United Learning Academy Teachers’ Pay Policy
Scope
The Pay Policy for teachers set out below applies to teachers employed on the United Learning
Academy contract (ULT contract). The Pay Policy does not apply to Head Teachers, Deputy Head
Teachers or those teachers whose contract of employment with United Learning is as a result of the
transfer of undertakings from the Local Education Authority to United Learning.
ULT is a registered exempt charity and forms part of the trading name, United Learning.
This policy must be read in conjunction with the United Learning Teachers’ Performance and
Development Review Guidance. The Pay Structure is set out in Annex C.
1.
1.
United Learning's Objectives
1.1
United Learning’s vision is to provide excellent education so all young people are able to
make a success of their lives. To deliver this vision, United Learning aims to attract, retain,
develop and reward outstanding teachers.
1.2
United Learning places great emphasis on being a values-led organisation with an ethos
established to bring hope and aspiration to the communities we serve in our schools. Our
values act as a yardstick for how we behave, interact with each other and deliver our mission.
These values are: Ambition, Confidence, Determination, Creativity, Respect and Enthusiasm.
1.3
United Learning will seek to reward its teaching staff:
1.4
a)
In a fair way based on transparent policies;
b)
At competitive market rates to recruit and retain good teaching staff;
c)
At levels which are affordable within the funding available to the Academy as
agreed by the DfE, using public funds in the best possible way to the advantage of
the students within United Learning Academies;
d)
In a way which inspires staff to raise their professional standards;
United Learning expects its teaching staff:
a)
To support quality initiatives to improve teaching and learning and to help make
the learning experience challenging and exciting;
b)
To enable successful student progress;
c)
To make a contribution to the life of the Academy outside the classroom. Where
staff make such contributions it is done so on a voluntary basis and is not part of
the contractual obligation;
d)
To commit to continuing professional development.
2. Salary on Appointment
2.1
The salary of a Newly Qualified Teacher will normally commence on the first point within the
PT scale. Previous teaching and other relevant experience will be taken into account when
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determining the starting point on the scale.
2.2
2.3
3.
For teachers other than NQTs, the starting point within the United Learning Academy Pay
Policy will be determined by:
a)
Number of years of post qualification teaching experience;
b)
Other relevant experience;
c)
Whether or not the teacher has successfully fulfilled threshold requirements;
d)
Any proposed leadership responsibilities;
e)
Any proposed management responsibilities.
In normal circumstances, a teacher’s starting salary will be no less than their current salary.
General Pay Award
3.1
A general review of pay is undertaken on an annual basis, is applicable to all teachers and all
parts of their pay. The purpose of the general pay award is to ensure that the salaries of
teachers are and remain at competitive market rates.
3.2
The general pay award date for all teachers employed on the United Learning Academy
contract will be 1st September each year.
3.3
The general pay award applies equally to all teachers employed on the United Learning
Academy contract.
3.4
In negotiation with United Learning Academies recognised unions, the Board of United
Learning will take into account when considering any general review:
a)
United Learning’s long-term commitment to attract and retain the best staff;
b)
Submissions from United Learning Academies recognised unions and negotiations
annually at the Joint Negotiating Committee;
c)
Headline inflation over the preceding months;
d)
The recommended pay review award to teachers in the maintained sector;
e)
The ability of United Learning Academies as a group to fund any increase in pay,
with particular reference to the level of funding available to the Academies as
agreed by the DfE;
f)
Any other relevant factors.
4. Individual Pay Awards under United Learning Academies Contribution Based Pay Scheme
4.1
This section sets out the framework for assessing individual contribution for pay review
purposes.
4.2
The purpose of Contribution Based Pay within academies is to:
a)
Encourage the skills and attitudes which will underpin the success of individuals
and United Learning;
b)
Enhance the impact of teaching on students’ achievements and their personal
development;
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c)
Clearly align the individual teacher’s objectives with the development of the
academy;
d)
Encourage continuous improvement and development of all teachers;
e)
Provide a basis for considering an individual’s contribution and reviewing their
pay.
4.3
Contribution Based Pay, and subsequent individual pay progression, recognises the
contribution a teacher makes to academy performance both through the achievement of up
to three Objectives and through the development and application of skills, attitudes, abilities
and knowledge required to perform effectively as a teacher, as set out in the Teachers’
Standards.
4.4
Objectives for teachers must show an appropriate balance between:
a)
Improving the impact of teaching on pupils’ achievement and personal
development, where relevant, including examination outcomes;
b)
Improving the professional skills and/or achieving the aspirations of the
individual.
4.5
It is not envisaged that teachers are assessed in a tick-list fashion against each individual
Standard, but instead they should be used as a basis for dialogue to highlight strengths and
achievements, identify areas for development and possible Objectives.
