LINSLADE SCHOOL
(Linslade Academy Trust)
Pay Policy (Teaching Staff)
Document Status
Author
Date of origin
Version
Review requirements
Date of next review
Approval Body
KS Sept-13
September2013
V2 - September 2014
Annually
September 2015
HR Committee
Ratified by
Publication
Staff Handbook/School website/GVO
This policy and procedure is subject to The Equality Act 2010 which recognises the following categories of
individual as Protected Characteristics: Age, Gender Reassignment, Marriage and Civil Partnership, Pregnancy
and Maternity, Race, Religion and Belief, Sex (gender), Sexual orientation and Disability
Linslade Academy Trust, a charitable company limited by guarantee registered in England and Wales with company number
07621395, registered office address: Linslade School, Mentmore Road, Linslade, Leighton Buzzard, Bedfordshire
PAY POLICY (TEACHING STAFF)
1
Introduction........................................................................................................................... 2
2
Aims of the Policy ................................................................................................................. 2
3
Job Roles and Responsibilities ............................................................................................. 3
4
Pay Assessment and Pay Review
4.1
Teaching Staff ........................................................................................................... 3
5
Teaching Staff Pay ............................................................................................................... 4
5.1
Use of STPCD 2014 .................................................................................................. 4
5.2
Main Range and Upper Pay Range Teachers............................................................ 4
Approaches to pay progression for teachers based on performance ......................... 4
Pay progression within tiers ....................................................................................... 4
Accelerated Progression ............................................................................................ 5
Application to move onto the Upper Pay Range (Tier 3) ............................................ 5
5.3
Posts paid above classroom teacher range ............................................................... 6
5.4
Headteacher .............................................................................................................. 7
5.5
Other Leadership Posts ............................................................................................. 7
6
Recruitment and Appointments............................................................................................. 8
6.1
Teaching staff ............................................................................................................ 8
6.2
Appointments ............................................................................................................ 8
6.3
Overseas Trained Teachers ...................................................................................... 8
6.4
Unqualified Teachers ................................................................................................ 9
7
Supply Teachers Employed by the School............................................................................ 9
8
Part-time Teachers ............................................................................................................... 9
9
Allowances ......................................................................................................................... 10
9.1
Teaching and Learning Responsibility Payments ..................................................... 10
9.2
Special Educational Needs ...................................................................................... 10
9.3
Acting Allowances ................................................................................................... 11
9.4
Recruitment and Retention ...................................................................................... 11
9.5
Out of School Learning Activities ............................................................................. 12
9.6
Special circumstances ............................................................................................. 12
10
Safeguarding ...................................................................................................................... 12
11
Appeals .............................................................................................................................. 12
11.1 Appeals for Teachers............................................................................................... 12
11.3 The order of proceedings ......................................................................................... 13
12
Monitoring the Impact of the Policy ..................................................................................... 13
Appendix 1:
Appendix 2:
Appendix 3:
Appendix 4:
Appendix 5:
Pay Scales .............................................................................................................. 14
Teaching staff structure .......................................................................................... 15
Teachers’ Standards and Tier level descriptors ....................................................... 16
Professional portfolio – possible contents ................................................................ 20
Appraisal calendar ................................................................................................... 21
1
POLICY: PAY POLICY (TEACHING STAFF)




All mention of the word “Standards” refers to the Teachers’ Standards applicable from
September 2014.
All mention of objectives refers to appraisal objectives for teachers.
Movement up the main spine or upper spine in September 2014 is covered by the
STPCD 2014
For the purposes of this policy the main pay scale for teachers becomes Tiers 1 and 2,
and the Upper pay scale for teachers becomes Tier 3. See table below.
Tier 1
Teacher
Points 1 - 3
Tier 2
Accomplished Teacher
Points 1 - 3
Tier 3
Expert Teacher
Points 1 - 3
1
Introduction
1.1
From September 2014, there will be no automatic pay progression for any member of teaching
staff.
1.2
The Board of Governors has adopted the policy set out in this document to provide a clear
framework for the management of pay and grading for all teaching staff employed in the
school. Day to day management of the policy is delegated to the Headteacher.
1.3
The Board of Governors recognises the requirement that all pay progression decisions for
each member of teaching staff must be linked to annual appraisal of performance. The
procedures set out in this policy seek to ensure that this is achieved in a fair, equitable and
transparent way and in accordance with the Equality Act of 2010.
1.4
This policy has been agreed by the HR Committee and ratified by the Board of Governors
following consultation with staff and the recognised trade unions. Any subsequent changes will
also be subject to further consultation before amendment by the committee. The HR
Committee will have full authority to make decisions on behalf of the Board of Governors on
pay matters as defined in this policy.
1.5
The school staffing structure will be published as an appendix to this policy (Appendix 2). Any
subsequent changes to the staffing structure will be subject to consultation.
1.6
A separate pay policy applies to support staff at the school and takes into account specifics
relating to their pay and conditions.
2
Aims of the policy
2.1
The Board of Governors aims to use the school pay policy to:




Improve the quality of teaching and learning at the school and maximise outcomes for
pupils;
Support the School Improvement Plan with its clear focus on ensuring high standards of
teaching and learning in order to meet the educational needs of children at Linslade
School;
Underpin the school’s Appraisal policy;
Ensure that all staff are valued and appropriately rewarded for their work and contribution
to the school;
2




