queries about these arrangements or you need further guidance.

Thank youHeadteacher


EXAMPLE - ARRANGEMENTS FOR THE PERFORMANCE MANAGEMENT OF SUPPORT STAFF

[insert name] SCHOOL[insert appraisal period]


The school’s current policy for Performance Management was adopted by the governors in [insert

date].

The chart indicating this year’s organisational structure for interviews is attached.

Please note that Support staff colleagues who have less than six months’ service are not listed on the chart because they are subject to separate Probationary procedures.

The reviews will take place on [insert dates].

A Copy of the school’s Development Plan is available for your reference. In order to ensure that the Performance Management process relates to this, all Support staff colleagues have three generic targets relevant to their team / department. These generic targets are incomplete to enable them to be phrased specifically to apply to the individual staff colleague.

A copy of your job description is attached.

In accordance with the school’s Pay Policy, decisions regarding pay progression will be made with reference to individual Appraisal reports and the pay recommendations they contain. Thus, the targets set for performance in [insert dates of appraisal cycle] will form the basis of the pay recommendations which will be made in [insert date].

A Pay Recommendation form will be completed by line managers and submitted to the Headteacher.

Please let me know if you have any queries about these arrangements or you need further guidance.

Thank you

[insert name]Headteacher

APPENDIX 3 PMP2a 09/15

A Guide for Staff and Appraisers

This document is a simple guide to all staff undertaking involved in the Performance Management process.

Part A is for all staff and focuses on the basic procedures that need to be followed throughout the Performance Management process.

Part B is for Appraisers responsible for conducting reviews, highlighting general areas of good practice that help to ensure that the review is a success.

Part A Checklist of Procedures for All Staff


The Performance Management Process (PMP) is key to ensuring that the work undertaken by you and your colleagues is closely linked to the needs of your school. This is achieved by you and your reviewer looking back at you r work and achievements over the previous year and setting new work objectives for the coming year. It is also an opportunity to identify any training and/or development needs you may have and how these might best be addressed.The PMP is not just a chance to talk about your work objectives, it is also an opportunity to discuss any particular issues you may be encountering in your workplace as well as to reflect on your long term career aspirations. Remember this is your review meeting and your contribution will play a great part in ensuring it is a success.

This simple checklist outlines the three stages for you to follow in order to successfully complete the annual performance & development review process.

Stage 1 Before the Review Meeting

The more you prepare for your PMP meeting the more you will get out of it. It’s useful to jot down notes at this stage to take with you into the review meeting with your Appraiser.

a) If you have had a PMP meeting before consider to what extent your past year’s objectives and training and development activities have been achieved.

If this is your first PMP meeting think about the new skills you have gained over the last 12 months and how you might build on them over the next 12 months.

b) Think broadly about your job role and consider any on-going or potential new objectives for the next review period.

c) Consider what competencies (where applicable) you may need to apply to help you meet your stated objectives.

d) Consider any potential new or modified training & development needs for the coming year.

e) Complete any relevant sections on your PMP document prior to the meeting.

Stage 2 At the Review Meeting

With your Appraiser, be sure to cover the following:

a) Review progress and achievement of your previous year’s objectives/targets, if you have had a PMP meeting before. If not, reflect on the past 12 months in broad terms.

b) Review the competencies that are relevant to your job and especially focus on any areas that were discussed at your last meeting. Discuss how these are currently applied, if appropriate.

c) Review achievement of previous year’s training and development activity, if appropriate.

d) Discuss your job role and agree your work objectives/targets for the coming review period. These should cover your whole job and may be on-going from year to year or may be new. Consider how you might best evidence their achievement during the course of the year.


e) Agree the actions you will need to take to achieve these objectives and identify how well you currently

apply these.

f) Where appropriate agree training and development to support your objectives and competencies.

g) Agree and book the date for your interim review (in approximately 6 months’ time).

Stage 3 After the Review Meeting

This stage is all about recording the outcomes of your review on the PMP paperwork. Try to complete the paperwork as soon as possible after your review meeting while it is still fresh in your mind. If you feel confident, try to complete the paperwork yourself and then check with your reviewer. If you feel less confident, ask your manager to do it with you.

a) Complete relevant sections of the PMP paperwork and ensure it is signed off by your Appraiser (and Line Manager if applicable) before you sign it off yourself. For Teachers, in most cases the Line Manager is likely to be your Headteacher, if s/he isn’t the Appraiser. In larger schools, however, the Line Manager may be a Senior Teacher, a member of the management team or (for Support staff) the school’s Bursar or Senior Administrator. Over the coming months, you will need to record the things you have done, or are doing, to meet your objectives during the review period.

b) The master copy of your paperwork will be kept at your school. Keep a copy of the paperwork for yourself. The training needs identified in the PMP document need to be forwarded by you to the appropriate person in your school for follow-up action, if appropriate.

Part B Good Practice Guide for Appraisers

The role of the Appraiser in the Performance Management process is critical to its ultimate success. The key areas that need to be covered during the review are summarised in the school’s policy and guidance. However, there are a few additional areas that you, as an Appraiser, need to consider to ensure best practice:

a) Agree with your Appraisee a date, time and place for the review.

b) Ensure that the venue where the review will take place is suitable and will be free from interruptions – both from people and the telephone.

c) Check that you both have a copy of your reviewee’s previous PMP paperwork. For new employees (Support staff) this may be the Probationary Report.

d) Prepare for the review focusing on all the areas outlined in the checklist of procedures.

e) If there are additional areas that you want to discuss with reviewees, inform them beforehand so that they can prepare accordingly.

f) Set the tone for the review right from the start by being relaxed and agree what you both hope to achieve from the meeting. Encourage your reviewee to be as open and honest as possible.

g) Ensure that Appraisees have plenty of opportunity to contribute their views and ideas and that you listen actively. A general guide is for the Appraisee to do around 60% - 70% of the talking, and for the Appraiser to do 60% - 70% of the listening!


h) During the discussion be sure to acknowledge and congratulate Appraisees on their efforts and

achievements.

i) Ensure that you give constructive feedback on all areas including those that still require further action and/or future development. This is particularly important if you are recommending that an increment is not awarded because the PMP objectives have not been met.

j) Ensure that each area of the review is properly addressed and agreed before moving to the next area. Confirm with your reviewee that it is OK to move on, in this way you will both be clear that nothing has been left out.

k) At the end of the review, confirm with your Appraisee dates by when the PMP paperwork needs to be finalised and signed off.

l) Finally, set a date for the next review meeting and thank your Appraisee for their time and commitment.

m) After the review, ensure that you carry out any actions that you had agreed you would do. Also ensure that the paperwork is completed and signed off as agreed.


APPENDIX 4 PMP3 Example Objectives Teacher (1)

PERFORMANCE MANAGEMENT – OBJECTIVE SETTING (GENERIC)

1. To consistently deliver lessons at a ‘good’ / outstanding standard i.e. ensuring that……………………..

Higher ability students remain fully engaged and are stretched and challenged

Challenging behaviour is effectively channelled into positive engagement with the teaching group

Classroom Support staff are effectively managed and deployed to facilitate maximum benefit to small groups and individual students.

2. To enable students to achieve a minimum of three levels (or the expected four levels) of progress i.e. by ensuring that……….

Lesson plans provide differentiation by both outcome and activity appropriate to pupils’ ability and individual needs and facilitate engagement and learning.

Extra-curricular activities are introduced and developed to build on classroom learning

Effective individual plans are in place to support those not making the expected levels of progress to achieve this by the time they reach the end of [KS]

3. To develop effective tutoring so that students are able to reflect on the progress they have made and their emerging needs i.e. by ensuring that ………….

All students are allocated individual time to review and discuss progress

Students are asked questions which are appropriate to their ability / level of maturity and which develop their understanding of how they can progress in their learning

All students feel supported and have the confidence and self-esteem to stretch and challenge themselves.

4. Individual objective


PMP4 Example objectives Teacher (2)EXAMPLE OBJECTIVE (linked to Teacher standards S1, S2, S6)

PERFORMANCE MANAGEMENT PLANNING DOCUMENTObjectives for period [insert dates]

Reviewee’s name: Reviewer’s name:

Objective: Provide regular and effective feedback to students, through both verbal and written means so that they understand, know and can articulate how they are currently performing in terms of either their national curriculum level, or an appropriate exam grade

descriptor, and understand what they can and need to do in order to improve their work and performance.Action When Resources needed

Provide formative and summative feedback to each individual student

Introduce record cards for each student to record student’s own targets for improvement,

based on feedback

Hold ‘learning conversations’ with students to demonstrate understanding of current level of achievement and explore what needs to be

done to improve / stretch the student.

Visit [insert name] school / attend training / conference (as applicable)

At least once each half term

By autumn half term

At least once each half term

Spring term

Marked workExam / test results

Example record cardsSupport from SMT

Tutorial time

Cover

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Success criteria: Feedback from students indicating that they receive feedback regularly on their work and value it, that they know their current performance

and how to improve Teachers give written and verbal formative and summative feedback to each student on how to improve

Student progress: evidence from teacher assessment, which is subject to internal quality control (moderation) and/or external examination results shows that a group of students (identified and agreed between the reviewer and reviewee at the initial meeting) have made good*

progress during the year as a result of the good teaching and feedback they have received*good means that their progress is at least in line with their individual FFT targets

Monitoring arrangements and evidence: Lesson observation(s) which can specifically comment on this objective

Scrutiny of students’ work, during observation(s) and department moderation, which shows constructive comments on how the student can improve their work

Discussions with and/or surveys of students indicating that they receive feedback regularly on their work and value it, that they know their current performance and how to improve

Termly data monitoring shows the progress that pupils are making and identifies the percentage making the expected progress

Support requiredHalf termly meetings with [insert name] Mentor


PMP5 09/15

Example objectives – Teacher on UPR

1. PERSONALISED LEARNING

The teacher will have implemented strategies to further develop personalised learning within his/her classroom, as evidenced by work scrutiny and lesson observations

This objective could be written in a number of ways to make it even more specific. For example, it could refer to lesson planning and demonstrating that the teacher takes into account pupils' individual needs so they reach their full potential.