4.6
For further details about setting Objectives and reviewing performance in line with the
Teachers’ Standards, please refer to the United Learning Teachers’ Performance and
Development Review Guidance.
4.7
Once the Performance and Development Review record has been completed and signed off,
it will be submitted to the Head Teacher.
4.8
Having received the Review record, the Head Teacher will follow up some or all aspects
raised by the Performance and Development Review with the appropriate line manager.
4.9
The Head Teacher will consider the merits of each Performance and Development Review
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record and make recommendations for pay awards in line with the appropriate sections of
this Pay Policy.
4.10 In making recommendations for pay awards, the Head Teacher will consider contribution in
all three Objectives and with reference to the behaviours set out in the Teachers’ Standards.
As set out in point 4.5 above, the Teachers’ Standards should not be used in a tick-list fashion
and the review of an individual’s performance should start from the premise that all the
standards are being met unless clear evidence to the contrary is provided.
4.11 In making recommendations for pay awards, the Head Teacher is expected to exercise
judgement as is necessary and to show leadership in moderating the management of the
Performance and Development Review system within the academy. He or she will take into
account additional significant evidence as may be necessary to ensure completeness,
consistency and fairness of the pay review process across the academy.
4.12 Overall, United Learning will assess teachers’ contribution at one of the three contribution
levels described in Annex A.
4.13 Individual pay awards are determined according to the policy set out below.
4.14 Failure to meet all Objectives will not automatically result in no pay progression if significant
progress has been made and/or failure to meet Objectives were due to reasons beyond the
teacher’s control.
4.15 It will be possible for a ‘no progression’ determination to be made without recourse to the
separate United Learning Capability Procedure.
4.16 The funding of salary progression for United Learning Academy teachers will be made
available in all cases where the teacher has met the requirements as set out in this policy.
4.17 Final decisions on pay awards will be made by the local moderation panel (see section 5
below) following recommendations by the Head Teacher.
4.18 The timeline for the pay review process is shown below:
Performance &
Development Reviews
and intial pay review
process completed by
October half term
Moderation Panel held
by mid-November
Pay progression received
in December pay run and
backdated to 1st
September
5. Pay Review Moderation
5.1
The Head Teacher and the Moderation Panel are responsible for ensuring the consistency
and fairness of the pay review process and outcomes and ensuring that the implementation
of the Contribution Based Pay and non-consolidated recognition awards meet the
requirements of United Learning’s Equality Guidelines.
5.2
Each academy will form a local moderation panel consisting of, as a minimum, the Head
Teacher, Head of Junior School (if applicable), Chair of the Local Governing Body (or
designated Local Governing Body member(s) as appropriate), Senior Leadership Team
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members (as appropriate) and their Central Office HR Business Partner. The panel should
meet, in person, no later than mid-November.
6.
5.3
The purpose of the local moderation panel is to ensure the consistency and fairness of the
Performance and Development Review process and pay recommendations within the
academy.
5.4
The role of the Head Teacher will be to present their pay review recommendations and
answer questions. The Moderation Panel will be responsible for approving the final pay
awards.
5.5
To ensure consistency and equality between academies, the Central Office HR team and the
Education Director (or his/her deputies) will undertake a review of this policy within
academies across United Learning from time to time. Group summary reports and the
operation of this policy will be discussed annually with recognised trade unions.
Professional Teacher (PT1-6) Salary Range and Progression
6.1
Points 1, 2 and 3 in the Professional Teacher salary range are fixed salary scale points.
Beyond this, points 4 to 6 are guidance points for reference only to help academies manage
pay progression through this range and clarify teachers’ expectations. These guidance points
are not mandatory and academies have the flexibility to work outside them, however it is
envisaged that in most cases the guidance points will be used as scale points.
6.2
Teachers with up to two years post qualification experience will normally be paid on the first
two points of the Professional Teacher scale (PT1 and 2) and salary progression will be
incremental, including progression onto PT3. This increase will be applied annually on 1st
September during each of the first two years after they have qualified. Such increases will be
made in addition to any increase agreed within the general pay review as described in
paragraph 3.
6.3
Such increments will be applied automatically unless:
a)
The teacher is the subject of a formal capability procedure, in which case an
increment may be withheld or delayed;
b)
The teacher fails satisfactorily to complete the induction period as set out in the
United Learning Academy policy for teachers in the first two years of the
profession.
6.4
The salary progression for teachers with more than two years and up to six years post
qualification experience will be assessed on an annual basis through the Contribution Based
Pay scheme. Subject to ‘expected’ contribution, as defined in Annex A, teachers will progress
through the band each year on 1st September, with due regard to the published guidance
points as appropriate.
6.5
Professional Teachers whose contribution is judged to be ‘consistently outstanding’, as
defined in Annex A, will progress at a faster rate within the band.
