F.3
WHOLE SCHOOL PERFORMANCE MANAGEMENT POLICY
(Teaching & Boarding Staff (HMs/AHMs only))
1.
Introduction
New Hall School views teachers and boarding staff as the principal resource in educating students
successfully. The maintenance of high quality teaching & boarding, and the training and
development of teachers and boarding staff, is therefore a priority. New Hall School must have
confident, well-trained teachers and boarding staff who keep up-to-date with developments in
education and boarding. Teachers and boarding staff must be able to stimulate the intellectual
interests of students of a wide range of abilities. Every teacher and member of the boarding team
has a responsibility to contribute to the School’s ethos, an environment in which emphasis is
placed on the care and affirmation of each student, so that the individual is encouraged to realise
his or her potential.
There are two key areas of professional development:
 In-Service-Training (INSET) (see Professional Development Policy)
 Performance Management
Performance Management takes place for all staff, including all members of the Senior Leadership
& School Management Team (SLMT). This involves an annual cycle of assessment and review by
the line manager of the teacher/boarding staff or by an agreed senior staff member. Performance
Management includes elements of self-evaluation, classroom observation and data collection,
dialogue with the appraiser and an agreed statement incorporating the setting of targets.
The purposes of Performance Management are to:
 Ensure students are benefiting from a standard of education where excellence is
maintained, and improvements and changes are made where such developments can
enhance teaching and learning
 Support the professional development of teachers and boarding staff
 Enhance performance for job satisfaction
 Ensure qualified teachers continue to meet the New Hall Teachers’ Standards (See
Appendix C)
This policy does not apply to staff during their probation period. The Probation Policy &
Procedure will instead apply during the probation period.
1.1
Rationale
Performance Management is a way of helping New Hall School to raise educational
standards. It sets a framework for teachers and line managers to agree and review priorities
and objectives within the overall framework of the School Development Plan (SDP). It
focuses attention on ‘effective’ teaching and leadership for the benefit of students, teachers
and New Hall School as a whole. There is strong evidence to suggest that, where schools
and individual staff are clear about what they expect students to achieve, standards rise.
There are two major benefits:
 Students benefit because their teachers will have a more sharply focused picture of
what, with encouragement, support and high expectations, their students can achieve.
 Staff benefit because they have a right to expect that their performance will be regularly
assessed and that they will have a proper opportunity for a professional discussion with
a line manager about their work and their professional development.
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Part of the process involves identification/provision of appropriate and effective training
and development to help achieve job satisfaction, a high level of expertise and career
development.
1.2
Roles
The role of Governors is strategic. The context for the Performance Management Policy is
set by the SDP, which is agreed and endorsed by the Governors. The Governors are
responsible for overseeing the Performance Management Policy, for ensuring that the
performance of teachers at New Hall School is regularly reviewed and for monitoring the
performance management process. The Governors do not have a role in gathering evidence
or making judgements about individual teachers. The Chair of Governors has the
responsibility for the Principal’s review.
The Principal is responsible for the implementation of the Performance Management Policy
and HR have a role in ensuring that performance management reviews take place.
Reviewer. The Vice Principal (Staffing) will also ensure that Reviewers carry out their
various responsibilities. The Vice Principal (Staffing) will ensure that individual plans and
standards are agreed for all staff and that professional development is targeted. The Vice
Principal (Staffing) will ensure that the monitoring of staff performance takes place and that
feedback allows the staff member to both reflect on his/her performance and to participate
fully in the discussion.
The Vice Principal (Staffing) will oversee the smooth running of the Performance
Management scheme.
The ‘Reviewer’ is the person who will carry out the review. The Reviewer will be the line
manager who has a good overview of the teacher’s work and the ability to provide support
for the teacher.
Please see Appendix A for guidance on the structure of reviews.
1.3
Equal Opportunities
Fairness and consistency are important principles in any performance management system.
When agreeing objectives and assessing performance, New Hall School will seek to ensure
that teachers are not discriminated against with respect to any protected characteristics (e.g.
age, disability, gender, nationality, race, sexual orientation or religion), taking into account
the obligations required in relation to working in a Catholic Independent School contact,
which requires all staff to support its distinctive Catholic Ethos.
1.4
Responsibility for Annual Reviews
Performance management is a shared responsibility of the Principal, Governors and all staff.
 The Chair of Governors is the Reviewer for the Principal
 The Principal is the Reviewer for most of the SLMT.
 The Principal/Deputy Principal/Vice Principals are the Reviewers for members of the
SLMT
 The SLMT decide who shall act as Reviewer for each teacher. This will be based on the
staff member’s responsibilities within the School and the person best placed to have an
overview of their work. This would normally be the Head of Department/ Head of
Division/ Head of Boarding, or else another senior member of staff. Each Reviewer is
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
1.5
responsible for a limited number of reviews. Wherever possible this number will not
exceed 8, but particular circumstances or roles may cause this to be higher.
Should a member of staff have a concern regarding their nominated Reviewer, they
should discuss this in the first instance with the Principal/Vice Principal (Staffing).
Timing of Reviews
The one-year performance management cycle links with the SDP.