It could also incorporate the school's performance criteria for teachers on the UPR. For example:

Lesson planning and lesson observations show that the teacher is creative in his/her approaches to teaching. The teacher is also adept at designing learning sequences within and across lessons that are effective and consistently well-matched to his/her pupils' learning objectives and individual needs

Work scrutiny and lesson observations show that the teacher has implemented strategies to ensure peer and self-assessment are undertaken by his/her pupils, along with effective marking which provides guidance to pupils on how they could improve their work

The teacher is able to demonstrate that his/her teaching is informed by data, and that he/she uses knowledge of his/her pupils' prior attainment to personalise learning within the classroom

2. IMPROVING PUPIL WORK THROUGH DEVELOPING ASSESSMENT FOR LEARNING IN WRITING

Objective:

The teacher will have implemented and monitored strategies in order to provide pupils with more effective guidance as to how to improve their work through developing Assessment for Learning in writing.

Success criteria

Self-review will show research to help inform action plan by [date]

Strategies to be used/action plan prepared and presented by [date]

Lesson observations show evidence of Assessment for Learning strategies by [date]

Evidence of peer and self-assessment of planning by [date]

Evidence of pupil involvement in target-setting by [date]


Monitoring by [date] shows that assessment and marking give pupils clues as to how to improve their work

Monitoring and self-assessment show clear impact by [date]

Monitoring arrangements

Self-review

Scrutiny of books and other work by pupils

Formal and informal lesson observations

Evidence that targets are shared

Evidence of peer and self-assessment

Evidence to be used to evaluate objective

Monitoring and self-evaluation reports

Pupils' work showing peer and self-assessment

Lesson plans

Observations

3. INCREASING THE NUMBER OF PUPILS MAKING PROGRESS IN MATHS BOOSTER CLASSES

Objective:

The teacher will have further developed, implemented and monitored strategies with an aim to increase the percentage of pupils making two levels of progress in maths within his/her year [insert year group] booster classes.

Success criteria

Review of existing targets and current progress being made by the group of pupils involved by [date]

Review of existing strategies by [date]

Strategies devised on the basis of the review and implemented by [date]

Monitoring by self-review and planning documents show new strategies have been implemented

Outcomes and evidence show that pupils in the maths booster class make two levels of progress in [year]



Self-evaluation

Scrutiny of pupils' books

Evaluation of outcomes

Evidence to be used to evaluate objective

Scrutiny of pupils' books/work in Maths

Monitoring and progress reports

Internal / external examinations / tests and other outcomes analysis

4. INCREASING THE NUMBER OF PUPILS MAKING TWO LEVELS OF PROGRESS IN ENGLISH AND MATHS

Objective:

The teacher will have developed, implemented and monitored strategies with an aim to increase the percentage of pupils making two levels of progress in English and Maths by the end of year 6.

Success criteria

Strategies presented to the appraiser and implemented

An increase in the percentage of pupils attaining two levels of progress [in some case the actual percentage is not specified, as the key point is the strategies developed and implemented rather than a set percentage increase]


Presentation of strategies implemented to the appraiser

Self-evaluation by the teacher

Pupil outcomes



Example Performance Management Objectives/Targets forSupport Staff

Please note that these are just suggestions to give both reviewees and reviewers some ideas on how an objective might look, and the steps that could be taken to achieve it. It is in no way an exhaustive list - the best targets will come out of discussion between the reviewee and the reviewer about their current work and how they wish to develop their job. Several of the objectives/targets have been left deliberately vague as they could apply across several support staff posts or aspects of work that people do.

1. To maintain a tidy and welcoming reception area (applicable to office/receptionist staff).

Steps:

a) To spend time with the business manager/headteacher within the next month reviewing the current lay out of the office and the impression that it gives at present.

b) To draw up a list of recommended changes to the lay out of the office and any procedures that are used.

c) To implement those changes within x weeks/by x date.

d) To review the office at least once a month with a tick list of the changes that were implemented to ensure that they are still being met.

2. To develop skills to deal with difficult parents and use those skills effectively when meeting with parents (applicable to anyone on the support staff who deals directly with parents e.g. reception staff, LSAs and teaching assistants).

Steps:

a) To attend either a course on handling difficult parents, if we can find one that is suitable, or to have a two hour training session with the Deputy Headteacher to develop strategies that should be used.

b) As an outcome of (a) produce a list of bullet points of strategies that I should aim to use when dealing with difficult parents.

c) After each occasion when a parent is difficult to go back to the bullet points and tick off those that I managed to follow.


3. To support the new receptionist by acting as a mentor and meeting regularly to advise on procedures (applicable to office/receptionist staff).

Steps:

a) On the first day take the receptionist on a tour of the school, pointing out all the relevant information that s/he need to know

b) To spend time within the first 3 days of her/his arrival to go through all the general procedures in the office. Where necessary give accompanying notes.

c) To allocate a period of about 2 hours within 2 weeks of her/his arrival to go through the less frequent procedures. Give accompanying notes as these are less frequent actions and more likely to be forgotten.

d) In the first 3 weeks find 10 minute every day to check that s/he is comfortable with what s/he is doing and check if there is anything else s/he needs to know.

e) Arrange a regular meeting once a month to check that everything’s going OK.

f) Alert the receptionist’s line manager if s/he has any concerns you cannot handle or if you have any concerns.

4. To find out more about problems encountered by autistic children in view of the fact that 3 have joined the school this year. (The steps are written as if they would apply to the school reception staff, but could be adapted to others who have regular contact with pupils.)

Steps:

a) To attend either a course or an in house CPD session on understanding autistic children and meeting their needs.

b) Set up a specific meeting with the school’s SENCO to check on any additional information that is particularly relevant to those children in being in the school office or issues that are handled by the school office. Make a list of the things I need to be aware of.

c) Where possible introduce myself to the parents so that I have established a good relationship with them should I need to speak to them during the day.

d) When I have had dealings with any of the autistic children check my list afterwards to ensure that I am meeting the recommended approaches.


5. To set up an improved system to record those pupils who are ill and need medical help, including those who go to the medical room. To trial the new system and evaluate its strengths and weaknesses. (Applicable to relevant support staff for ill pupils.)

Steps:

a) Carry out an audit of the current system and identify its strengths and weaknesses.

b) Identify the changes that need to be made, ensuring these are within any budget constraints!

c) Meet with the headteacher and other relevant staff to discuss the changes that would improve the current system. Work out, in consultation, the time programme to implement these.

d) Implement the changes according to the plan.

e) After one month, and again after six months, review the changes and make minor alterations if necessary. Report my evaluations to the headteacher.

6. To aim to answer 90% of all external calls within 8 rings (applicable to office/receptionist staff).

Steps:

a) Attempt to identify what percentage of calls are currently not being answered within this time.

b) Identify the reasons why calls are not answered within that time.

c) Work through each of these to see what changes could be implemented and discuss these with other relevant staff and line manager.

d) Implement these changes.

e) Monitor the time it is then taking to answer calls. Ensure an apology is given to any caller that has still had to wait for the phone to be answered.

7. To work with the Head of Science/any subject in helping with the appointment of the new technician (applicable to technician staff).

Steps:

a) Helping to prepare the advert.

b) Read the application forms and make my own list of who should be short listed. Discuss this with the Head of subject.

c) Assist with the planning of the programme on the PD day, ensuring that there is adequate time to meet the candidates and show them the demands of the job.


d) Draw up some questions for the interview and be involved in the interviews.

e) Contribute my views about the candidates to the relevant staff on the interview day.

8. To be a mentor for the new science/any subject technician and guide him/her in their initial weeks. (Applicable to technician staff, but could be adapted to any area where new staff are being appointed.)

Steps:

a) To spend time within the first 3 days of her/his arrival to go through all the general procedures in the prep room. Where necessary give accompanying notes.

b) On the first day take the technician on a tour of the science department, pointing out all the relevant information that s/he need to know.

c) To allocate a period of about 2 hours within 2 weeks of her/his arrival to go through the less frequent procedures. Give accompanying notes as these are less frequent actions and more likely to be forgotten. Pay particular attention to health and safety issues.

d) In the first 3 weeks find 10 minutes every day to check that s/he is comfortable with what s/he is doing and check if there is anything else s/he needs to know.

e) Arrange a regular meeting once a month to check that everything’s going OK.

f) Alert the Head of Science/any subject if the new employee has any concerns I cannot handle or if I have any concerns.

9. Update my knowledge on the latest developments in photocopiers/audio-visual (whatever) equipment with a view to recommending changes to the school’s leadership group and governing body. (Applicable to reprographics assistants/ technicians but could be applied to several areas, and would need clarifying for that particular person.)

Steps:

a) Ascertain any budget constraints with the headteacher.

b) Identify the problems with the current equipment which new equipment may help top address.

c) Get hold of catalogues/access internet to find out about recent developments.

d) Identify if any improvement could be made within the budget constraints.

e) Contact companies for further information or a demonstration.


f) Prepare a written document to present to school’s leadership group and/or governing body with recommendations.

10. To provide a more efficient system to support staff in providing them with the raw materials/work they need in Technology / any subject lessons. (Applicable to technical staff but could be adopted to other roles.)

Steps:

a) To work with the Head of Department to produce a form that all staff complete stating what materials they require for each lesson. These need to be completed at least one week before the lesson and put in a specific tray.

b) To ensure that staff are aware that priority will be given to those that are written down and verbal requests may not always be met.

c) To check the tray twice each day.

d) To plan each week ahead so that I am very clear what is needed for each lesson and have allowed time to prepare and provide this.

11. To review the priorities for gritting that are needed in icy weather, and implement these, particularly in view of the problems faced last year (applicable to caretakers).

Steps:

a) Meet with other caretakers, the bursar and the headteacher and identify the key areas that need urgent gritting. Consider the problem areas of last year.

b) With these people identify a plan that will be followed which also includes the other jobs that have to be done every day and in cold weather.

c) Implement the plan when there is a need.

d) Review its effectiveness on each occasion and make changes where necessary.

12. Develop my ICT skills further to support the new work that I am undertaking in .… (applicable to many posts so has been left quite vague – actual steps would need to be more specific about the needs that the person is attempting to meet).