6.6
Such increases will be made in addition to any increase agreed within the general pay review
as described in paragraph 3.
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6.7
7.
Progression may be withheld or delayed where support interventions have failed and a
teacher is the subject of a formal capability procedure.
Threshold
Applications and Evidence
7.1
Any qualified teacher may apply to be paid in the Experienced Professional Teacher (EPT) pay
band and any such application must be assessed in line with this policy. It is the
responsibility of the teacher to decide whether or not they wish to apply to be paid in the
EPT band.
7.2
Applications may be made once a year following the Performance and Development Review
(PDR). Where teachers wish to be assessed they should notify their Head Teacher in writing
of this request and with their request they should submit evidence from their most recent
reviews. This may include the previous academic years’ Performance and Development
Review which will be considered together with their performance in the current academic
year. Only evidence from the Performance and Development Review process will be used.
For teachers with an attendance gap in the previous academic year (e.g. due to
maternity/long term sickness absence) evidence should be submitted from the most recent
Performance and Development Review.
The Assessment
7.3 An application from a qualified teacher will be successful where the Head Teacher is satisfied
that:
a) The Teacher is highly competent in all elements of the Teachers’ Standards; and
b) The Teacher’s achievements and contribution to the school are substantial and
sustained.
7.4
For the purposes of this pay policy:
a) ‘Highly competent’ means that the Teacher is assessed this year as meeting all of
the Teachers’ Standards and exceeds at least half of them;
b) ‘Substantial contribution’ means that the Teacher has played a critical role in the
overall success of the school and has made a significant contribution to the raising
of student standards; and
c) ‘Sustained achievement/contribution’ means that the teacher has maintained a
good/excellent performance rating over the two year period of the assessment.
Processes and Procedures
7.5
Applications should be made at the conclusion of the Performance and Development Review
process and received by the Head Teacher no later than 31st October. The Head Teacher will
acknowledge receipt of all applications.
7.6
If successful, applicants will move to the minimum of the Experienced Professional Teacher
scale from 1st September (this will be backdated as appropriate).
7.7
If unsuccessful, feedback will be provided by the Head Teacher as soon as possible and within
10 working days of the decision, and will cover the reasons for the decision and the appeals
arrangements available to the teacher.
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7.8
8.
9.
If a teacher is unhappy with the outcome of their application they should refer to the
Appeals Procedure detailed in Annex B.
Salary Progression for Experienced Professional Teachers with no Leadership or Management
Responsibilities
8.1
The salary of teachers with no specific leadership or management responsibilities will be
determined within the Experienced Teacher band (EPT). Salary progression within this band
will reflect contribution as assessed following two successful Performance and Development
Reviews (over a two year period) under the Contribution Based Pay Scheme.
8.2
Whilst there are no formal salary scales applicable to Experienced Professional Teachers
there are guidance points for reference only to help academies manage pay progression
through this range and clarify teachers’ expectations. These guidance points are not
mandatory and academies have the flexibility to work outside them to reward teachers as
appropriate.
8.3
Experienced Professional Teachers whose contribution demonstrates ‘year on year
improvement’, as defined in Annex A, following two successful Performance and
Development Reviews (PDR) (over a two year period) will progress on 1st September up to
the EPT2 guidance point.
8.4
Experienced Professional Teachers whose contribution is judged to be ‘consistently
outstanding’, as defined in Annex A, will progress at a faster rate within the band and are
eligible to progress to the EPT3 guidance point and beyond to the maximum value of the
band.
8.5
Salary increases within the Experienced Professional Teachers Band will be made in addition
to any increase agreed within the general pay review as described in paragraph 3.
8.6
Progression may be withheld or delayed where support interventions have failed and a
teacher is the subject of a formal capability procedure.
Leading Practitioner Band
9.1
Teachers who are judged to be consistently outstanding classroom teachers and whose
primary purpose is the modelling and leading of teaching skills improvement will be
promoted to the position of Leading Practitioner.
9.2
Leading Practitioner’s pay falls within the Leading Practitioner Band. At the point at which a
teacher is promoted to the status of Leading Practitioner a decision will be made as to his or
her starting point within the band. This pay decision will take into account:
a)
The teacher’s current pay position;
b)
Experience;
c)
The specific Leading Practitioner role which is being offered.
9.3
Leading Practitioners whose contribution is judged to be ‘consistently outstanding’, as
defined in Annex A, will progress on 1st September.
9.4
The Leading Practitioner Band has no upper limit.
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9.5
Progression may be withheld or delayed where support interventions have failed and a
teacher is the subject of a formal capability procedure.
9.6
Salary increases within the Leading Practitioner Band will be made in addition to any increase
agreed within the general pay review as described in paragraph 3.