Ensure staff are well motivated, supported by positive recruitment and retention policies
and staff development;
Demonstrate that decisions on pay are fair, just and transparent and recognise the principle
of equal pay for like work and work of equal value;
Provide flexibility to recognise individual staff performance linked to pay decisions;
Ensure the recruitment and retention of a skilled workforce.
2.2
The Board of Governors will also consider advice issued by the Department for Education,
recognised trade unions and other national bodies as appropriate, along with any statutory
legislation in applying this policy.
2.3
Pay decisions at this school are made by the Board of Governors which has devolved this
power to the HR Committee.
3
Job Roles and Responsibilities
3.1
All members of staff will be provided with a job description outlining the roles and
responsibilities of their post. This will also include the pay range and any additional payments
or allowances covered by this policy. A teacher’s annual pay statement (see 4.1.3) will include
the reason for any additional allowances or payments and whether this is a permanent,
temporary or discretionary payment.
3.2
Any significant changes to duties and responsibilities of a post will be subject to discussion
with the member of staff with a view to reaching agreement. Where there is a significant
change in duties and responsibilities of a post a new contract and job description will be
issued. Should the colleague in question deem it useful, any such changes will follow open
discussions with their trade union or professional association.
3.3
Where the staffing structure of the school needs to be changed, resulting in broader changes
to roles and responsibilities, this will be the subject of consultation with staff and the
recognised trade unions before any changes are made and with a view to seeking to agree the
changes before new job descriptions are issued.
4
Pay Assessment and Pay Review
4.1
Teaching staff
4.1.1
The Board of Governors will ensure that every teacher’s salary is reviewed on an annual basis
with effect from 1 September, but no later than 31 October
4.1.2
The teacher’s appraisal report will be used by the Headteacher to make any recommendation
on pay to the HR Committee. The Headteacher will be responsible for submitting any
recommendations for pay progression, in accordance with the relevant sections of this policy,
to the HR Committee for approval.
4.1.3
All teachers will be entitled to receive an annual pay statement including details of any salary
and financial benefits to which they are entitled, including any salary safeguarding
arrangements that may apply, by October 31st each year.
4.1.4
A review may occur at other times where there has been a significant change affecting an
individual teacher’s pay. A revised written statement will be issued to the teacher in such
circumstances, including any salary safeguarding arrangements that may apply.
3
5
Teaching Staff Pay
5.1
In this school all teaching staff are employed in accordance with the provisions of the School
Teachers’ Pay and Conditions Document.
In reviewing pay ranges in the future the Board of Governors will have regard to any changes
contained within the School Teachers’ Pay and Conditions Document. The following pay
arrangements have been agreed by the Board of Governors using the flexibilities contained
within the School Teachers’ Pay and Conditions Document. The Teachers’ Standards are
fundamental to progression through the 3 tiers along with the meeting of appraisal objectives
and other evidence as suggested elsewhere.
5.2
Main Range and Upper Pay Range Teachers
5.2.1
The Board of Governors will establish posts paid in accordance with the minimum and
maximum points for such posts as determined by the School Teachers’ Pay and Conditions
Document.
5.2.2
The Board of Governors has established a pay structure for these posts as set out in Appendix
1.
5.2.3
The Board of Governors has agreed Professional Skills Level Descriptors for each tier which
are detailed in Appendix 3.
Approaches to pay progression for teachers based on performance measures
5.2.4
In this school, judgements of performance will be made against the extent to which teachers
have met their appraisal objectives and the Teachers’ Standards and how they have
contributed to impact on pupil progress; impact on wider outcomes for pupils; improvements in
specific elements of practice, such as behaviour management or lesson planning; impact on
effectiveness of teachers or other staff; wider contribution to the work of the school.
The rate of progression will be differentiated according to an individual teacher’s performance
and will be on the basis of absolute criteria.
Pay progression within tiers
5.2.5
Pay progression within tiers will be subject to sustained performance towards the next higher
tier, and meeting the relevant teacher standards and Professional Skills Level Descriptors for
that tier. Therefore the audit of standards contained in Appendix 3 should be used in any
Appraisal review meeting. Meeting appraisal objectives will not automatically mean that pay
progression will be awarded. Where a teacher’s performance does not demonstrate a
sustained level and is below the school’s expectations at that level of post, the governors,
following a recommendation from the Headteacher may determine that no incremental
progression will be awarded in that year.
5.2.6
Progression between tiers will be based on the teacher demonstrating, through performance
appraisal that they meet the Teacher Standards and Professional Skills Level Descriptors for
the new tier.
4
5.2.7
A teacher reaching the top of Tier 1 will progress to the next tier (Tier 2) if they meet the
criteria for the higher tier and are recommended for progression by the HT following guidance
from the appraiser. Teaching staff should keep a professional folder, updating it with evidence
to demonstrate achievements. Appraisers will ask for and inspect these portfolios before
advising the Headteacher on possible progression to a higher tier. Progression to the upper
pay range (Tier 3) is detailed in section 5.2.12 – 5.2.18 of this policy. SLT will provide an
example of what the professional folder should contain, and this will be used to make pay
recommendations alongside appraisal outcomes and audit against Teachers’ Standards.
5.2.8
Progression within a pay tier will be subject to a review of the teacher’s performance set
against the annual appraisal review and the Teacher Standards. The Board of Governors will
award one increment for sustained high quality performance in line with school expectations or
two increments where performance has exceeded school expectations. Where performance
has not been of a sustained high quality the Board of Governors may decide that there should
be no pay progression after such a recommendation from the HT based upon the advice of the
appraiser.
5.2.9
The Board of Governors has determined that, other than in exceptional circumstances
e.g.outstanding performance, a teacher would not move to Tier 2 (Accomplished Teacher)
unless they are able to demonstrate a minimum of 2 years’ teaching experience or experience
of working across different key stages, and including a period of a sustained level of
performance at the higher level immediately prior to moving to Accomplished Teacher or to
Tier 3 unless they are able to demonstrate 4 years’ experience / experience of working across
different key stages, and including a period of a sustained level of performance(at least 1 year)
at the higher level immediately prior to, moving to Expert Teacher. For teachers in Tier 3
(Expert Teacher) progression will normally be considered after 2 years of sustained high
quality performance or earlier where performance has exceeded school expectations. This is
different to Tiers 1 and 2 where movement could be on an annual basis.
5.2.10 The Board of Governors has determined that a teacher appointed to Tier 1 (Teacher) would,
other than in exceptional circumstances, be expected to have progressed to the Accomplished
Teacher tier within 4 years of taking up their post. In circumstances where a teacher’s
performance is not at that level this will be addressed through the school’s appraisal process
and capability procedure if required.
Accelerated progression
5.2.11 The Board of Governors will award one increment annually for sustained high quality
performance or two increments where performance has been exceptional. Progression to the
next tier will be subject to the criteria for the higher tier being met as set out in the previous
paragraphs of this section of the policy.
Application to move onto the Upper Pay Range
(Tier 3 – Expert Teacher)
5.2.12 A qualified teacher may apply to be paid on Tier 3 provided they have reached Tier 2 point 2.
It is the responsibility of the teacher to decide whether or not they wish to apply.
5.2.13 The HR Committee will consider recommendations from the Headteacher following
applications from a teacher. A teacher may submit one application in any academic year. A
decision on the application will be decided no later than 31st October in the following academic
year and if agreed be effective from the start of that academic year.
5
5.2.14 For an application to be successful the teacher will need to demonstrate that they meet all the
teacher standards and the professional skills level descriptors agreed by the Board of
Governors for teachers on the upper pay range (Tier 3 – Expert Teacher). The teacher will
also need to demonstrate that they have been working at that level for a significant period of at
least 1 year prior to the submission of the application.
5.2.15 As defined in the School Teachers’ Pay and Conditions Document, a teacher being considered
for a move onto the upper pay range (Expert Teacher – Tier 3) must therefore be able to
demonstrate:


substantial and sustained achievement of objectives, appropriate skills and competence in
all elements of the Teachers’ Standards; and
potential and commitment to undertake professional duties which make a wider contribution
(which involves working with adults) beyond their own classroom.
as exemplified by the school’s professional skills level descriptors.
5.2.16 An application for progression to the upper pay range (Tier3 – Expert Teacher) will be
assessed by the Headteacher by 31st October and a recommendation given to the HR
Committee. A decision will be notified to the teacher in writing. It will be backdated to 1st
September.
5.2.17 If unsuccessful, the teacher will be provided with feedback by the Headteacher within 10
working days.
5.2.18 Any appeal against the decision, which should be submitted within 10 working days, will be
considered in line with the school’s pay appeals procedure – see section 12.
5.3
Posts Paid above the Classroom Teacher Range: Leading Practitioners
5.3.1
The Board of Governors may also establish other teaching posts paid above the Upper Pay
Range. These posts will carry responsibility for modelling and leading the improvement of
teaching skills across the school.
5.3.2
The pay range for these posts will be within the minimum and maximum of the range contained
within the School Teachers’ Pay and Conditions Document 2013, and will be determined by
the role and range of responsibility of each post, which may vary across the school.
5.3.3
Each post will have a pay range comprising pay a range of points, to be agreed by the Board
of Governors at the point when it takes the decision to create Leading Practitioner Posts. See
Appendix 1.
5.3.4
The starting salary for an appointment to a Leading Practitioner Post on the pay range will be
determined by the Governing Body and take account of the teacher’s skills and experience.
5.3.5
Progression on the pay range for a member of staff paid on the Leading Practitioner pay range
will be subject to a review of performance set against the annual appraisal review. The Board
of Governors may decide to award one increment annually for sustained high quality
performance or more increments where performance has been exceptional.
Where
performance has not been of a sustained high quality the Board of Governors may decide that
there should be no pay progression after such a recommendation from the HT. The pay review
will be completed by 31st October and backdated to 1st September.
6
5.4
Headteacher
5.4.1
The Board of Governors will assign a seven point Individual School Range based on the
school group size, as determined by the School Teachers’ Pay and Conditions Document. The
Board of Governors will ensure that there is no overlap of salary tiers between the
Headteacher and other leadership posts.
5.4.2
Where there are significant changes to school number, the Board of Governors will calculate
the Headteacher group size at the start of the academic year and determine the appropriate
Individual School Range for the year. The Board of Governors will determine the group size
for the school in accordance with the provisions of the School Teachers’ Pay and Conditions
Document. Any such realignment will trigger a review of the pay ranges for all members of the
school’s leadership team.
5.4.3
On appointment the Headteacher will be appointed on one of the first 4 points on the ISR
5.4.4
Progression on the ISR for the Headteacher will be subject to a review of the Headteacher
performance set against the annual appraisal review, linked to the Headteacher Standards.
The Board of Governors may decide to award one increment for sustained high quality
performance or two increments where performance has been exceptional.
Where
performance has not been of a sustained high quality the Governing Body may decide that
there should be no pay progression. The pay review for the Headteacher will be completed by
31st December and be backdated to 1st September.
5.4.5
The Governing Body will ensure that reasons for setting the ISR at a given level are recorded
and that the process for the determination of the Headteacher’s salary is fair and transparent.
5.5
Other Leadership Posts
5.5.1
The Board of Governors will determine a 5 point pay range for all other leadership posts from
within the leadership scale contained in the School Teachers’ Pay and Conditions Document.
At Linslade School this range is L5-L9 for the post of Assistant Headteacher and L10 - 14 for
the post of Deputy Head.
5.5.2
The pay range for teachers paid on the leadership range will be reviewed on an annual basis
with effect from 1st September, no later than 31st October or at any time during the year where
there is a significant permanent change in the duties and responsibilities of the post, or where
it is necessary to consider a retention payment for a member of staff on the leadership range.
5.5.3
Progression on the pay range for a member of staff paid on the leadership scale will be subject
to a review of their performance set against the annual appraisal review. The Board of
Governors may decide to award one increment for sustained high quality performance or two
increments where performance has been exceptional. Where performance has not been of a
sustained high quality the Board of Governors may decide that there should be no pay
progression. The pay review will be completed by 31st October and backdated to 1st
September.
7
6
Recruitment
6.1
Teaching Staff
6.1.1
The Headteacher in consultation with the HR Committee will determine the pay range and any
appropriate allowances for a vacancy prior to advertising it. On appointment it will determine
the starting salary within that range to be offered to the successful candidate.
6.1.2
Advertisements for vacant posts in the school will be considered by the Headteacher. All posts
will be advertised internally or externally, locally or nationally as appropriate.
6.1.3
The advertisement will include the relevant pay range for the post as determined by the Board
of Governors as appropriate and as contained in the relevant section of this pay policy. The
advertisement will specify the expected level of skills and experience for appropriate
candidates relevant to the post. The advertisement will also include details of any additional
payments or allowances applicable to the post. In cases of exceptional need, the above may
be applied retrospectively.
6.1.4
Where the post is on a temporary basis, the advertisement will specify the reason for and
duration of
the post.
6.2
Appointments
6.2.1
A newly appointed teacher will usually be appointed in the tier to take account of the teacher’s
previous salary and/or relevant experience as determined by the Headteacher in consultation
with the HR Committee.
6.2.2
The initial salary on appointment may be on a probationary basis and subject to performance.
This may be reviewed by the Headteacher after 6 months, after which time the pay tier and
relevant pay point will be finalised after a recommendation made to the Headteacher. The
revised salary/pay range will be no lower than the initial salary on appointment.
6.2.3
A teacher transferring roles internally within the school will continue to be paid the same salary
on the main scale (Tiers 1 and 2) or the upper pay range (Tier 3) as paid in the previous role.
6.2.4
NQTs will normally commence their posts in Tier 1 unless they can demonstrate significant
prior relevant expertise.
6.3
Overseas Trained Teachers
6.3.1
Teachers who trained and qualified in the European Economic Area (EEA) and Australia,
Canada, New Zealand and the United States of America must apply to the National College of
Teaching and Leadership for the award of QTS. Once QTS has been awarded payment will be
made on the ranges applicable to qualified teachers.
6.3.2
Non-EEA trained teachers (with the exception of Australia, Canada, New Zealand and the
United States of America), will be paid on the Unqualified Teachers’ pay scale (see 6.4 below).
8
6.4
Unqualified Teachers
6.4.1
The Governing Body will appoint unqualified teachers to a salary within the range set out in the
School Teachers’ Pay and Conditions Document.
6.4.2
The Governing Body has determined that this should be a 6 point scale as set out in Appendix
1.
6.4.3
A newly appointed unqualified teacher will usually be appointed at any point in the scale
determined by the Headteacher. The initial salary on appointment may be on a probationary
basis and subject to performance. This may be reviewed after 6 months, after which time the
tier relevant pay point will be finalised. The revised salary / pay range will be no lower than the
initial salary on appointment.
6.4.4
Progression within the range will be subject to a review of the unqualified teacher’s
performance set against the annual appraisal review and the appropriate Teacher Standards.
The Board of Governors may decide to award one increment for sustained high quality
performance or more increments where performance has been exceptional.
Where
performance has not been of a sustained high quality the Board of Governors may decide that
there should be no pay progression. In such circumstances where a teacher’s performance is
not at the required level this will be addressed through the school’s appraisal and possibly
capability procedure.
6.4.5
The pay review will be completed by 31st October and backdated to 1st September.
7
Supply Teachers employed by the School
7.1
Teachers employed on a supply basis will have their pay determined in line with the
arrangements outlined in this policy for other teachers. Teachers paid on a daily basis will be
paid on an hourly salary calculated from the annual salary in the relevant tier. This is
calculated as follows:
Annual salary / 195 / 5 (no of hours in school day) = hourly rate
7.2
Teachers who work less than a full day will have their salary calculated as in paragraph 7.1
above but also divided by the length of the school day and multiplied by the number of hours
worked.
8
Part time teachers
8.1
The Board of Governors will ensure that part time teachers’ pay and working time will be dealt
with in accordance with the School Teachers’ Pay and Conditions Document. Pay scales and
pay progression will be as detailed earlier in this policy.
8.2
Part time teachers will be entitled to be paid for their contractual hours pro rata to a full time
teacher and will also be entitled to PPA time, other non- contact time and directed time
allocated on a pro rata basis. Part time teachers will receive no less favourable treatment than
those who are full time.
9
9
Allowances
9.1
Teaching and Learning Responsibility Payments (TLRs)
9.1.1
TLR payments will be awarded to the holders of the posts indicated in the school’s staffing
structure.
9.1.2
TLR payments will be awarded to a teacher on Tier 1, 2 or 3 where a teacher is required to
undertake a sustained additional responsibility within the school’s staffing structure for
ensuring the continued delivery of high quality teaching and learning for which they are
accountable.
For example, where a post:





is focused on teaching and learning;
requires the exercise of a teacher’s professional skills and judgment;
requires the teacher to lead, manage and develop a subject or curriculum area; or to lead
and manage pupil development across the curriculum;
has an impact on the educational progress of pupils other than the teacher’s assigned
classes or groups of pupils; and
involves leading, developing and enhancing the teaching practice of others.
9.1.3
The Board of Governors will award TLR payments within the range prescribed in the School
Teachers’ Pay and Conditions Document 2013. At Linslade School the Board of Governors
has determined that TLR payments will be as set out in Appendix 2.
9.1.4
A teacher will not be awarded more than one TLR of any value
9.1.5
A TLR payment will not be awarded in respect of teaching duties more appropriately
recognised under section 9.2 of this policy in respect of Special Educational Needs.
9.1.6
The Board of Governors may award a fixed-term TLR (TLR3) to a classroom teacher for clearly
time-limited school improvements, or one-off externally driven responsibilities. The annual
value of a TLR3 must be no less than £500 and no greater than £2,500. The duration of the
fixed term must be established at the outset and payment should be made on a monthly basis
for the duration of the fixed term. Where a TLR3 is awarded to a part-time teacher it must be
paid on a pro-rata basis.
9.1.7
There will be no safeguarding of any fixed term TLR payments.
9.2
Special Educational Needs (SEND)
9.2.1
The Board of Governors will award a Special Educational Needs Allowance to a classroom
teacher in the following circumstances:



in any SEND post that requires a mandatory SEN Qualification;
who teaches pupils in one or more designated special classes or units in the school;
in any non -designated setting (including any pupil referral unit) that is analogous to a
designated special class or unit where the post:
10
(i)
(ii)
(iii)
9.2.2
involves a substantial element of working directly with children with special
educational needs;
requires the exercise of a teacher’s professional skills and judgment in the teaching
of children with special educational needs;
has a greater level of involvement in the teaching of children with special
educational needs than is the normal requirement of teachers throughout the school
or unit within the school.
The Board of Governors will determine a spot value for each post, taking account of the
structure for SEND provision in the school and:



whether any mandatory qualifications are required for the post;
the qualifications and expertise of the teacher relevant to the post; and
the relative demands of the post.
9.2.3
The value of any SEN allowance in the school will be within the range prescribed in the School
Teachers’ Pay and Conditions Document and paid at the appropriate rates in force.
9.3
Acting Allowances
9.3.1
Teachers who cover all of the duties associated with a post of a higher grade or allowance
than their own for a period of at least 4 weeks will be considered for payment of an acting
allowance. This will normally be the difference between the teacher’s substantive salary and
the appropriate point on the pay range of the higher level post, and will cover the whole period
of acting up during which the teacher will be expected to undertake the full range of duties and
responsibilities of the post.
9.4
Recruitment and Retention
9.4.1
The Board of Governors may, on the advice of the Headteacher, consider the award of a
recruitment and retention payment where there is clearly demonstrated evidence that such a
payment is:



required to attract suitable candidates for a post which it has been or it is considered
difficult to fill; or
required to retain the skills and expertise of a teacher, particularly in a specialist area or
where it is considered that the subsequent vacancy would be difficult to fill;
to recognise a teacher’s performance which exceeds the school’s expectations and which
is not recognised through accelerated salary progression in other sections in this policy.
9.4.2
The value of any recruitment or retention payment will be determined according to the
circumstances of each case but will take into account salary relativities across the school
structure and known staffing changes in the future and would normally be within the range of
£500 - £3,000.
9.4.3
The duration of the payment will be determined according to the circumstances of the
payment. Initially this may be for a period of a maximum of 2 years but will be subject to
annual review which may extend the period if appropriate.
9.4.4
Normally a recruitment or retention payment will be financial, but where appropriate, governors
may consider other benefits e.g. relocation, expenses, health care, sports membership,
childcare provision etc.
11
9.5
Out of School Learning Activities
9.5.1
Additional payments may be made to staff who engage in activities to deliver Extended
Services which are outside the school’s core activities. Such services will have been approved
for payment by the Headteacher in advance.
9.5.2
The rate of payment will be determined according to circumstances, but will usually be at the
teacher’s normal hourly rate.
9.6
Special Circumstances
The Board of Governors acknowledges that, from time to time, circumstances may arise which
are not covered in this document e.g. further government initiatives. In such circumstances the
Headteacher will determine an appropriate rate of pay which is consistent with legal and
contractual conditions of employment.
10
Safeguarding
The Governing Body will apply the salary safeguarding provisions of the School Teachers’ Pay and
Conditions Document.
11
Appeals
11.1
Appeals for Teachers
In matters relating to pay the teacher has one and only one opportunity to appeal
The arrangements for considering appeals for teachers are as follows:


A teacher may appeal against any determination in relation to his/her pay or any other decision
taken by the HR Committee that affects his/her pay.
At any stage of the appeal, a teacher may be accompanied by and represented by a work
colleague or trade union or professional association representative and no one else.
The following list includes the usual reasons for appealing against a pay determination.
That the person or committee by whom the decision was made:






incorrectly applied any provision of the School Teachers’ Pay and Conditions Document;
failed to have proper regard for statutory guidance;
failed to take proper account of relevant evidence;
took account of irrelevant or inaccurate evidence;
was biased; or
otherwise unlawfully discriminated against the teacher.
12
11.2
The order of proceedings
The order of proceedings for hearing appeals, which meet the requirements of the dispute
resolution provisions, is as follows:





The member of staff receives written confirmation of the pay determination and where
applicable the basis on which the decision was made.
If the member of staff is not satisfied, he/she should seek to resolve this by discussing the
matter informally with the Headteacher within ten working days of the decision.
Where this is not possible or where the member of staff continues to be dissatisfied, he/she
may follow a formal appeal process.
The member of staff should set down in writing the grounds for questioning the pay decision
and send it to the Chair of the HR Committee who made the determination, within ten working
days of the notification of the decision being appealed against or of the outcome of the
discussion referred to above.
The committee or person who made the determination should provide a hearing, within ten
working days of receipt of the written appeal, to consider the appeal and give the member of
staff an opportunity to make representations in person. Following the hearing the employee
should be informed in writing of the decision and the right to appeal.
Any appeal should be heard by a panel of three governors who were not involved in the original
determination, normally within 20 working days of the receipt of the written appeal notification. The
member of staff will be given the opportunity to make representations in person and whilst being
supported by the representative of their professional association or trade union. The decision of the
appeal panel will be given in writing, and where the appeal is rejected will include a note of the
evidence considered and the reasons for the decision.
12
Monitoring the Impact of the Policy
The Governing Body will monitor the outcomes and impact of this policy annually, including
trends in progression across specific groups of teachers and support staff to assess its effect
and the school’s continued compliance with equalities legislation.
All the above provisions are subject to affordability by the school. Whilst the Board of Governors
intends to ensure prudent management of the resources available to it, the school’s leadership will be
proactive in keeping all colleagues informed in the event that affordability is likely to be an issue.
13
Appendix 1
Main Range and Upper Pay Range Teachers – these figures do include the 1% uplift from
September 2013.
TIER 1 – Teacher
Point 1
Point 2
Point 3
£22,023
£23,764
£25,674
TIER 2 - Accomplished Teacher
Point 1
Point 2
Point 3
£27,650
£29,829
£32,187
TIER 3 – Expert Teacher
Point 1
Point 2
Point 3
£34,867
£36,161
£37,496
Posts paid above the Classroom Teacher Range: Leading Practitioners
At the time this policy was written, Linslade School has no plans to appoint Leading Practitioners. This
will be reconsidered in September 2014 when this policy is next under review.
Tier A
Tier B
Tier C
Tier D
Tier E
£
£
£
£
£
Unqualified Teachers
Point 1
Point 2
Point 3
Point 4
Point 5
Point 6
£16,136
£18,013
£19,889
£21,766
£23,644
£25,520
Pay for members of the Leadership Team: will be determined according to the national pay spines
for leadership and as per the salary ranges determined by the Board of Governors.
14
Appendix 2
TLR Allowances
TLR 1b - £9,194
TLR 1a - £7,469
TLR 2c - £6,320
TLR 2b - £4,309
TLR 2a - £2,586
TLR Structure
Staffing Structure September 2014
Senior
Leadership
Team
Headteacher - KSM
Deputy
Headteacher
KSL
Deputy
Headteacher
(Vacancy)
Core Subject
Leaders
English
TLR 2c
Maths & ICT
TLR 2c
Science &
Technology
TLR 2c
SENCO
TLR 2b
Foundation
Subject Area
Leaders
Modern
Languages
TLR 2a
Humanities
TLR 2a
The Arts
TLR 2a
PE & PHSE
TLR 2a
Year 5
TLR 2a
Year 6
TLR 2a
Year 7
TLR 2a
Year 8
TLR 2a
HOY
Teachers MPS
15
Appendix 3
Teacher Standard
Set high expectations which
inspire, motivate and
challenge
Promote good progress and
outcomes
Demonstrate good subject
and curriculum knowledge
Tier 1
Tier 2
Understand and apply a good knowledge
of learners to support and motivate them
to learn.
Have improving practice; setting
consistently high expectations of
students.
Have a well-developed knowledge of
learners and use this effectively to
motivate learners.
Set high expectations of all students and
create a supportive and challenging
learning environment.
Expect all learners to have positive
attitudes and behaviours for learning.
Be aware of all relevant data on learners
and use this to set challenging targets
with them.
Practice is well developed in all areas.
Students know what they need to do to
improve.
Use intervention strategies effectively
with learners.
Students know what they need to do to
improve and can explain how the
teaching and assessment has helped
them make progress.
Most students progress in line with
school expectations.
Structure lessons to support all students
and use intervention strategies
effectively with learners so that almost
all students progress in line with school
expectations
Demonstrate excellent subject
knowledge across the range of key
stages taught in the subject area.
Be aware of all relevant data on learners
and use this to set challenging targets
with them.
Students know what they need to do to
improve and can explain how the
teaching and assessment has helped
them make progress.
Structure lessons to support all students
and use intervention strategies
effectively with learners so that almost all
students progress in line with school
expectations
Be aware of all relevant data on learners
and use this to set challenging targets
with them.
Have teaching strategies which
demonstrate creativity within their
subject.
Play an active role in creating and
sharing SOWs.
Promote and secure high standards of
literacy and numeracy and develop
opportunities for SMSC in their lessons
Tier 3
Have excellent knowledge of learners and
set consistently high expectations that
motivate all to learn and achieve well.
Model this to other teachers within the
team and across the school and
support/coach them to set similar
expectations.
Learners are involved in adopting a wide
range of positive attitudes and behaviour
to learning.
Create a positive culture and support
others to do so.
Develop aspirational targets with students
and discuss progress with each one so
they know what they have to do improve
and how to do it.
Students are keen to improve and achieve
and regularly reflect and set their own
targets form improvement.
All students progress in line with, and
many exceed, school expectations.
Analyse data with others to improve
practice and make sure there is effective
intervention with underachievers.
Have excellent subject knowledge which is
used constantly in promoting learning.
Write and update SoW and lead aspects
of this within their subject.
Promote and secure high standards of
literacy and numeracy.
Provide students with wider opportunities
for learning including SMSC which engage
and enthuse them as well as accelerate
their skills for learning.
16
Plan and teach well-structured
lessons