Steps:

a) Identify the new skills that I need to complete this aspect of my work more effectively.

b) To attend either a relevant course or ask for a half day training from school’s ICT Co ordinator on this ICT area.


c) If appropriate, ensure that I have a set of notes I can refer to when using the new skills/programme.

d) Record the work that I do using this new skill/programme to ensure it is being regularly used.

13. To find out more about the (any development or skill) so I can better support the (any) year pupils in (any) lesson. (Applicable to many posts, especially learning support assistants and general teaching assistants, so has been left quite vague – actual steps would need to be more specific about the needs that the person is attempting to meet.)

Steps:

a) To attend a course, if a relevant one is available.

b) To meet with the teacher with key responsibility in the school for (this area of development) and identify ways in which I can apply new knowledge and further support the pupils.

c) Ask that teacher to observe me in the classroom within one month of our meeting to have feedback on how successfully I am using the (new ideas).

14. To re-organise the filing system in/for (any area) (applicable to administrative/ clerical staff).

Steps:

a) To talk with person responsible for that area and identify the way they want things filed.

b) To allocate one week in which the re-filing would be completed.

c) To dispose of material no longer needed after consultation with relevant manager.

d) To inform relevant staff of new system and how to use it.

e) To draft written guidance for reference by other colleagues.

f) To check monthly that it is being maintained efficiently.

15. To meet all deadlines more effectively in view of concerns raised in the last review (applicable to many jobs, so steps have been left quite vague).

Steps:

a) To go through my records and meet with relevant managers to establish which deadlines were not met.


b) Identify if there is a common trend with those deadlines and if they are dependent on actions of other people.

c) To start work with deadlines at least (…) days previously to what I have been doing, including informing relevant staff that I need information earlier if applicable.

d) To plan an annual diary showing dates for key tasks / events, so that I can plan ahead more effectively. Add to this diary as and when needed.

16. To pull together all the documentation on exclusions so that everything is easily to hand when needed (applicable to headteacher’s secretary).

Steps:

a) Check that all the latest information from DfES on exclusions is available in a file.

b) Put all 4 sample DfES letters on computer file so that they are ready to adapt when needed.

c) Print off copies of the behaviour policy so that they are ready to send to governors, parents and LEA when needed for permanent exclusion hearings.

d) To ensure the DfES guidelines to governors are sent to the members of the disciplinary committee each year.

e) To develop a pro forma that can be used by senior staff/year co-ordinators to ensure that all aspects have been covered when preparing their case for exclusions.

17. To devise a more efficient system for school lettings procedures (applicable to administrative staff/bursars).

Steps:

a) Review the current system, including meetings with any relevant staff and people who regularly hire the premises, and identify the problems with current system.

b) Visit two schools that have a large lettings capacity and identify good practice in the strategies they use.

c) Draw up a plan of how things could be done more effectively.

d) Present this plan to line manager/headteacher and implement agreed changes.

e) Review the agreed changes after 2 months and 6 months – include talking again to the people who regularly hire the school’s facilities.


18. Update the school’s web site (applicable to ICT technicians).

Steps:

a) Produce a questionnaire to distribute to a sample of staff, parents and pupils to ask for their views on the current web site. Complete this within next 2 months.

b) Analyse the results of the questionnaires and use my own personal knowledge to identify ways in which web site should change.

c) Consult with the headteacher on proposals.

d) If necessary, undergo additional training from relevant training body.

e) Implement changes over the 6 months following the initial consultation phase. (n.b. a future target could be to evaluate this re-vamped web site.)

19. Supervise/carry out the installation of new (e.g. software/equipment) that has been ordered (applicable to technicians).

Steps:

a) Ensure all necessary extra materials have been ordered for installation.

b) Work with all those affected by any changes to plan a programme for the installation. Distribute this to all relevant staff in sufficient time to minimise disruption.

c) Ensure I am fully trained in the new software/use.

d) Offer a CPD session after school to all staff who need training on the new software/equipment.

20. To develop further the skills needed to manage angry and upset pupils (applicable to teaching assistants, LSAs, BSAs, midday supervisers etc).

Steps:

a) To attend either a course on dealing with difficult pupils or, if we can’t find one that is suitable, to organise training sessions with the Deputy Headteacher/SENCO/ relevant staff to develop strategies that should be used.

b) As an outcome of (a) produce a list of bullet points of strategies that I should aim to use when dealing with difficult pupils.

c) After each occasion when a pupil is difficult go back to the bullet points and tick off those that I managed to follow.


21. To issue all bus passes within 2 weeks for the start of the new academic year.

a) Review current system to identify what works well and what doesn’t.

b) Contact other schools to discuss their systems for issuing passes in order to identify good practice.

c) Formulate proposals for change and discuss with line manager/head.

d) Plan numbers of passes to be processed over appropriate period in order to complete all processing before the start of the new academic year.

22. Attend a first aid course to get emergency aider qualification.

a) Identify appropriate first aid course and arrange to attend, ensuring cover has been arranged.

a) Attend programme and discuss outcomes with line manager/head.

b) Use new skills and evaluate after 2 months and 6 months.

23. To review the safety of the storage of chemicals. Implement any changes that the review shows to be necessary.

a) Review current system for the safe storage of chemicals to identify strengths and weaknesses.

b) Contact other schools and identify areas of good practice in place.

c) Discuss with Head of Science/Line Manager and formulate proposals.

d) Implement new arrangements and draw up guidance.

e) Review after 2 months and 6 months of operation.


PMP7 09/15

EXAMPLE OBJECTIVES – SCHOOL BUSINESS MANAGER

EXAMPLE OBJECTIVE: REVIEWING PROCUREMENT AND MANAGEMENT OF SUPPLIERS

Objective

The SBM will evaluate the school’s systems for procurement and managing suppliers, and, where appropriate, propose, plan and implement improvements.

Success criteria

Review of school systems completed by deadline

The SBM will evaluate the school’s systems for procurement and managing suppliers ... proposals, or justification for retaining current systems, to the headteacher by deadline

Action plan completed and delivered to headteacher by deadline

Appropriate stages of action plan completed by deadline

Monitoring arrangements and evidence

Minutes of any relevant meetings to show research/consultations

Progress reports to headteacher

SBM’s self-review and self-evaluation

Agenda/minutes of meetings where progress is discussed

Final presentation and action plan

Evidence of systems in place and being used

EXAMPLE OBJECTIVE: IMPROVING THE PRESENTATION OF FINANCIAL DATA

Objective

The SBM will develop, implement and monitor processes to improve the presentation of appropriate financial data to the leadership team and governors.

Success criteria

Completed audit and review of current processes

Completed survey of leadership team and governors on the current presentation of financial data (e.g. level of detail)

Proposals for improved data presentation to headteacher and governors by deadline

New systems successfully implemented, where appropriate

Greater satisfaction of leadership team and governors with financial data



Evidence of research and completed audit

Materials for presentation of new process

Reports to the headteacher

Self-evaluation by the SBM

Minutes of any relevant meetings at which proposals are discussed

EXAMPLE OBJECTIVE: DEVELOPING A PUBLICITY STRATEGY

Objective

The SBM will review current marketing materials, including websites, newsletters, press releases and the prospectus, and propose improvements with the aim of increasing the profile of the school and the number of good-news stories within local media.

Success criteria

Review of existing approach and potential changes by deadline

The SBM will……propose improvements with the aim of increasing….the number of good-news stories within local media

Completed research on current media profile

Completed action plan, with costings and delivery deadlines

More local media contacts

More positive coverage in local media



Action plan

Minutes of appropriate meetings where proposals are discussed

Revised marketing materials, such as a new brochure

Evidence of outcomes: number of news stories, responses to press releases

EXAMPLE OBJECTIVE: EVALUATING THE EFFECTIVENESS OF THE ADMINISTRATIVE TEAM

Objective

The SBM will evaluate the strengths and weaknesses of the administrative staff team and explore possible routes to improvement.


Success criteria

Survey related to current strengths and weaknesses, job satisfaction, and development and training needs successfully carried out by deadline

Interviews with staff carried out and results analysed by deadline

Training and development needs analysis successfully carried out by deadline

Presentation of summary report/recommendations to headteacher by deadline



Evidence of research – questionnaire findings and interview records

Minutes of meetings as appropriate

Report to headteacher with recommendations

OTHER EXAMPLES OF PERFORMANCE OBJECTIVESTo ensure accountability and probity in the management of school finances

Some of the objectives for an SBM are to:

Ensure accountability and probity in the management of school finances

Develop and improve the school’s indoor and outdoor environment to promote the safety, wellbeing and learning opportunities of all pupils

Assist designated staff in performing their roles through effective communication, identifying issues and opportunities and giving constructive feedback

Oversee statutory compliance work, ensuring compliance and seeking out savings


APPENDIX 6 PMP8 09/15[NSERT] SCHOOL

PRIVATE AND CONFIDENTIAL

STAFF APPRAISAL – SUPPORT STAFF

INDIVIDUAL PLAN

Planning record of objectives for the year ………………………………

Name……………………………………… Appraiser……………………………………..

Date of meeting…………………………

OBJECTIVES

1. Objectives relating to current post

2. Objectives relating to personal professional development


3. Any other objectives (relating to wider responsibilities within the Department / Team or to ‘whole school’ responsibility) within the context of the school’s overall development plan.

RESOURCES REQUIRED TO SUPPORT OBJECTIVES

DEVELOPMENT AND TRAINING NEEDS

Appraisee’s comments:

Appraisee……………………(signature) Appraiser…………………signature)


PMP9 09/15[INSERT] NAME OF SCHOOL

PRIVATE AND CONFIDENTIALAppraisal Checklist

Please indicate judgment on a scale of 1 – 31 = Fully compliant2 = Mostly compliant3 = Not compliant

Any instances where 1 is not the judgment in every area of consideration must be accompanied by an explanation in the comments column. NAME Targets

appropriate to role?

Targets appropriate to career stage / experience?

Targets appropriate to level of responsibility?

Targets are SMART?

Any numerical target is ‘reasonable’?

Is it clear what success will ‘look like’?