The timetable for the review process is shown below:
Michalemas
Term
Lent Term
•Finalise review statement taking account of examination results in September (if applicable)
•Reviewee and Reviewer meet to agree targets for the year ahead (using target form). Reviewer to retain a copy and
email a copy to the reviewee and HR Department by the published deadlines in September
•Reviewer to observe Reviewee lessons (if relevant) & to give feedback to Reviewee; observation forms to be
submitted to Vice Principal (Staffing)
•Reviewer to observe Reviewee lessons (if relevant) & to give feedback to Reviewee; observation forms to be
submitted to Vice Principal (Staffing)
•Reviewer emails Section 1 and Section 2, if relevant to relevant member of staff for completion in advance of the
Mid-Year Review meeting
•Reviewer to arrange a Mid-Year Review meeting and update the target form. Reviewer to retain a copy and email
a copy to the reviewee and HR Department
•Reviewer emails Section 1 and Section 2, if relevant to relevant member of staff for completion
•Reviewee completes self review
July-September •Reviewer arranges a Review Meeting
•Reviewer completes Section 3 of the review form and emails to HR by the published deadlines
SLMT: reviews may take place during August, or at the beginning of the Michaelmas Term.
Preparatory Division Teachers: final reviews will take place in June or July. At the formal
review outcomes will be discussed and future professional development opportunities
discussed. The review statement will be emailed to each teacher as soon as is reasonably
practical and ideally within 14 days of the meeting.
Senior Division Teachers: final reviews will take place in September following the
Principal’s analysis of examination results. At the formal review outcomes will be discussed
and future professional development opportunities discussed. The review statement will
be emailed to each teacher as soon as is reasonably practical and ideally within 14 days of
the meeting.
An analysis of Public Examination Results will be carried out by the Vice Principal
(Curriculum) in August/September. Feedback relating to Public Examination Results,
including in relation to any targets set, will be given in September and added to Review
Statement as required, if already otherwise complete.
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1.6 Performance Management Cycle
1.6.1 Planning Targets
Each member of staff will discuss and agree targets with their Reviewer and record these on
the relevant Target Form (please refer to the K drive in the September of the new school
year. Targets should be challenging but achievable, taking into account the job description,
the DfES Teachers’ Standards, where relevant (Appendix C), their existing skills and
knowledge base, and their intended career development. Examples of targets can be found
in Appendix B. Teachers looking to move to Point 9 and above on the New Hall Pay Scale
are expected to set themselves particularly challenging targets so that achievement of these
can be evidence of very good/excellent/outstanding performance.
A minimum of 3 targets should be set for each review cycle. Targets should reflect key
expectations. The range should match the nature of the post held, including leadership or
management areas as appropriate. Where someone has a wide range of managerial duties,
targets might focus on specific areas of this work.
In assessing the level of achievements of staff, the nature of the targets chosen will be taken
into consideration. This will include factors such as the time taken to achieve the target and
the importance of the target in relation to school development needs.
The SLMT and those with Management Allowances, will have additional targets relating to
their additional responsibilities.
The staff member, the Reviewer or members of the SLMT, may suggest targets. In
discussing targets, the following principles will be observed:
 The Reviewer should ensure that the member of staff understands what his or her
targets involve, knows what they need to do to achieve them and understands when
and how they will be assessed and reviewed.
 Targets are written clearly and are measurable.
 Personal development needs are recognized.
1.6.2 Monitoring Progress – Mid Year review
The teacher and the Reviewer will keep progress under active review throughout the year
using classroom observation and other relevant information. During the Lent Term, the
Reviewer should arrange a mid-year review meeting. In advance of this meeting, the
Reviewer will need to email Section 1 and Section 2 of the Annual Review Statement Forms
(found on the K Drive) to the relevant HOD/HOY, as required, to obtain the relevant
feedback. The feedback received will then be discussed with the member of staff at a formal
meeting, together with discussion on the status of targets. Section 1, Section 2 and the target
form should be completed and emailed to all parties and the HR Department.
Monitoring can be used as a means to:
 recognise achievements
 identify support needs
 help initiate change
 identify professional needs
The Reviewer will discuss with the member of staff any supportive action needed and keep
development plans up-to-date. The Reviewer has a responsibility to inform the member of
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staff when written or oral information is obtained from other people that is relevant to the
individual’s performance.
Monitoring can take place in several ways and is dependent upon the main roles of the
member of staff.
Classroom observation is accepted as good practice with normally a minimum of two
observations per year, supplemented by any fuller observation of whole or part lessons
which are agreed to be useful for developmental purposes. It is expected that at least one of
the formal lesson observations will have taken place before the Mid-Year review.
Feedback from the Reviewer (within 48 hours whenever possible) offers an opportunity to
discuss what went well, what might have been done better or differently next time. When
giving feedback the Reviewer should take into account the range of activities carried out by
the teacher and the time spent on each activity.
A standard proforma must be used for Lesson Observation, which are on the K Drive.
The Reviewer and the teacher should keep copies of all lesson observation sheets. A copy
should also be emailed to learningandteaching@newhallschool.co.uk.
The Reviewer of teachers will also examine a sample of students’ work at the time of the
lesson observation. Other methods of monitoring may include:

Discussions/interviews/reviews

Planning meetings

Audits

Student interview/questionnaires

Analysis of data, including examination results
1.6.3 Performance Review
1.
Self-Review (Annual), see appendix D
Self-review is an important aspect of performance management and the aim is for all
teachers to be reflective practitioners, learning from past experiences. The Self-review
form must be completed by the staff member and sent to the Reviewer 48 hours prior
to the final Review Meeting (see the K drive for the Self-Review form). All teachers
are encouraged to keep a Professional Development Portfolio, recording
qualifications, INSET, CV, lesson observations, Review Meeting statements.
For application for Point 9 (‘Very Good’) and 11 (‘Excellent’) on the New Hall Pay
Scale, teachers are also required to complete an Application Form. This should be
submitted to the HR Department. This is due on a specified date towards the end of
June in which the teacher is applying for the additional Point in the September.
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2.
Review meeting
At the end of the annual cycle, the staff member’s overall performance will be
assessed by relevant parties. This will include an assessment of the performance
against Teachers’ Standards, general points including administration and
relationships, and quality of pastoral care. At the Review, account will be taken of
the stage the teacher is at in his or her career.
The focus of the Review is on how to raise performance and improve effectiveness.
The Review will take account of evidence gathered in relation to 3 key areas of
performance:
 The teacher’s job description
 The targets set in relation to the job description, including management
responsibilities
 The teacher’s contribution towards the Whole School Targets identified in the
SDP
The review will involve:
 Discussion and confirmation of the teacher’s essential tasks and targets
 Annual review of the teacher’s job description
 Recognition of strengths and achievement and consideration of factors outside
the teacher’s control that may have affected results achieved
 Confirming action agreed with the teacher at other reviews
 Discussion over points raised in the Self-Review Form.
Within 14 days of the review meeting, the Reviewer will prepare a review
statement recording the main points made at the review and the conclusions
reached, including any identified development needs. Once prepared, the
Reviewer will email the teacher a copy of the statement. The teacher may, within
14 days of receiving the review statement, add additional comments.
The Review Statement and Self-Evaluation Form must be submitted electronically
to the HR Department by the end of September. The lesson observation
documentation must be submitted to the Learning & Teaching team
(learningandteaching@newhallschool.co.uk) within one week of the observation
taking place.
1.7
Performance for Access to Points 9 to 12 on New Hall Pay Scale A1 (For qualified Teachers
only)
Subject to completing the annual performance review cycle and provided that performance
meets the required standard, qualified teachers may be considered for movement up the
pay scale, up to point 10. Teachers become eligible for consideration of movement to Point
11 in the September two years after the September in which they received pay at Point 10
on the Scale. In the event that an award is not made a minimum of a further two year cycle
is required before the teacher is again eligible.
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Teachers who achieve Points 8-15 will be expected to sustain performance at that level if
that pay level is to be sustained. In the event that performance standards drop over the
course of an academic year, pay in the subsequent year may revert to a lower level, no less
than Point 7.
There is no automatic progression between any points on the scale; all movement is
performance-related. Moreover, staff above NH7 may in future years be moved down the
scale, due to performance, though not lower than NH7.
Progression is not automatic but is at the discretion of the relevant Committee. The
Governors have authorised the School Remuneration Committee (Chaired by the Principal)
to make the decision on all movement on the School payscales. This meeting will take place
between June and September of the year of the award. The decision confirmed by the
Principal is final. There is no Appeal.
Movement up the Pay Scale will only occur when the review cycle is complete & provided
that performance meets the required standards.
Targets set in the review process form an important framework of assessing performance,
but there is no automatic link between meeting targets and the award of a Pay Point.
A teacher who has made good progress on, but not achieved, a very challenging target may
have performed better than a teacher who has met in full a less stretching target.
The achievement of the teacher and the teacher’s contribution to the School must have been
substantial, sustained and excellent. It is the view of the Governors of New Hall School that
sustained and substantial contribution is defined as:

Academic: Teaching excellence that is appropriate in style and pace to the students as
evidenced from e.g. lesson observations and scrutiny of teaching files; use of assessment;
effective and prompt marking and feedback on students’ work; the establishment of
student enthusiasm for their lessons; continual development of the method and style of
teaching of the subject; reinforcing the Learning Habits attendance on training courses to
improve knowledge of teaching and implementation of what they have learned;
achievement of qualifications to support delivery of the subject at a high academic level;
timely submission of reports and management reports for the subject; accurate recording
of all budgetary expenditure.

Non- Academic: Effective contribution to the co-curricular and boarding life of New Hall
through either:

Major Contribution: At least two of the following types of activities: Director of a major
school event (i.e. play, music competition), responsibility for leadership/management of
school teams such as in sport/debating/public speaking.
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Plus a

Minor Contribution: Running two after school activities, supporting role in school
productions and involvement in school publicity.

Pastoral: Providing excellent pastoral care that is appropriate in style to students as
evidenced from tutorial sessions, PSHEE sessions or planned Super Learning Morning
activities; frequent and effective monitoring of tutees progress, behaviour, attendance;
timely submission of pastoral reports; regular attendance on training courses to improve
knowledge regarding pastoral care.

Boarding: Completion of termly boarding duty by completing academic tutoring or
taking part in a social activity that benefits those in the School’s care at the weekend.
Awareness of the School’s pastoral system in relation to the care of the boarding students
including a good knowledge of any boarder in the pastoral or teaching group. Ensures
a high level of communication between academic and pastoral staff to ensure the highest
level of care and support for every student.

Ethos: Demonstrates a clear commitment to living the Gospel values of core trust and
respect; actively supports and promotes New Hall School’s distinctive Catholic ethos;
leads prayer with tutees/students and supports students in developing their moral and
spiritual awareness; supporting the School’s charitable fundraising events; supporting
the Chaplain and Theology department in developing students’ prayer life; promoting
NHVS.

Major contribution: Leading whole school liturgies/assemblies; active involvement in
whole-school masses and/or Carol Service (e.g. Eucharistic minister, Choir); supporting
Chaplaincy/Theology in leading retreats; contributing to the sacramental preparation of
students; supporting the Children’s Holiday and /or NHVS.

