PERFORMANCE RELATED PAY
QUESTIONS
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What is Performance Management?
Why do it?
How does it work well?
How does it work badly?
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GOOD PERFORMANCE MANAGEMENT
 Identify, celebrate and disseminate good practice
 Identify areas for staff to improve their professional
skills
 Identify performance that is below the standard
expected and provide a supportive system to improve
performance
 Be an integral part of a school’s self-evaluation process.
 No surprises
 Is a 2-way process – both parties are committed to
improve performance for the benefit of pupils
 It’s about managing performance ~ not just meeting
targets
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A GOOD PROCESS
 An agenda for the meeting ~ both parties have
prepared
 Builds on strengths as reflective practitioners
 The culture of the school has to be one of continuous
improvement of all staff for the benefit of the children
 Are standards being met?
 Which standards need to be developed?
 How clear is the school about expectations for
different teachers?
 Does it link to school self-evaluation information?
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OBJECTIVES
Regulation 6, paragraph 5 of the Education (School
Teachers’ Appraisal) (England) Regulations 2012 sets
out the requirements for objectives that must be set as
part of the performance management of teachers. It
says that the objectives set must be such that, if they
are achieved, they will contribute to:
Improving the education of pupils at the school;
and
The implementation of any plan of the governing
body designed to improve that school’s educational
provision and performance
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TEACHER STANDARDS
Teacher Standards set the standard to which:
 All trainees should aspire
 All qualified teachers should adhere to and improve
upon throughout the various stages of their career
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TEACHER STANDARDS
1. Set high expectations which inspire, motivate and
challenge pupils
2. Promote good progress and outcomes by pupils
3. Demonstrate good subject and curriculum knowledge
4. Plan and teach well structured lessons
5. Adapt teaching to respond to the strengths and needs of
all pupils
6. Make accurate and productive use of assessment
7. Manage behaviour effectively to ensure a good and safe
learning environment
8. Fulfil wider professional responsibilities
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POST THRESHOLD
An application from a qualified teacher will be successful
where the relevant body is satisfied:
(a) that the teacher is highly competent in all
elements of the relevant standards; and
(b) that the teacher’s achievements and
contribution to an educational setting or settings
are substantial and sustained.
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POST THRESHOLD
 What is highly competent?
 Substantial and sustained? previously defined as:
 continuing to meet threshold standards and
 grown professionally by developing their teaching
expertise post threshold
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SETTING OBJECTIVES
 How many?
 Relating to Teacher Standards – which are most
important?
 How will progress towards objectives be measured?
 Are they appropriate in relation to their current pay
grade?
 Do objectives have to be met completely for an
increment to be awarded? Is this clear for the
teacher?
 Implications for CPD budget and timetabling
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2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS
Be accountable for
pupils’ attainment,
progress and
outcomes
GOOD
In KS2 most pupils make 3.5
points progress
VERY GOOD
In KS2 all pupils make at least
3.75 points progress
OUTSTANDING
In KS2 all pupils make 4
points progress
Most pupils and groups of
Almost all pupils, including
pupils, including disabled
disabled pupils, those who
pupils, those who have special have special educational
educational needs, and those
needs and those for whom the
for whom the pupil premium
pupil premium provides
provides support, make good
support, are making sustained
progress and achieve well
progress.
over time.
Almost all pupils, including
disabled pupils, those who
have special educational
needs and those for whom
the pupil premium provides
support, are making rapid
and sustained progress.
Be aware of pupils’
capabilities and their
prior knowledge, and
plan teaching to build
on these
Planning demonstrates high
expectations through a varied
range of approaches and
activities appropriate to pupils’
prior learning.
Teachers plan activities which
inspire most pupils to succeed
in meeting challenging
objectives.
Teachers plan activities
which inspire all pupils to
succeed in meeting
challenging objectives and
take full account of pupils’
differing needs and prior
learning.
Guide pupils to reflect
on the progress they
have made and their
emerging needs
Pupils are actively engaged in
setting their own targets and
monitoring progress towards
achieving
Pupils are given a clear
understanding of the skills and
knowledge required, are
encouraged to develop their
own targets for improvement
with their teacher , are
beginning to monitor progress
and demonstrate to the
teacher when they have
Pupils are given a clear
understanding of the skills
and knowledge required, are
encouraged to develop their
own targets for
improvement with their
teacher, to monitor progress
and demonstrate to the
teacher when they have
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4. PLAN AND TEACH WELL STRUCTURED LESSONS
GOOD
Pupils are confident, willing
learners and can identify
their progress towards
meeting learning outcomes.
They work with sustained
concentration and
intellectual effort to achieve
learning objectives.
Relevant homework is set
which enables pupils to
consolidate and extend their
classroom learning, and is
suited to their needs and
capabilities.
VERY GOOD
Pupils have a clear desire to
learn and are beginning to
demonstrate ownership of
their own learning.
OUTSTANDING
Pupils have an infectious
desire to learn and
demonstrate ownership of
their own learning. They
work creatively and feel
secure in taking risks in their
learning.