Is it clear how progress will be measured?

Is ‘post-threshold’ assessed against relevant standards?

Progression confirmed / denied?

(Indicate yes or no)

Comments


APPENDIX 7 PMP11 09/15[INSERT] SCHOOL

PRIVATE AND CONFIDENTIALTEACHERS’ STANDARDS AUDIT AND PROFESSIONAL DEVELOPMENT PLANNER

Standard + * - *1.1 Set high expectations which inspire, motivate and challenge pupils

1 Establish a safe and stimulating environment for pupils, rooted in mutual respect2 Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions3 Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.1.2 Promote good progress and outcomes by pupils

1 Be accountable for pupils’ attainment, progress and outcomes2 Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these3 Guide pupils to reflect on the progress they have made and their emerging needs4 Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching5 Encourage pupils to take a responsible and conscientious attitude to their own work and study.1.3 Demonstrate good subject and curriculum knowledge

1 Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

2 Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

3 Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

4 If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics5 If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies


* + area where you may be able to help others; * - area where you may need help from others

Standard + * - *1.4 Plan and teach well structured lessons1 Impart knowledge and develop understanding through effective use of lesson time2 Promote a love of learning and children’s intellectual curiosity3 Set homework and plan other out-of-class activities to consolidate and extend the knowledge and

understanding pupils have acquired4 Reflect systematically on the effectiveness of lessons and approaches to teaching5 Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).1.5 Adapt teaching to respond to the strengths and needs of all pupils1 Know when and how to differentiate appropriately, using approaches which enable pupils to be taught

effectively2 Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best

to overcome these3 Demonstrate an awareness of the physical, social and intellectual development of children, and know

how to adapt teaching to support pupils’ education at different stages of development4 Have a clear understanding of the needs of all pupils, including those with special educational needs;

those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

1.6 Make accurate and productive use of assessment1 Know and understand how to assess the relevant subject and curriculum areas, including statutory

assessment requirements2 Make use of formative and summative assessment to secure pupils’ progress3 Use relevant data to monitor progress, set targets, and plan subsequent lessons4 Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to

respond to the feedback.


Standard + * - *1.7 Manage behaviour effectively to ensure a good and safe learning environment

1 Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

2 Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

3 Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

4 Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

1.8 Fulfil wider professional responsibilities

1 Make a positive contribution to the wider life and ethos of the school2 Develop effective professional relationships with colleagues, knowing how and when to draw on advice

and specialist support3 Deploy support staff effectively4 Take responsibility for improving teaching through appropriate professional development, responding to

advice and feedback from colleagues5 Communicate effectively with parents with regard to pupils’ achievements and well-being




Lesson Observation – Ofsted Key IndicatorsEnvironmental Habits Inadequate Satisfactory Good Outstanding

Positive, purposeful atmosphere

The children need regular reminders to keep on –task; some do not keep on-task, despite reminders

With regular reminders, the children work purposefully and productively

Children only need occasional reminders regarding staying on-task

A very positive, purposeful atmosphere pervades all aspects of learning and behaviour within the class

Planning in place and available

Planning for the lesson is not available

Teachers planning folder is present and a suitable lesson plan is in place

Planning for the lesson is precise and is clearly adapted to the needs of the children; adjustments, based on previous learning are clear; previous plans are annotated, including references to assessment

All planning is thorough and detailed; subject and cross-curricular links are clear; assessment opportunities are identified and annotated accordingly; links to S&L, ICT, Homework ensure integrated approach through lesson

Key vocabulary displayed and used

Key vocabulary is not displayed

There is evidence of lists or groups of key vocabulary in the classroom that children can, if they choose, make use of

The key vocabulary on display in the rooms is referred to and used by the teacher, LSAs and children in the course of their work

The use of key vocabulary forms a key component in the teaching and learning of the children; routines are evident and the vocabulary is impacting on the learning

Well-prepared resources in place

Elements of resources are not prepared sufficiently in advance

All resources are prepared ready for the beginning of the lesson

All resources are well-prepared and routines are in place for them to be effectively distributed

Full range of classroom resources and specific lesson resources are effectively prepared, available and distributed; routines lead to


through the course of the lesson

minimal disruption


Effective use of display Displays, where present, to not reflect or impact on the work being carried out in the class

A mixture of displays are used in the class, some with examples of children’s work;

A wide range of different displays include children’s work, work in progress and items to stimulate interest

A wide range of well-thought out, high quality, stimulating displays are used to support the work in class; there are examples of 3D work, interactive displays, examples of best work

LSAs effectively deployed

LSAs have little or no impact on learning

LSAs work alongside groups of children or individuals to ensure they are on task

LSAs are deployed strategically by the class teacher and work effectively to support groups of children and individuals

LSAs are deployed strategically, engage actively with the groups or individuals they are working with and ensure above average progress for those they work with

ICT used effectively, where appropriate

ICT is not used where it could have been used to enhance the learning

ICT is used, principally by the class teacher

ICT is used by both the teacher and the children to enhance the learning

ICT is used in interesting ways to add significantly to the learning

Learning Habits Inadequate Satisfactory Good Outstanding

Learning Objectives Learning Objectives are not shared or to not accurately reflect the teacher’s intention

Appropriate Learning Objectives are shared at the beginning of the lesson and reviewed at the end;

A clear routine for sharing Learning Objectives is present; Learning Objectives are referred to through the lesson and they form the basis of the Plenary; Learning Objectives are distinguished from context

The Learning Objectives permeate all aspects of the lesson; effective routine for sharing, reflecting and assessing the Learning Objectives are in place


Quality examples of work

Examples of successful work are not used

At least one example of a completed piece of work is referred to in the introduction to the task

Two pieces of work are compared and used to help develop the Success Criteria

Carefully chosen pieces of work, one of which that demonstrates high achievement, are used to stimulate and exemplify Success


Success Criteria Success Criteria are not shared, and children are not given clear indications of what constitutes success

Success Criteria have been prepared beforehand and are shared; Success Criteria are mentioned during lesson as a general guide.

Clear Success Criteria are both planned and then developed before task commences; examples of success are shared through lesson and are used in Plenary

Children are actively involved in developing effective Success Criteria before task commences; Success Criteria are referred to throughout whole lesson and used for group/peer/self-evaluation

Recall of previous learning

References to previous learning are not made

Previous learning is referred to in the introduction, but only incidentally built upon

Clear links are draw between previous learning and how the lesson builds on this

There is a shared and understood link between previous learning and the lesson; preparation is made to link learning to next lesson

Differentiation Tasks are not clearly differentiated

Task is differentiated principally by outcome or expected quantity of work

Tasks are carefully designed to meet the learning needs of all three main groups of learners (Core, Support, Extension), including some provision for SEN and G&T

Tasks are carefully designed, chosen and adapted to meet the full range of learners needs; a range of effective strategies is employed


Effective plenary The Plenary, if present, refers only to what has been done and does not provide an opportunity to reflect on the learning

The lesson ends with a summary; reference is made to the Learning Objectives and Success Criteria

The Plenary effectively summarises the learning; examples of work that exemplify the Learning Objectives and Success Criteria are shared; children are actively involved, including group/peer/self-evaluation

Building on ‘mini-plenaries’ through the lesson, the Learning Objectives are extended; children articulate and communicate their learning; wider implications and links are clarified; links made to future learning


Success celebrated Success is only celebrated in general term, without specific links to learning

Success is recognised and praised; some links to Learning Objectives and Success Criteria

Learning Objectives and Success Criteria form the basis for praise; reasons for success are articulated and explained

Evident culture of success being celebrated based on specific aspects of Learning Objectives and Success Criteria; children know that their success will be recognised and celebrated

Cross-curricular links identified and promoted

Reference is not made to cross-curricular links

Examples of links to other subject areas are referred to

Reference is made to how the lesson links to other lessons and subjects

Specific links are made to how skills, knowledge and understanding can and will be used in other areas

Pupils make good progress

Some children do not make progress

All children make some progress in their learning, but not all make as much progress as planned

All children make progress against their previous learning and most fully meet or exceed the expectations of the lesson

All children engage fully with the learning and demonstrate that good progress has been made in their learning


Teacher’s Habits Inadequate Satisfactory Good Outstanding

Good teacher subject knowledge

There are noticeable gaps, misconceptions or inaccuracies in the teacher’s subject knowledge

The teacher demonstrates adequate subject knowledge

The teacher is able to use subject knowledge beyond that being taught to support learning

The teacher uses their in-depth subject knowledge to support learning, support Able pupils and extend learning for all

Targeted closed questions used

The teacher does not ask the children questions

The teacher asks children questions in the course of the lesson

The teacher uses targeted closed questions for simple assessment and clarification of learning

Carefully chosen closed questions are used strategically to explore, for example, levels of understanding, misconceptions and for assessment

Open questions used The teacher does not ask open questions

The teacher uses open questions in the course of the lesson

The teacher asks carefully chosen open questions to encourage thinking skills, problem solving and discussion

The teacher uses carefully chosen open questions to extend children’s learning and understanding

Teacher modelling The teacher does not model

The teacher completes examples of what the children might be expected to do

The teacher clearly models what they expect the children to do, referring to how the Learning Objective and Success Criteria are being met

The teacher clearly models their expectations through modelling, and indicates how to both meet and exceed expectations in Learning Objective and Success Criteria

Teacher works with a focus group

The teacher does not support a specific focus group

The teacher supports a specific group through the lesson, principally in the independent task

The teacher supports the work of a specific group throughout the whole lesson

The teacher significantly enhances the learning of the group they are working with throughout the lesson


Use of Speaking and Listening

The teacher does not use Speaking and Listening strategies

The teacher makes use of at least one Speaking and Listening strategy

The teacher makes effective use of Speaking and Listening strategies to support learning

The teacher effectively uses a range of carefully chosen, effective Speaking and Listening strategies to enhance children’s learning

Range of learning styles catered for (VAK)

A range of learning styles is not catered for

There are opportunities in the lesson for the children to be presented with and respond using a range of preferred learning styles

Specific opportunities are present through the lesson for children to use a range of learning styles

A range of opportunities are planned through the lesson to enable children to use a range of learning styles, including differentiated choices that support specific preferences