1.8
Excellence: All aspects of the teacher’s job description will be taken into consideration.
There should be an excellent level of performance. Those with line management
responsibilities for others will be expect to demonstrate excellence in the relevant
managerial skills.
Managing Weak Performance
The Performance Management process will help to identify and to address weaknesses in
performance. It is important that staff are made aware of any areas in which they are not
meeting the required standard as soon as possible so that they have the opportunity to put
measures in place to improve. The relevant line manager at SLT level should be informed
as soon as possible regarding any concerns over weak performance and can provide further
advice to the Reviewer or reviewee.
Relevant information from reviews may be taken into account when decisions are made
about performance, pay, promotion, disciplinary/competency/capability matters or
dismissal.
1.9
Confidentiality
The individual plan and Review Statement are personal and confidential documents. They
should be kept in a secure place.
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1.10 Access to Outcomes
There will only be three copies of the review statement, one held by the teacher/member of
boarding staff, one by the Reviewer and another held by the HR Department on a central
file, to which the Reviewer, Principal, Governors, or any other member of SLMT responsible
for making recommendations regarding pay, could request access. A copy of the Principal’s
Review Statement is kept by the Chair of Governors.
1.11 Complaints
The review:
Within 14 days of receiving the Review Statement:
Teachers/boarding staff can record their dissatisfaction with aspects of the review on the
Review Statement only after discussing any issues with the Reviewer.
Where these cannot be resolved with the Reviewer, they can raise their concerns with the
HR Department, who will appoint a Review Officer. Where the Vice Principal (Staffing) is
the Reviewer, they can raise their concerns with the Principal. Where the Principal is the
Reviewer, the teacher should first discuss the issue with Principal and, if not resolved, refer
the matter to the Clerk to Governors.
The Principal can record her dissatisfaction with aspects of the review on the Review
Statement. Where these cannot be resolved with the Chair of Governors, the Governing
Body will appoint one or more Governors who have not participated in the Principal’s
review to act as Review Officer. No Governor/representative on the Governing Body who
is a teacher or staff member can be involved in the Principal’s Review.
The Review Officer will investigate the complaint and take account of comments made by
the post holder. The Review Officer should conduct a review of the complaint within 14
working days of referral. S/he may decide that the Review Statement should remain
unchanged or may add any observations of his/her own. The Review Officer may decide,
with the agreement of the person responsible for carrying out the initial review, or in the
Principal’s case the appointed Governors, to amend the review statement or declare that the
Review Statement is void and order a new review or part of the review to be repeated.
Where a new review is ordered, new Governors will be appointed to carry out the review
of the Principal. For teachers/boarding staff, the Principal/Vice Principal (Staffing) will
appoint a new Reviewer. Any new review, or part review, ordered should be conducted
within a further 14 days or, where a longer period is required, the new review plan and
timings confirmed within 14 days for implementation as soon as possible.
1.12 Evaluation of the Policy
The Principal shall provide an annual report to the Governors on how effective the
performance management procedures have been.
The Vice Principal (Staffing) and HR will update and amend the documentation and the
process as required.
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2.
Appendices
Performance Management Structure of Reviews
Appendix A
Examples of Targets
Appendix B
Department for Education Teachers’ Standards
Appendix C
Self-Review Form
Appendix D
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APPENDIX A
PERFORMANCE MANAGEMENT STRUCTURE OF REVIEWS
In order to be achievable, the assessment & reviews will normally follow a pattern of cascading
from group to group.
 Assessment of Principal: (Chair of Governors plus one other Governor)
 Assessment of SLMT: Principal/Deputy Principal/Vice Principals
 Assessment of HoDs, HoYs and Heads of Boarding: SLMT members
 HoDs and other middle managers will assess members of their departmental
teams
 Assessment in larger departments can be delegated to other HoDs
This pattern will be followed for both teaching and support staff. Where there is some overlap
between departments, the review will normally be overseen by the HoDs that receives the major