All lessons are planned well and are well
structured.
Lessons have a clear path of learning for
all students who know what is expected
of them.
There is clear differentiation and
engagement in the planning and delivery
of lessons.
There are good opportunities for
students to check their understanding
and reflect on their learning.
Regular homework is used effectively to
consolidate and extend.
Teaching is at least good.
All lessons are planned well and take
into account the range of students in the
group.
Students are engaged in the lessons
and there is a good pace of learning for
all.
Lessons have a clear path of learning for
all students who know what is expected
of them.
There is clear differentiation for all
students with assessment opportunities
to check that the differentiation is being
effective
There are good opportunities for
students to check their understanding
and reflect on their learning.
Regular homework is used with great
effect to consolidate and extend
Teaching is good with some outstanding
aspects.
Adapt teaching to respond to
strengths and needs of all
Show effective differentiation for
students from knowledge of learners and
understanding of barriers to learning of
certain groups of students e.g. SEN,
EAL.
Demonstrate well developed techniques
for differentiation from knowledge of
learners and understanding of barriers to
learning of certain groups.
Show clear evidence that this
differentiation is effective.
Take on board advice for other
colleagues with good effect.
Lessons are well planned to maximise the
understanding and skill development of
each student.
There are activities planned to accelerate
learning and students are involved in their
learning.
Lessons have good differentiation,
assessment opportunities and engaging
activities
They support and coach other teachers in
planning and lesson delivery.
They are innovative in the use of
homework to consolidate and extend.
Teaching is good with much of it
outstanding.
Differentiate using a wide variety of
strategies (resources, grouping etc.) which
can be adapted and shaped with good
effect on progress.
Share these with others to improve
practice across the team.
17
Make accurate and productive
use of assessment
Manage behaviour effectively
to ensure a good and safe
learning environment
Have a secure understanding of
formative and summative assessment
and consistently use sound strategies to
accurately assess students’ progress
and work.
Have a well-developed understanding of
formative and summative assessment
and consistently use sound strategies to
accurately assess students’ progress
and work.
Have detailed understanding of
assessment, both oral and written and use
these to great effect so that each student
is clear about their learning.
Act on the results of assessment to
shape their lesson delivery and future
planning.
Monitor closely and intervene
appropriately where students are
underachieving.
Apply the schools assessment policy
diligently
Act on the results of written and verbal
assessment to shape their lesson
delivery and planning ensuring that all
students make progress
Apply the schools assessment policy
diligently
Feedback to students is effective and
supports improved achievement.
Feedback to students is effective and
supports improved achievement.
Fully understand national expectations in
relation to attainment and achievement.
Ensure that students are given
opportunities to reflect on their feedback
so that students understand how to
improve and are able to do so.
Fully understand national expectations
in relation to attainment and
achievement.
Follow and use the school’s policy and
procedures effectively and use clear and
consistent strategies to produce a
positive climate for learning.
Follow and use the school’s policy and
procedures effectively and use clear and
consistent strategies to produce a
positive climate for learning.
Relationships with students are positive.
Actively ensure that students learn in a
safe environment.
Actively ensure that students learn in a
safe environment and create a highly
productive and supportive learning
environment.
Relationships with students are positive.
Act with great effect on the results of their
assessment to shape the learning to
maximise progress.
Apply the schools assessment policy
diligently.
Use this assessment to improve their
practice and lesson structure to reshape
learning where necessary.
Share best practice with others and work
with middle leaders to identify trends with
student groups and set appropriate targets
and strategies across the team.
Have a very positive culture for learning in
lessons, based upon excellent
relationships and mutual respect.
Students regulate their own and others
behaviour so lessons are very supportive
of learning.
Actively ensure that students learn in a
safe environment.
Are confident practitioners and maximise
the participation of each student in
learning.
Model this throughout the school and
provide support for others in their team.
18
Fulfil wider responsibilities
Tutoring and mentoring
Conduct is professional re duties.
Conduct highly professional about their
duties.
Aware of what the school expects in their
wider role and complete this effectively.
Aware of what the school expects in the
wider role and complete this effectively.
Take responsibility for their own
professional learning with guidance from
leaders.
Take responsibility for own professional
learning with guidance from leaders.
Keen to improve their pedagogy and
take opportunities to do this well and
embed that practice into their own.
Reflect on practice with others and plan
improvements.
Communicate well with other staff and
parents.
Keen to improve pedagogy and actively
seek opportunities to do this and embed
that practice into own.
Reflect on own practice and use this to
develop professional learning.
Communicate well with other staff and
parents
Fulfils all requirements of the role.
Confidently completes all aspects of the
role.
Forms excellent relationships from which
to mentor students effectively.
Support others in tutoring.
Models the role to others.
Highly supportive member of the tutor
team.
Consistently present a good professional
image to all staff, students, parents and
others.
Understand and implement all relevant
policies, and code of conduct for staff.
Communicate well with other staff and
model good conduct to students.
Punctual to school, classes, duties and
meetings
Works at making good relationships with
students to be able to have discussions
about achievement and personal
development.
Contributes well to the tutor team.
Professional ethics and
conduct
Consistently present a good professional
image to all staff, students, parents and
others.
Understand and implement all relevant
policies, and code of conduct for staff.
Communicate well with other staff and
model good conduct to students.
Punctual to school, classes, duties and
meetings.
Consistently present a good professional
image to all staff, students, parents and
others.
Understand and implement all relevant
policies, and code of conduct for staff.
Communicate well with other staff and
model good conduct to students.
Punctual to school, classes, duties and
meetings
Model professionalism effectively to others
and support others in their conduct and
the school’s expectations.
Be keen to share practice and improve
their own and take full responsibility for
their professional learning.
Model effective practice and support
others to improve through sharing practice
and peer obs. coach others in some
aspects of teaching.
Member of a wider network and feed this
practice to others.
Form positive relationships with other staff
and parents.
Have excellent relationships and empathy
with students and well regarded by them.
Leadership Standards: Will be assessed according to the National Standards for School Leaders
19
Appendix 4
Professional Portfolio – Possible Contents