Lesson is well-paced Aspects of the structure of the lesson are missing and/or the lesson over/under runs

The lesson has a clear structure and keeps on time

The lesson has a clear, appropriate structure that ensures that each section is built on the last and supports the next at a pace that continues to engage the children throughout

The lesson has an effective structure that injects a sense of determination and perseverance into the lesson

Children’s Habits Inadequate Satisfactory Good OutstandingMaximum involvement of children at all times

The children are not actively involved in their learning

The children area actively involved in aspects of the lesson

There are regular opportunities for the children to become actively involved throughout in the lesson

The lesson is planned and presented in such a way that the children are actively involved throughout the lesson

Dialogue between children & children and children & teacher promoted

There are few, if any, opportunities for the children to engage in dialogue

There are opportunities in the lesson for the children to engage in dialogue with each other and the teacher

Opportunities for dialogue are planned in the lesson and used to promote learning

Effective use of dialogue, including modelling, within the classroom ensures that all children have opportunities to express and discuss aspects of their learning, including with the teacher


Independence encouraged

Classroom practices discourage independence

The children have opportunities to use skills of independence in the course of a lesson

There are regular opportunities for the children to work independently in the course of a lesson

Work in the class is organised in a way that the children must use skills of independence to succeed, while support mechanisms are also effectively used

Response partners used The children are not used to working with a Response Partner

Response partners are used occasionally through course of the lesson

The children engage actively with their Response Partner and the teacher uses Response Partners strategically to support the children’s learning

The children make effective use of their Response Partner both when directed and to support their own learning

Children demonstrate Children do not have the opportunity to demonstrate

There are opportunities in the lesson for children to demonstrate what they have done and achieved

Opportunities for children to demonstrate are planned and used to support learning

Children’s demonstrations are used effectively by the teacher to encourage, praise, support learning, model and support self-review, and to provide opportunities to extend learning

Children carry out self-assessment

The children do not carry out self-assessment

The children have some opportunities to assess their own work

The children use the Learning Objective and Success Criteria to evaluate their own work and learning

The children use the Learning Objective and Success Criteria



ADDITIONAL PERFORMANCE EXPECTATIONS FOR TEACHERS ON UPR

The list below relates directly to the professional standards for a post-threshold teacher (DfE, May 2012) and sets out the criteria by which a UPR Teacher’s performance will be assessed through the appraisal process.

Makes a significant contribution to the development and implementation of school policies and practices and promotes collective responsibility for their implementation, including an active contribution to the school-wide positive climate for learning (P1)

Demonstrates consistent and effective use of an extensive range of appropriate strategies for teaching, learning and behaviour management (P2)

Provides opportunities for all students to achieve their potential through effectively personalising learning (P2)

Demonstrates an extensive knowledge and well-informed understanding of the assessment requirements and arrangements for the subject/curriculum areas they teach, including those related to public examinations and qualifications (P3)

Demonstrates an up-to-date knowledge and understanding of the different types of qualifications and specifications and their suitability to meeting students’ needs (P4)

Demonstrates a more developed knowledge and understanding of progression in their subject/curriculum area and related pedagogy and uses this in their teaching to ensure pupils make good progress (P5)

Has the depth of knowledge and experience to give advice on the development and well-being of young people (P6)

Demonstrates proficiency, flexibility and creativity in designing learning sequences within lessons and across lessons that are effective and consistently well matched to learning objectives and the needs of learners (P7)

Demonstrates that, as a result of their teaching, their pupils achieve well relative to the pupils’ prior attainment, making progress as good as or better than similar pupils nationally. This will be shown in marks or grades in any relevant national tests or examinations, or school-based assessment for pupils where national tests and examinations are not taken. (P8)

Promotes collaboration and works effectively as a team member (P9)

Contributes to the professional development of the school workforce through coaching and mentoring colleagues, and improves the quality of teaching in the school through demonstrating effective teaching and providing advice and feedback to other teachers (P10)


APPENDIX 10 PMP14 09/15Lesson Observation Form School: _________________________

Teacher: ________________ Subject: ___________________

Date: ______________ Year/Class: _______________

Mixed Ability / Banding / Setting Number in class: _____(B) ______(G)

Key: G=Good, S=Satisfactory, I=Improvement RequiredBeginning and End Y N

1 Lesson began punctually2 Clear explanation of lesson aims and objectives3 Appropriate lesson plenary

Quality of Teaching G S I4 Teacher has appropriate specialist knowledge in the subject taught5 Effective preparation and organisation of resources6 Appropriate classroom control7 Effective management of time8 Effective individual, group and whole class monitoring9 Used a range of appropriate strategies, resources and differentiation to

motivate pupils10 Lesson pace is appropriate to pupil ability11 Effective use of voice12 Demonstrated enthusiasm for the subject13 Good teacher/pupil relationships.

Quality of Learning G S I14 Pupils are attentive and on task15 Pupils demonstrate appropriate levels of contribution and enthusiasm16 Pupils demonstrate confidence and independence17 Pupils demonstrate care and pride in their work18 Pupils demonstrate the ability to contemplate their work and self-evaluate

Assessment and Recording G S I19 Assessment and marking criteria are clearly explained20 Constructive critical commenting is used in oral and written work21 Effective use of praise both orally and in writing22 Work is marked regularly.23 Departmental marking reflects a whole school assessment/marking policy24 Results are recorded according to departmental/whole school assessment

policy


Homework G S I25 Appropriate homework is set regularly and recorded by the pupil26 Homework allows appropriate differentiation by task, outcome, subject or

available resources

Classroom Environment Y N27 Classroom is neat and organised28 Appropriate use of displays, including pupils’ work29 There are no Health and Safety issues30 Appropriately quiet environment, conducive to learning

Comments and Notes

Number Notes


Other Notes

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Signed: _____________________ Dated: _________________



CLASSROOM OBSERVATION PROTOCOL

The Governing Body is committed to ensuring that classroom observation is developmental and supportive and that those involved in the process:

Carry out the role with professionalism, integrity and courtesy Evaluate objectively, acknowledging any particular circumstances which may affect

performance on the day Report accurately and fairly Respect the confidentiality of the information gained.

The amount and type of classroom observation will depend on the individual circumstances of the member of staff and the overall needs of the school. In keeping with the commitment to supportive and developmental classroom observation those being observed will be notified not less than [X] working days in advance.

Wherever practicable, the arrangements for classroom observation will be included in the appraisal plan and/or report. As appropriate, this will include the amount/duration of observation, its primary purpose, when during the appraisal cycle the observation will take place and who will conduct the observation. Although classroom observation will be undertaken in line with this plan, other information gathered during the observation will be used, as appropriate, for a variety of purposes including informing the school’s self-evaluation and school improvement strategies. This is consistent with the school’s commitment to streamlining data collection and minimising bureaucracy and workload burdens on staff.

Where concerns about performance arise during the appraisal period it may be necessary to agree classroom observations in addition to or that vary those recorded at the beginning of the appraisal period. In these circumstances, the appraisal plan will be updated.

Classroom observations will only be undertaken by those with QTS. In addition, classroom observation will only be undertaken by those who have been trained in classroom observation and in the provision of constructive and supportive feedback in the context of professional dialogue between colleagues. The Headteacher will seek to discharge their responsibility for monitoring the quality of teaching and learning primarily through the planned classroom observations. Observers will therefore be required to make a judgement about the quality of teaching and learning based upon advice in the school’s [Teaching and Learning Policy] [School may append any lesson observation framework it uses.]

Verbal feedback will be given as soon as possible after the observation and normally within one working day of the observation taking place. 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 emerge from an observation that were not part of the focus of the observation as recorded in the appraisal plan these should also be covered in the written feedback and the appropriate action taken. No written notes in addition to the written feedback will be kept. The teacher may append written comments on the feedback document.



Personal Development Plan - Teacher

Date Setting visited Duration Age groups

Key Learning Points (KLP) Action to be taken as result of KLP

Date to be

achieved

Evaluation



[INSERT] SCHOOLEvaluation of a continuing professional development activity - Teacher

Name:

Course Date:

School:

Title of Training:

Please let us know what impact the training has had by completing section A/B below. Thank you.

Section A Pupils’ learning and achievement

Please tick the relevant box(es). If you are able to add additional information that will be very helpful. (Please continue overleaf if necessary)

A1. The CPD had an immediate impact on my teaching (please briefly describe the impact)

A2. The CPD had an immediate impact on pupils’ learning and achievement (please briefly describe changes in pupils’ learning, behaviour and/or achievement)

A3. The CPD has had no impact on my teaching or pupils’ learning (please add any further comments below)


Section B Sharing good ideas

B1. Please note below any good ideas, useful knowledge or skill development that you gained from the CPD, that you have subsequently shared with at least one colleague.

B2. Please indicate, by ticking the relevant box(es), how established this idea has become in your school:

No new ideas, or ideas not practical in my school

Used in my classroom, but no other classrooms yet (if you would like to briefly describe this new idea, please do so below)

Shared with some colleagues informally and one or two are trying it out

Shared with all colleagues formally (perhaps in a staff meeting)

The idea(s) have been adapted to suit our situation and are working well

We have developed a new idea that we would like to tell others about (if you would like to briefly describe this new idea, please do)



[INSERT] SCHOOLEvaluation of a continuing professional development activity – Support staff

Name:

Course / Event Date:

Training Provider:

Title of Training:

Please let us know what impact the training has had by completing section A/B below. Thank you.

Section A Work Performance

Please tick the relevant box(es). If you are able to add additional information that will be very helpful. (Please continue overleaf if necessary)

A1. The CPD had an immediate impact on the way I organise / manage my work (please briefly describe any changes and how these were implemented)

A2. The CPD had an immediate impact on the quality of my work (please briefly describe how work / service has improved)

A3. The CPD has had no impact on my work (please add any further comments below)


Section B Sharing good ideas

B1. Please note below any good ideas, useful knowledge or skill development that you gained from the CPD, that you have subsequently shared with at least one colleague.