contribution, but assessment will include input from other relevant areas. The review system
operates on a continuous one-year cycle. Good practice shows that, where possible, Reviewers
should not have more than 8 reviewees.
ASSESSMENT GROUPS
Group
SLMT
Reviewer
Principal, Vice
Principals
Group
Reviewer
Group
Reviewer
Senior Division Academic Staff
HoDs
HoBs & HoYs
Vice Principals,
SLMT
Teachers
Vice Principal
HoDs
(Boarding)
Boarding/
Head of
Division
Preparatory Division Academic Staff
SLMT
Subject Leaders
Teachers
Principal/Vice
Head of Division
Heads of
Principals
Division
SLMT
Principal
Support Staff
HoDs
SLMT
House
staff
HoB
Support Staff
Heads of Division
/ HoDs
Support Staff
HoDs
A list of Reviewers and reviewees for the academic year can be found on the K drive
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APPENDIX B
EXAMPLES OF TARGETS
1.
Framework for Targets
Any target set as part of the performance management process should:
 Have an action and a purpose
 Have a measurable outcome
 Have an evident time scale
 State what/who it involves
 Have progression through the year and not be a one-off occasion
2.
Examples of targets
It must be noted that these targets are only hypothetical examples and would only be
meaningful/desirable in an appropriate context.
3.
Curriculum Targets:
 To develop strategies to increase the take-up of Geography in Year 10 by 50%.
 To form a string ensemble of students to perform at various events throughout the year;
for students to be motivated by this to gain more enjoyment from music and confidence
and skill in performing.
 To raise the % of A* and A grades at GCSE to the department’s highest level compared
with the previous 3 years, and to a level exceeding the average % A*/A achieved by
other departments (where previously this had not been the case).
4.
Management Targets:
 To research suitable materials for use with identified Gifted and Talented in the
department and to implement and monitor their use.
 To work with SLMT on one aspect of the School Development Plan to help achieve a
positive outcome.
5.
Pastoral:
 To increase knowledge of the range of strategies to combat bullying and where and how
to use them successfully and to put these into practice effectively.
 To improve quality of tutor reports.
 To work with 5 underachievers in Year 10, then work with the Head of Year to set
targets and help students realise their potential.
6.
Whole School Contribution:
 To develop a set of outstanding display materials to promote the work of the
department for general use and for marketing occasions.
 To set up and run a textiles/fashion club to take place regularly at weekends
throughout the year.
 To help in the planning and running of a Yr 5/6/7/8 taster ‘boarding experience’ that
is successful, gives students a positive experience of boarding and leads to at least 2 day
students choosing to board.
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7.
Individual:
 To train as an Examiner at GCSE/A Level.
 To complete an MA in the specialist subject, with tangible benefit, for career
development/teaching and learning.
 To undertake an TRA Internship in a contrasting school context.
8.
More challenging Targets for NH9 to NH15
Again, the assessment of whether these constitute ‘challenging’ Targets, or are appropriate,
depends on the context:
 To develop and run a successful and popular course on ‘survival cookery’, using an
arrangement to ensure access by all Year 12 & 13 students.
 To draft a study skills booklet for Year 7/10/12 for approval by SLMT, to train tutors
in the use of it and to monitor/review its benefits over a period of 2 years.
 To investigate a new sport for New Hall (e.g. golf, lacrosse), raise interest, undertake
training and arrange fixtures with appropriate neighbouring schools.
 For 9 out of 12 students in an A Level group to achieve an A/8 grade at A Level
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APPENDIX C
DEPARTMENT FOR EDUCATION TEACHERS’ STANDARDS
Teachers make the education of their pupils their first concern, and are accountable for achieving the
highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong
subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge
positive professional relationships; and work with parents in the best interests of their pupils.
PART ONE: TEACHING
A teacher must:
1.
Set high expectations which inspire, motivate and challenge pupils
 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 pupils
 be accountable for pupils’ attainment, progress and outcomes
 be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on
these
 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 knowledge and curriculum knowledge
 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 lessons
 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
Performance Management Policy (Teachers & Boarding staff) – F.3 / Page 14 of 19
Updated: August 19 (LHW); October 2018 (KJE/EMU); June 2018 (KJE)
F.3