Lesson observation write-ups.

SATs/ assessment analysis – data, mark books, progress reports analysis.

Emails from parents/carers and emails to parents/carers regarding intervention work.

Student voice feedback – you might have given feedback forms to a class
at the end of a topic.

Feedback from colleagues/ line managers.

CPD led and CPD attended and the impact of it.

Mid-year appraisal review document.

Reports/feedback to SLT.

Work with a colleague in order to support them.

Tutor work/ comments from Head of Year.

Minutes from a departmental meeting indicating leadership of an area.

Minutes of team or other meetings.

Organisation of trips, extra-curricular events and extra classes.

SOWs you have written – or a link to them

Intervention documents/evidence of differentiation

Action plans for area of responsibility

Documents you have collaborated on/written e.g. whole school policies

Contribution to whole school e.g. events outside of normal job description

Mentoring of pupils outside of that as a subject teacher/tutor

Intervention work analysed for impact.

Samples of teaching resources developed and shared with others.

Pupils' work that demonstrates the effectiveness AFL/differentiated approaches.

Lesson materials demonstrating a specific T&L focus e.g. work that is designed for dyslexic student
to access or to appeal to boys or to stretch G&T pupils.

Emails to Head of Department/Year /SENCO/LSA

Presentations given to parents/carers.

Photographs, newspaper reports, bulletin items celebrating notable curricular, extra-curricular
events.
20
21
Appendix 5
Teacher Appraisal Calendar

September 15th – October 25th: Appraisal meeting takes place. Objectives from previous cycle are
reviewed, audit against standards takes place using Tier descriptors (Appendix 3) and objectives for
coming cycle are set. Copy of review and objectives to appraisee and to Headteacher.

October 25th – October 31st: Headteacher moderates objectives for all teachers and returns for
amendments where appropriate. Headteacher uses reviews to make pay recommendations to HR
Committee.

October 31: Pay statements issued to all staff.

November: All pay appeals heard as outlined in Pay Policy (section 12).

7 January – 14 March: lesson observations against targets.

March 1st – April 20th: Mid- year review of appraisal objectives. Any concerns over teacher
performance must be flagged up with Headteacher at this stage. Copy of review to appraise and to
Headteacher.
22