B2. Please indicate, by ticking the relevant box(es), how established this idea has become in your school:

No new ideas, or ideas not practical in my school

Used in my team, but no other areas of the school (if you would like to briefly describe this new idea, please do so below)

Shared with some colleagues informally and one or two are trying it out

Shared with all colleagues formally (perhaps in a staff meeting)

The idea(s) have been adapted to suit our situation and are working well

We have developed a new idea that we would like to tell others about (if you would like to briefly describe this new idea, please do so below)



SCHOOL HEADED PAPER


[insert date]

[insert name][insert address]

Dear

Re: [insert title of training / education course]

Further to your request to pursue training on [details], I am pleased to inform you that the school will pay for the cost of the training. The amount paid by the school will be £[ ].

You will appreciate that the cost of the training is substantial and the school will need to recoup the cost of the training if you leave employment of your own accord during the training or during a specified period after the training has ended.

The school will require you to enter into an agreement to the effect that you] repay the training costs on a sliding scale as detailed below:

Employee leaves within 6 months of completing CPD – full repayment

Employee leaves within 1 year of completing CPD – 50% repayment

If the investment in professional development has been in excess of £5000 (including supply cover) and you decide to leave the school, the Governing Body may require repayment of the funding on the following scale:

Employee leaves within 12 months of completing CPD – full repayment Employee leaves within 2 years of completing CPD – 50% repayment

In all cases, you may choose to arrange for the repayment from their new school (if applicable).

The school reserves the right to require you, in the event of your resignation to repay the school for training costs out of your final salary payment. Depending on the circumstances, the school may agree to the repayment being made by another method (for example, by a series of repayments after your employment ends if the amount is too great to be repaid out of your final salary payment).


If you agree to the terms of this agreement and deduction from wages as set out above, please sign and return a copy of this letter to me by [date]. Please note that the school will not pay the cost of the training fees until a copy of this letter has been signed and returned.

Yours sincerely

[ ]

Agreement to repay training costs on leaving employment

I agree to the deduction of wages as set out above.

Signed:

[ ]

Date:

[ ] ]



TEACHERS’ STANDARDS SELF-EVALUATIONPlease review these standards before your target setting meeting. They should inform both the targets that are set and any professional development that you may need and which should be discussed at the meeting.

PART 1 – TEACHING Self-evaluation

1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE STUDENTS

Weak Developing Embedded Strength

1(a) establish a safe and stimulating environment for students, rooted in mutual respect

1(b) set goals that stretch and challenge students of all backgrounds, abilities and dispositions

1(c) demonstrate consistently the positive attitudes, values and behaviour which are expected of students

2. PROMOTE GOOD PROGRESS AND OUTCOMES BY STUDENTS

2(a) be accountable for students’ attainment, progress and outcomes

2(b) be aware of students’ capabilities and their prior knowledge, and plan teaching to build on these

2(c) guide students to reflect on the progress they have made and their emerging needs

2(d) demonstrate knowledge and understanding of how students learn and how this impacts on teaching

2(e) encourage students to take a responsible and conscientious attitude to their own work and study

3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE

3(a) have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain students’ interest in the subject, and address misunderstandings

3(b) demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship


3(c) demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

3(d) if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

3(e) if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

4. PLAN AND TEACH WELL STRUCTURED LESSONS

4(a) impart knowledge and develop understanding through effective use of lesson time

4(b) promote a love of learning and children’s intellectual curiosity

4(c) set homework and plan other out-of-class activities to consolidate and extend the knowledge & understanding students have acquired

4(d) reflect systematically on the effectiveness of lessons and approaches to teaching

4(e) contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL STUDENTS

5(a) know when and how to differentiate appropriately, using approaches which enable students to be taught effectively

5(b) have a secure understanding of how a range of factors can inhibit students’ ability to learn, and how best to overcome these

5(c) demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support students’ education at different stages of development

5(d) have a clear understanding of the needs of all students, including those with SEN; those of high ability; those with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.


6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT

6(a) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

6(b) make use of formative and summative assessment to secure students’ progress

6(c) use relevant data to monitor progress, set targets, and plan subsequent lessons

6(d) give students regular feedback, both orally and through accurate marking, and encourage students to respond to the feedback



CONFIDENTIALMODEL APPRAISAL STATEMENT FOR TEACHERS

Name: Appraiser:

Overall assessment of performance for the performance management cycle just ended (detailed assessment of standards and objectives are attached as appendices).

Objectives for next cycle including any relevant whole school/ year/ team/faculty objectives:

Extent, pattern and focus of planned classroom observation:

Other evidence:

Support

Timescales for completion:

Signed (Appraisee) Signed (Appraiser):

Appraisee’s Comments:


CONFIDENTIAL

Appendix A: Assessment against objectives

Objective Evidence Assessment


CONFIDENTIALAppendix B: Assessment against teacher standards

A teacher must:1 Set high expectations which inspire, motivate and challenge pupils

Evidence Assessment establish a safe and stimulating environment

for pupils, rooted in mutual respect set goals that stretch and challenge pupils of

all backgrounds, abilities and dispositions demonstrate consistently the positive

attitudes, values and behaviour which are expected of pupils

2 Promote good progress and outcomes by pupilsEvidence Assessment

be accountable for attainment, progress and outcomes of the pupils

plan teaching to build on pupils’ capabilities and prior knowledge

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study

3 Demonstrate good subject and curriculum knowledgeEvidence Assessment

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

4 Plan and teach well structured lessonsEvidence Assessment

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject areas(s)


5 Adapt teaching to respond to the strengths and needs of all pupilsEvidence Assessment

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

6 Make accurate and productive use of assessmentEvidence Assessment

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress

use relevant data to monitor progress, set targets, and plan subsequent lessons

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback


APPENDIX 18 PMP22 09/15CONFIDENTIAL

INCREMENTAL PROGRESSION RECOMMENDATION (TEACHERS)

Name of Post holder: …………………………… Post ……………………………….

Incremental progression is subject to demonstrable achievement, or satisfactory progress towards achievement, of all agreed targets/objectives and competencies.

Recommendation by Reviewer

I have discussed the objectives, competencies and any evidence provided and this development plan with the job holder. Where applicable (tick one box only):

I am able to recommend pay progression on the main pay range (applicable to main scale teachers)

I am able to recommend pay progression on the upper pay range (applicable to main scale teachers on the upper pay range following two successful Performance Management Reviews)

I am able to recommend an additional scale point within the designated range on the Leadership scale (applicable to teachers on the Leadership scale)

I am unable to recommend pay progression

Reviewer’s comments (if needed):

Reviewer’s name: ………………………………………………………………………………

Signature: ………………………………………………………………………………………….

Date: ………………………………………………………………………………………………….

Confirmation by Headteacher

I have examined the documents presented

I agree with the manager’s recommendation

I disagree with the manager’s recommendation

Headteacher’s comments ( if needed):

Headteacher’s name:

Signature: .................................................................................... Date: …………………………….

GOOD / OUTSTANDING PERFORMANCE INDICATORS

Good Performance:

Teaching is observed and is at least good.

Progress of pupils / students is at least good.

The vast majority of pupils / students meet their academic performance targets.

Work scrutiny shows careful marking together with well-judged and thoughtful feedback, signposting the next steps in learning.

Planning is always good and fully appropriate to the group being taught.

Appraisal objectives are fully achieved.

The teacher performs his/her role to a consistently high standard.

The teacher challenges pupils / students to achieve and has high expectations reflected in planning.

The teacher has high expectations of pupil / student behaviour and manages his/her classroom well, with behaviour always being judged at least as good.

The teacher works well with colleagues and supports them wherever possible.

The teacher demonstrates good leadership (applicable to subject leaders, heads of department and other team leaders).

Outstanding Performance:

Teaching is consistently outstanding.

Pupils / students make rapid and sustained progress and learn exceptionally well.

Many pupils / students exceed their performance targets.

Work scrutiny reveals exceptional quality in marking and feedback.

Planning is exceptional and can be used as a model for training other staff.

Appraisal objectives are fully met or exceeded.

The teacher performs his/her role to a high standard, but also contributes much to the school outside of his/her core role.


The teacher challenges pupils / students, has high expectations and inspires pupils / students through his/her enthusiasm, positivity and exceptional planning.

The teacher has exceptional classroom management, coupled with modelling the values of the school in his/her own behaviour, especially in relations with pupils / students.

The teacher inspires others to improve their practice through his/her commitment and enthusiasm and the exceptional work he/she does.

The teacher demonstrates outstanding leadership, as evidenced by outcomes, reviews and feedback from team members and stakeholders (applicable to subject leaders, heads of department and other team leaders).



CONFIDENTIALMODEL APPRAISAL STATEMENT FOR SUPPORT STAFF

Performance Management Review for the period from to

The completed top copy of this documentation is to be kept in the reviewee’s file by the Headteacher A copy will also be kept by the reviewee.

Name: Job Title:

Reviewer Conducting Review: Job Title:

Review Period: Initial Review/Planning Date:

Interim Review Date: End of Year Review Date:

There will be an initial meeting at the beginning of the review cycle. The reviewer and reviewee will together decide on at least 3 targets/objectives. These will be recorded on the following pages with one page completed for each target. They will also identify the training and development needs necessary for these targets to be achieved.

Prior to the review meeting at the end of the annual cycle the reviewee will record the activities they have undertaken to achieve the objective. The reviewee will also complete the self appraisal on the review of competencies sheet.

At the final meeting the reviewee and the reviewer will complete the rest of the sections. The form will then be sent to the headteacher.

Performance Management Review – Action and Development PlanWho completes and when

Target Number: 1

Reviewee and Reviewer together at initial meeting

Target/Objective: Action that will be taken to achieve this:

Any specific development, including training, which will need to be undertaken to achieve the objective:

Timescale to achieve:

The reviewee to complete before the final meeting

Activities successfully undertaken to achieve the objective, including any training undertaken:

The reviewer to complete at the final meeting

Comment on whether the target has been achieved or not:


Who completes and when

Target Number: 2


Target/Objective: Action that will be taken to achieve this:








Who completes and when

Target Number: 3


Target/Objective:

Action that will be taken to achieve this:








Are there any other achievements you have accomplished during the last review period that you would wish to be recorded?