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 area(s).
5.
Adapt teaching to respond to the strengths and needs of all pupils
 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 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.
7.
Manage behaviour effectively to ensure a good and safe learning environment
 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
 have high expectations of behaviour, and establish a framework for discipline with a range
of strategies, using praise, sanctions and rewards consistently and fairly
 manage classes effectively, using approaches which are appropriate to pupils’ needs in
order to involve and motivate them
 maintain good relationships with pupils, exercise appropriate authority, and act decisively
when necessary.
8.
Fulfil wider professional responsibilities
 make a positive contribution to the wider life and ethos of the School
 develop effective professional relationships with colleagues, knowing how and when to
draw on advice and specialist support
 deploy support staff effectively
 take responsibility for improving teaching through appropriate professional development,
responding to advice and feedback from colleagues
 communicate effectively with parents with regard to pupils’ achievements and well-being.
Performance Management Policy (Teachers & Boarding staff) – F.3 / Page 15 of 19
Updated: August 19 (LHW); October 2018 (KJE/EMU); June 2018 (KJE)
F.3
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional
conduct. The following statements define the behaviour and attitudes which set the required standard
for conduct throughout a teacher’s career.








Teachers uphold public trust in the profession and maintain high standards of ethics and
behaviour, within and outside school, by:
treating pupils with dignity, building relationships rooted in mutual respect, and at all
times observing proper boundaries appropriate to a teacher’s professional position
having regard for the need to safeguard pupils’ well-being, in accordance with statutory
provisions
showing tolerance of and respect for the rights of others
not undermining fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect, and tolerance of those with different faiths and
beliefs
ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability
or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of
the School in which they teach, and maintain high standards in their own attendance and
punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks
which set out their professional duties and responsibilities
Performance Management Policy (Teachers & Boarding staff) – F.3 / Page 16 of 19
Updated: August 19 (LHW); October 2018 (KJE/EMU); June 2018 (KJE)
F.3
APPENDIX D
NEW HALL SCHOOL PERFORMANCE MANAGEMENT
SELF – EVALUATION FORM
As per point 1.6.3 of the Performance Management Policy, all teaching staff are required to complete this form
and submit it to your Reviewer, at least 48-hours prior to your review meeting. All performance review
documentation will be kept confidential and only read by your line manager and relevant members of the
SLT/HR Department as required.
Reviewee:
Reviewer:
Over the last academic year, what have been the most successful parts of your job?
What areas of your work have been less successful?
What training (if any) do you feel you need? What further support (if any) do you feel you need?
Performance Management Policy (Teachers & Boarding staff) – F.3 / Page 17 of 19
Updated: August 19 (LHW); October 2018 (KJE/EMU); June 2018 (KJE)
F.3
What career/professional development aspirations do you have? (in the Short, Medium & Long term)
Are there any other points that you would like to raise at your review?
Signature:
Date:
Performance Management Policy (Teachers & Boarding staff) – F.3 / Page 18 of 19
Updated: August 19 (LHW); October 2018 (KJE/EMU); June 2018 (KJE)
F.3
APPENDIX E
TEACHER PAYSCALE 2019-20
Increasing experience
Trainee
teacher/further qualifications or
experience required
Good
(with elements of very good and
excellent)
Scale Point
1 Sept 18
1 Sept 19
Review
Cycle
NH1
24,125
24,246
Annual
NH2
26,033
26,163
Annual
NH3
28,124
28,265
Annual
NH4
30,288
30,439
Annual
NH5
32,676
32,839
Annual
NH6
35,261
35,437
Annual
NH7
38,196
38,387
Annual
NH8
39,616
39,814
Annual
Very Good
NH9
41,076
41,281
Biennial
(with elements of excellent and
NH10
42,076
42,286
Biennial
outstanding)
Excellent
NH11
43,076
43,291
Biennial
(with elements of outstanding)
Outstanding
NH12
44,076
44,296
Biennial
Access to Points 13 to 15 on New Hall Pay Scale A2 (For qualified Teachers only). This
is a supplementary scale for outstanding teachers who are out of the classroom for no
greater than a lesson abatement of 4 out of 46 per fortnight.
Biennial
NH13
45,576
45,804
Outstanding
Biennial
NH14
47,076
47,311
(in all areas of teaching)
Biennial
NH15
48576
48,819
Performance Management Policy (Teachers & Boarding staff) – F.3 / Page 19 of 19
Updated: August 19 (LHW); October 2018 (KJE/EMU); June 2018 (KJE)