Relevant homework is
systematically set which
enables pupils to consolidate
and extend their classroom
learning, and is suited to
their needs and capabilities
Reflect systematically on
the effectiveness of
lessons and approaches
to teaching
Has planned tasks to assess
children’s progress and
attainment
Planning is used flexibly to
embrace new ideas and
feedback from formative
assessment.
Contribute to the design
and provision of an
engaging curriculum
within the relevant
subject area(s).
Plan tasks to assess
children’s progress and
attainment
Planning is used flexibly to
embrace new ideas and
feedback from formative
assessment.
Teachers give homework
which enables pupils to
enjoy consolidating and
extending class work
independently, consistent
with their needs, capabilities
and home circumstances.
Planning is used flexibly to
embrace new ideas,
feedback from formative
assessment and unexpected
progress.
Planning is used flexibly to
embrace new ideas,
feedback from formative
assessment and unexpected
progress.
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
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6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT
GOOD
Assessment made at sub
levels in English and maths
each half term and updated
on tracking system
VERY GOOD
Assessment peer reviewed,
including detailed work
scrutiny.
Accurate use of APP
by most staff
Accurate use of APP
by all staff
Assessment requirements
make use of formative
and summative
assessment to secure
pupils’ progress
Review of attainment and
progress; key issues form
the basis of next SDP and
informs performance
management objectives
Review of attainment and
progress informs rapid
progress for
underperforming groups.
Use relevant data to
monitor progress, set
targets, and plan
subsequent lessons
Teachers share clear
learning goals with pupils
who understand when they
have achieved them.
Pupils have some
opportunities to set and
reflect on their own learning
goals.
Give pupils regular
feedback, both orally and
through accurate
marking, and encourage
pupils to respond to the
feedback.
Teachers’ assessment
includes constructive
comments so that pupils
have a clear understanding
of their strengths and what
they need to do next.
There is regular evidence
that pupils have responded
to constructive comments.
Pupils’ responses result in
very good progress.
Know and understand
how to assess the
relevant subject and
curriculum areas,
including statutory
OUTSTANDING
Intervention activities
resulting from assessment;
progress for identified group
is measured.
Review of attainment and
progress informs rapid
progress for
underperforming groups and
best practice is
disseminated.
Pupils have regular
opportunities to set and
reflect on their own learning
goals.
Pupils’ responses result in
outstanding progress.
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OFSTED
 Inspectors can ask for appraisal information (this
should not include names)
 Is there a mismatch between staff grades and pupils
outcomes, e.g. a majority of UPS staff and satisfactory
outcomes?
 What actions or objectives have been set and has
there been any impact?
 As you will have less than 24 hours notice, this
information will need to be up-to-date
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QUALITY ASSURANCE
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This is the responsibility of the headteacher
Are objectives fair, appropriate and attainable?
Is their equality between teachers?
Will teaching improve?
Is underperformance being challenged?
Is improvement in teachers’ performance reflected in
improved outcomes for pupils?
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GOVERNORS
 How well do governors provide challenge and hold the
headteacher and senior leaders to account for
improving the quality of teaching?
 How well do governors use performance management
systems, including the performance management of
the headteacher, to improve teaching, leadership and
management?
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GOVERNORS
 In reaching their judgement on leadership and
management, inspectors evaluate:
 how well the headteacher and other senior staff are
managing staff performance?
 how they are using the staff budget to differentiate
appropriately between high and low performers?
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GOVERNORS
 Inspectors consider the extent to which the
headteacher/principal ensures that all staff undergo
performance management procedures which enable
them to benefit from appropriate professional
development.
 Where teachers’ performance is less than good,
inspectors will seek evidence that this is rigorously
managed, and that appropriate training and support
are provided.
 Where teachers’ performance is good, inspectors will
expect to see evidence that this is recognised through
the performance management process.
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GOVERNORS
 Inspectors should ask the headteacher for
anonymised information from the last three years,
which shows the proportions of teachers who have:
– progressed along the main pay scale
– progressed to, and through, the upper pay scale
– progressed along the leadership scale
– received additional responsibility payments, such
as teaching and learning responsibility payments
and special needs allowances.
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GOVERNORS
 The information provided should include information
about patterns of progression through the different
salary scale points, and comparisons between
subject departments and/or teachers deployed in
different key stages.
 Inspectors should compare this with the overall
quality of teaching, and determine whether there is
a correlation between the two, and if there is none,
find out why, taking into account the length of time
the headteacher has been in post.
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PAY PROGRESSION
 Can increments awarded be justified?
 The decision must be based on the teacher’s overall
performance, not solely on whether objectives have
been met
 If two increments are awarded, is this in line with the
school’s pay policy?
 If the decision is made not to award an increment, has
the teacher been advised (in writing) previously that
their performance was causing concern?
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Rick Baker
rick.baker@firstfederation.org
07730 767848
Primary Excellence
C/O Blackpool CE Primary School
Liverton
Newton Abbot
Devon
TQ12 6JB
Tel: 01626 821316
enquiries@primaryexcellence.org
www.primaryexcellence.org