What difficulties (if any) affecting your job performance have you encountered and why?

Are there any of your abilities that you feel are not being fully utilised in your present role?

What knowledge or skills do you feel you need to improve or acquire in the future that haven’t been mentioned on your action and development plan?

Review of Competencies Reviewee’s view Reviewer's view

1. Does the quality of work meet the required standard?

2. Does the rate and quantity of work meet the required standard?

3. Are the necessary skills and knowledge consistently displayed and applied?

4. Has the reviewee consistently applied initiative and ability whilst working on their own?

5. Has the reviewee demonstrated an ability to work effectively with other


people – managers, peers, and those they manage?

6. Has the reviewee demonstrated loyalty to the school?

7. Has the reviewee consistently demonstrated punctuality and good timekeeping?

8. Has the reviewee planned and co-ordinated tasks effectively and efficiently?

9. Has the reviewee used effective communication skills in dealing with other staff, pupils and customers?

10. Does the reviewee have a positive attitude and commitment towards their work?

11. Is the reviewee able to set and meet priorities?

12. (where applicable) Has the reviewee demonstrated an ability to lead a team effectively?

13. (where applicable) Has the reviewee met the needs of the pupils with whom s/he works

Any comments by the reviewee or reviewer on any of the above:


PERFORMANCE MANAGEMENT REVIEW – SUMMARY

Confirmation of outcomes from initial review meeting(to be signed after the initial review meeting when future objectives, competencies and development needs have been

agreed)

Reviewee’s Signature: .................................................... Reviewer’s Signature: ............................................ Date:

Confirmation of outcomes from interim review meeting(to be signed after the interim review meeting when the current objectives and training and development needs have

been discussed)

Reviewee’s Signature: .................................................... Reviewer’s Signature: ............................................ Date:

End of Review Period Summary ( to be completed at the end of the review period)Reviewee’s remarks:

Signature: .................................................................................... Date:


Reviewer’s remarks

Signature: .................................................................................... Date:

Senior Line Manager/Headteacher’s remarks

Signature: .................................................................................... Date:INCREMENTAL PROGRESSION

RECOMMENDATIONName of job holder: ......................................................................... Job title: .............................................................................................

Incremental progression is subject to demonstrable achievement, or satisfactory progress towards achievement, of all agreed targets/objectives and competencies.


Recommendation by ReviewerI have discussed the objectives, competencies, any evidence provided and this development plan with the job holder. Where applicable (tick one box only)

I am able to recommend pay progression of 1 increment

I am able to recommend a non consolidated award

I am unable to recommend pay progression

(in exceptional circumstances only as determined by the governing body) I am able to recommend pay progression of 2 increments

Reviewer’s comments for non consolidated awards or non awards (if applicable):

Reviewer’s name:................................................................ Signature: .................................................. Date:

Confirmation by Headteacher

I have examined the PMR documents presented

I agree with the manager’s recommendation

I disagree with the manager’s recommendation

Headteacher’s comments ( if needed):

Headteacher’s name:........................................................... Signature: .................................................. Date:


PMP23a 09/15

PERFORMANCE MANAGEMENT REVIEW FOR CLEANERS/MIDDAY SUPERVISORS

(Name of School)

Name:

Job Title:

Manager Conducting Review:

Job Title:

Review Date:

Process:

Reviewer will complete the reverse side of this form and discuss with reviewee. They than complete this section.

Reviewee’s remarks:

Signature: Date:

Reviewer’s remarks:

Signature: Date

This section should be completed where it is relevant according to the school’s policy:Comment by headteacher on any recommendation for pay progression:

Headteacher’s signature: Date:

Review of Competencies:Reviewee’s View

(YES/NO)

1. Does the quality of work meet the required standards?

2. Does the quantity of work meet the required standards?

3. Are the necessary skills and knowledge consistently displayed and applied?

4. Does the reviewee consistently show initiative and ability whilst working on their own?

5. Has the reviewee demonstrated the ability to work effectively with others?

6. Does the reviewee have a positive attitude and commitment towards their work?

7. Is the reviewee able to set and meet priorities?

Where there are concerns raised above, please identify what these are

What strengths has the reviewee shown this year?

How has the reviewee met the areas that were identified as last year for development?

What areas does the reviewee need to develop further over the next year?


APPENDIX 20 PMP24 09/15Example – Successful application for UPR

SCHOOL HEADED PAPER


[insert date]


Dear

Re: PROGRESSION TO THE SCHOOL’S UPPER PAY RANGE FOR TEACHERS

I am delighted to be able to inform you that, following careful consideration of your application to be positioned on the school’s Upper Pay Range (UPR) for teachers, I was able to recommend to the [insert name] committee of the governing body at their meeting on [insert date] the evidence of your performance during the relevant period entitles you to progress from the main pay range (MPR) to the UPR.

The governors have approved my recommendation and your pay increment will therefore be effective from [insert date].

May I also take this opportunity to thank you for your hard work and commitment to the school. Your contribution is much appreciated and I look forward to working with you in your role as a Senior Teacher at the school.

Yours sincerely



APPENDIX 21 PMP25 09/15Example – unsuccessful completion of PM objectives

SCHOOL HEADED PAPER


[insert date]


Dear

Re: Performance Management – pay progression

I regret to inform you that, following careful consideration of Performance Management review documentation for the 2013 /2014 cycle, I notified the [insert] committee of the governing body at their meeting on [insert date] that the evidence of your work performance during the relevant period does not entitle you to progress from [insert range and scale point] to [insert range and scale point].

If you would like to discuss with me the detailed basis for my decision, please do not hesitate to contact me to arrange a time to meet. We may use this opportunity for an initial discussion of development opportunities that might prepare you for progression to [insert range and scale point] in due course. If you accept this invitation to meet, I will be able to provide additional feedback on each [insert standard / element of your job description as applicable], which I hope will be of assistance to you.

If, following our meeting, you wish to appeal against my decision, you should follow the appeal procedure set out in the school’s pay policy.

Yours sincerely



APPENDIX 22 PMP26 09/15Example letter – successful completion of PM objectives

SCHOOL HEADED PAPER


[insert date]


Dear

Re: PAY PROGRESSION

I am delighted to confirm that following your successful completion of your Performance Management objectives for the 2013 / 2014 cycle and a good overall appraisal of your work performance, I was able to recommend to the [insert] committee of the governing body at their meeting on [insert date] that you should progress from [insert range and scale point] to [insert range and scale point].

The governors have approved my recommendation and your pay increment will therefore be effective from [insert date].

May I also take this opportunity to thank you for your hard work and commitment to the school. Your contribution is much appreciated.

Yours sincerely




Example

APPLICATION TO BE PAID ON THE UPPER PAY RANGE

Upper Pay Range Application Form

Teacher’s Details:

Name

Post

Performance Management/Appraisal Details:

Years covered by planning/review statements

Schools covered by planning/review statements

Declaration:

I confirm that at the date of this request for assessment to move to the Upper Pay Range, I meet the eligibility criteria and I submit performance management/appraisal planning and review statement covering the relevant period.

Applicant’s signature ____________________________Date ___________________


APPENDIX 24 PMP28 09/15Template – Personal Support Plan

PERFORMANCE MANAGEMENT – INDIVIDUAL PLAN FOR OBJECTIVES AND ACTION

Name: Post: Date:

Objectives Teaching standard / post threshold standard

Target date

Development and training needs

Dates of planned lesson observations / monitoring

Success criteria

PMP29 09/015

PERFORMANCE MANAGEMENT – INDIVIDUAL PLAN FOR OBJECTIVES AND ACTION

Name: Post: Date:

Objectives Teaching standard / post threshold standard

Target date

Development and training needs

Dates of planned lesson observations / monitoring

Success criteria

100% of the children will make 2 sub levels progress by the end of the year in literacy and maths

TS2Bullet point 1

[insert] See weekly review meeting sheet

Regular monitoring of childrens’ progress Providing intervention where necessary based

on AFL Encourage children to take ownership of their

own learningTo ensure that planning is effective and support all learners to enhance progress.

TS5Bullet point 1


Ensure that all learners’ needs are met Ensure differentiated tasks match the next step

learning needs of all pupils Provide intervention which supports learning Make sure your HAP children have

differentiated tasks to meet their learning needs Ensure your TA is used effectively to support

teaching and learning Ensure planning has differentiated tasks

including extension tasks, not just differentiation by support


To increase subject knowledge in Literacy, Numeracy and ICT

TS3Bullet point 3


Will be able to confidential use mathematical terms to develop mathematical language amongst the children

Develop and confidently use literacy vocabulary and technical terms to develop progress in class

Use ICT confidently to support learning within the classroom.


APPENDIX 25 PMP30 09/15Template for weekly review meetings (under normal performance management)

Start date for review meetings: Employee’s name: Line Manager’s name:

Dat

e of

revi

ews:

Sign

ed:

Sign

ed:

Area(s) for improvement Action needed Actions and/or support agreed (with dates)

Notes regarding progress at each weekly review

Detail the specific aspects of performance where improvement is sought.

It may be helpful to reference aspects of the employee’s job description, their professional duties or the relevant Teachers’ Standards contained in the School Teachers Pay and Conditions Document

Detail the targets, objectives and/or standards the individual must meet to demonstrate improvements in this area, and the consequences if standards are not achieved

Detail progress achieved by each review meeting, dating each update

Add further lines of detail as necessary


APPENDIX 26 PMP31 09/15Example letter – informal period of monitoring / support

SCHOOL HEADED PAPER


[insert date]


Dear

Re: Performance Management – Informal Programme of Monitoring and Support

I am writing to you following your Performance Management review meeting on [insert date].

A number of areas of development need have been identified, in regard to both your Performance Management objectives and your wider role as [insert post] at the school. Overall, the evidence indicates that there has been insufficient progress in the following areas:

[insert brief summary of specific areas of concern]

We agreed targets and objectives for a period of informal action and monitoring, together with a programme of support measures and other actions which will be put in place to help you make progress towards the standards of work performance required. A copy of the plan is enclosed.

We will meet again at the end of this monitoring period on [insert date] to review overall progress made against the above areas of concern and to consider if any further action is appropriate. I must advise you that if there is no significant and sustained improvement and progress towards objectives, action under the formal stages of the school’s Capability procedure will be considered.

Please do not hesitate to contact me if you have any questions or wish to discuss any aspect of the above. You may also wish to access further support via the school’s participation in the Employee Assistance Programme.

Yours sincerely


APPENDIX 27 PMP32 09/15Example – letter after review and extension of informal monitoring / support

SCHOOL HEADED PAPER


[insert date]


Dear

Re: Performance Management – Informal Programme of Monitoring and Support

I am writing to you following our meeting on [insert date] regarding concerns about your work performance in your role as [insert post] at the school, and the advice and support given to you over the past months under the school’s normal performance management procedures.

Overall, I feel there has been insufficient progress in the following areas:

[insert brief summary of specific areas of concern]

We agreed targets and objectives for a further monitoring period and the support measures and other actions which will be put in place to help you make progress towards the standards of work performance required. A copy of the plan is enclosed.

We will meet again at the end of this further monitoring period on [insert date] to review overall progress made against the above areas of concern and to consider if any further action is appropriate. I must advise you that if there is no significant and sustained improvement and progress towards objectives, action under the formal stages of the school’s Capability procedure will be considered.

Please do not hesitate to contact me if you have any questions or wish to discuss any aspect of the above. You may also wish to access further support via the school’s participation in the Employee Assistance Programme.

Yours sincerely




MANAGING CHALLENGING OR UNCOMFORTABLE PROFESSIONAL CONVERSATIONS

Remember your skills

Many of the skills needed to manage difficult conversations and behaviour are often referred to, in a rather derogatory tone, as ‘soft’. But there’s nothing soft about dealing with an emotional or confrontational employee who may appear to be trying to unsettle or undermine you.

Most managers will be familiar with the theory that underpins good communication – for example, the importance of active listening and questioning techniques – but many of these skills can only really be learnt through experience. Testing yourself in roleplaying can be a useful way of practising your skills

To manage a difficult conversation you need to think carefully about:• the way you communicate• your ability to take control of a meeting and• your levels of self-belief.

Communicating

Questioning skills

The ability to use an appropriate type of question and get a useful response is the hallmark of an effective questioner. Development of this skill requires time and practice.

It is worth being familiar with the following types of question:Type of question Example Benefits Drawbacks

Open Why did you take that approach?

To what extentwould you say?

How do you feelabout?

Open questionsnormally start withwho, where, what,why, when or how.

These encouragethe other person totalk freely, as littleor no restrictionis placed on theiranswer.

They enable people to‘open up’ on anytopic, opinions orfeelings

The person may talk too much,drift away fromthe subject you have in mind and start to controlthe interview. To avoid this, try using a qualifier.For example, ‘Verybriefly, tell me how you..’ or ‘In a few words…’

What time did ithappen?

How long did ittake?

Did you speak

These questionscan be effective inverifying specificinformation, refocusing on the subject in hand oremphasising a vital

They can be very unhelpfulwhen dealing with feelings. For example, ‘Did thatmake you feel bad?’ may no tillicit the depth ofresponse you were seeking

hoping fo


Probing / reflective questions

Why did you say that?

What, in particular,made you feel like that?

Are you telling methat?

Useful in seekingdepth and detail.

The employee mayfeel threatened.

Attention mustbe given to anticipating andmonitoring the effect on the person.

Leading questions You’re not suggestingthat …?

You must admit that…?

These questions should be avoided.

You may run the risk of putting words in someone’s mouth and leading them towards your own conclusions.

Multiple questions Can you tell me what happened, how you felt and what you didabout it?

These questions should be avoided.

The person may beunsure what part of the question to answer first andconfusion canarise.

Deciding which questioning technique to use and when:

• at the start of the discussion it is usually best to ask open questions

• you might then follow up with probing questions, with information verified using closed questions where necessary.

What does active listening involve?When we listen to others we interpret the message they are giving to us through a combination of:

words tone of voice facial expressions and body language.

Skilled communicators use nonverbal behaviour to back up and enhance what they are saying.Active listening is a vital part of oral communication. It strengthens your relationship with the employee by demonstrating that you think they have something worthwhile to say.Active listening involves picking up the more subtle signals being given to us, as well the words.Facial expressions can be the hardest to control and often betray our real emotions.

Dos and Don’ts of effective listeningDo Don’t

Use supportive and encouraging gestures, such as nods of the head and smiles

√ Make eye contact: look at the speaker directly without staring

√ Take notes: jot down key words and use these for later questions

√ Look interested by facing the speaker, altering your facial expression and staying relaxed and calm

√ Ask questions – but try to avoid interrupting.

Modify the message you hear to suit your own view

X Be pre-occupied with your own problems

X Make up your mind too quickly without hearing the whole story

X Become anxious about what you are hearing and over-react

X Be prejudicial and listen with a closed mind.


Staying in control

The key to managing difficult conversations is control. You need to control the meeting and how it progresses. This means you decide if and when you need to adjourn for a break and what tactics are working and if you need to change your approach.

For example, you may have started out being quite expansive and friendly but realise that a firmer style is needed to bring the meeting to a conclusion and agree a way forward – see p19 for the steps to take.

Although it can be tempting to enter a meeting wanting to be liked and to maintain a close friendship with the employee, most conversations will work best if you adopt a professional manner. Set out from the beginning how the meeting will run, the issues you wish to discuss and how you hope to move forward.

It can be difficult to control your emotions if the employee becomes confrontational or makes an accusation about you. They may seek to get behind your defences by appealing to you personally and hoping you will identify with their point of view or concerns. Remember to focus on the behaviour and not the person and to remain objective and non-judgemental at all times.

Being in control is not about finding winners and losers. Be prepared to negotiate, particularlyif the employee is acknowledging the problem, ready to reach a compromise or is working to agree a way forward.

How much do you believe in yourself?

Can you honestly say:

• I have the skills needed to deal with the difficult conversation

• I will hold my nerve and focus on the issues even if I am provoked

• I will not worry about the encounter at home

• I believe I will be fair to the employee

• I have the stamina to manage the issue even if it goes on for months

• What I am doing is right – for the employee, for me and for the school.

• I have all the support I need if I begin to doubt myself or the course of action I am taking

If the answer to any of these is ‘no’ you should talk to the Headteacher or another, more experienced colleague for advice and guidance in advance of the meeting.

Follow these steps

The following steps give you a useful framework for dealing with challenging conversations.

Although all conversations about performance, conduct or personal issues are potentially challenging, the steps below are geared towards the more formal meetings.


If you are having a more informal chat with an employee and just want to sound them out about how they feel, you may wish to use the same basic structure but adopt a more conversational and relaxed approach. For example, it may be more appropriate when you start the meeting to put the employee at ease by asking lots of open questions rather than being overly procedural. This is a judgment call only you can make depending on the nature of the problem.

Introduction – set the right tone

Begin the conversation by explaining the purpose of the meeting

• Set out the structure of the meeting

• Agree standards of behaviour required during the meeting

• Adopt a calm and professional manner

• Reassure them about confidentiality – both prior to and after the meeting.

Check Don’t be afraid of referring to your pre-prepared script, it will help you stay in control

• Remember to focus on the issue and not the personState what the issues are and give evidence

Tell them what the problem is using your knowledge of the situation

• Give specific examples and refer to dates, documents, work or specific interactions

• Explain the impact the problem is having on the individual, the team and the organisation.

Check If possible, you should have already spoken to the employee informally about the problem – surprises can be very hard to handle!

• If you have been monitoring their behaviour or conduct, this should have been agreed with them earlier

• If the meeting is just aimed at giving them a reminder about behaviour or conduct then stick to that – be clear about what you are doing.

Ask for an explanation

Listen to what they have to say – they may need to let off steam

• Keep an open mind and don’t jump to conclusions

• Acknowledge their position and any mitigating circumstances

• Introduce your questions and explore the issues together.Check If new evidence emerges, adjourn the meeting if this feels appropriate

• Remember that you are in control. Use your questioning techniques to avoid diversions or too much repetition

• You may have to be firm and keep restating your position

• Stay clear of emotive language and don’t respond to manipulative behaviour


Agree a way forward

Ask the employee for proposals to resolve the situation

• Discuss the options

• MAKE A DECISION – you are in charge!

• Arrange a follow up meeting

• Monitor and feedback on progress and continue to provide support where agreed.

Check Document any agreement and give a copy to the employee. This should set out:

• agreed outcomes with dates and standards required

• any support or training to be provided by the manager

• any consequences if actions agreed are not taken.


APPENDIX 29 PMP34 09/15Example – Notice of meeting to consider evidence regarding performance

SCHOOL HEADED PAPERPRIVATE AND CONFIDENTIAL


Dear

Re: Performance Management Review meeting

I am writing to confirm the meeting we have arranged for (date) at (time) in (location of meeting), to consider the evidence regarding your work performance, in your role as (job title).

I enclose the following documents to be considered at our meeting:

(For example, as appropriate:

Earlier correspondence regarding performance Notes of informal feedback, one-to-one meetings or performance reviews, etc Weekly Review Meeting documents Lesson Observation feedback Pupil progress data Any complaints previously discussed Details of advice and support offered to date.)

Based on this evidence, my recommendation is that formal action is taken under the school’s Capability Procedure in relation to the concerns regarding your performance (as appropriate, if not already detailed in above documents) in the following areas:

(Detail areas of concern, improvements needed/to be sustained)

During our meeting you will have the opportunity to respond to these concerns and make relevant representations before a decision is made regarding any action necessary under the school’s Capability Procedure. I enclose a copy of the procedure for your reference.

As we discussed, although there is no formal right to representation at this meeting, if you would like the support of your professional association or a colleague and this can be arranged without significant delay to our review, I would welcome them joining us. (Optional) I have asked (name) from the Schools’ HR Team to support our meeting.


Again, I would like to remind you of the further support available via the school’s participation in the Employee Assistance Programme (or school’s equivalent).

Thank you for your co-operation and please do not hesitate to contact me if you have any questions or wish to discuss any of the above further.

Yours sincerely

Headteacher / Line Manager


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