10.
Leadership and Management Pay
10.1 Teachers will receive payment of an appropriate TLR1 or TLR2 for undertaking permanent
additional responsibilities.
10.2 The Head Teacher may award a TLR1 or TLR2 to a classroom teacher for undertaking clearly
defined and sustained additional responsibility in the context of the academy’s staffing
structure for the purpose of ensuring the continued delivery of high-quality teaching and
learning and for which the teacher is made accountable.
10.3 The Head Teacher may award a TLR3 for clearly time-limited school improvement projects.
Criteria for such an award should be agreed in advance by both parties. 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.
10.4 Although a teacher cannot hold a TLR1 and TLR2 concurrently, a teacher in receipt of either a
TLR1 or TLR2 may also hold a concurrent TLR3.
10.5 The salary and any allowances, except for TLR’3 of a part time teacher, should be paid on a
pro rata basis.
10.6 Before making an award, the Head Teacher must be satisfied that the teacher’s duties include
a significant responsibility that is not required of all classroom teachers and that:
a)
Is focused on teaching and learning;
b)
Requires the exercise of a teacher’s professional skills and judgement;
c)
Requires a teacher to lead, manage and develop a subject or curriculum area; or to
lead and manage student development across the curriculum (does not apply to
TLR3);
d)
Has an impact on the educational progress of students other than the teacher’s
assigned classes or groups of students; and
e)
Involves leading, developing and enhancing the teaching practice of other staff
(does not apply to TLR3).
10.7 Before awarding a TLR1, the Head Teacher must also be satisfied that the significant
responsibility above includes line management responsibility for a significant number of
people.
10.8 Pay for Designated Senior Positions (typically Head Teachers, Vice Principals/Deputy Heads
and Heads of Junior Schools) will be managed outside of this policy.
11. Leadership Pay Range (not Designated Senior Positions)
TBC
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12. Unqualified Teachers
12.1 United Learning does not have Unqualified Teacher pay scales, however academies are
encouraged to refer to the maintained sector pay range for Unqualified Teachers when
setting and managing salaries. The use of these scales is not mandatory and may not be
appropriate for all Unqualified Teachers.
12.2 The salary progression for Unqualified Teachers will be assessed on an annual basis through
the Contribution Based Pay scheme. Subject to ‘expected’ contribution, as defined in Annex
A, Unqualified Teachers would be eligible to progress each year on 1st September.
12.3 Such increases will be made in addition to any increase agreed within the general pay award
review as described in paragraph 3.
12.4 Progression may be withheld or delayed where support interventions have failed and a
teacher is the subject of a formal capability procedure.
12.5 Unqualified Teachers who are judged to be ‘consistently outstanding’, as defined in Annex A,
will be considered for salary progression at a faster rate.
13. Acting Allowances
13.1 Where a teacher is required to act as a Head Teacher, Deputy Head Teacher or Assistant
Head Teacher for a period in excess of four weeks, she/he will receive an additional
allowance in order that the total pay received is equal to that of the substantive post holder.
13.2 Payments will be backdated to the day on which the teacher assumed those duties. No
pressure, direct or indirect, will be placed on teachers to act up where such acting up is
voluntary on their part.
14. Special Educational Needs (SEN) Allowances
14.1 The Head Teacher may award a SEN allowance to a classroom teacher where:
a)
The SEN post requires a mandatory SEN qualification;
b)
It is in a special school;
c)
They teach pupils in one or more designated special classes or units.
14.2 Where a SEN allowance is to be paid, mandatory qualifications, other qualifications and
experience of the teacher relevant to the post and demands must be considered.
15. Non-Consolidated Recogition Awards
15.1 Head Teachers may elect to reward individuals, teams or the whole Academy through the
payment of a non-consolidated recognition award. It is envisaged that the focus will be on
recognising team success. Such payments can be made in addition to any individual annual
award as set out in this policy.
15.2 Non-consolidated recognition awards should principally be used to reward one-off successes
of individuals and teams.
15.3 The criteria which Head Teachers will apply in determining recommendations for non-
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consolidated awards will be:
a)
The sum of money allocated by the Board to the Academy for this purpose;
b)
The percentage of the eligible population that should receive an award;
c)
The minimum/maximum value of awards;
d)
The relative performance of individuals, teams, sections or departments within
their Academy; and
e)
The appropriate balance in terms of equality.
15.4 Non-consolidated recognition awards will also be subject to the moderation and approval of
the Moderation Panel, as set out in section 5 above.
16. Part-Time Teachers
16.1 Teachers employed on an on-going basis at the academy but who work less than a full
working week are deemed to be part-time and as such, any salary will be paid on a pro rata
basis.
16.2 Pay progression for teachers employed on a part time contract of employment are the same
as those teachers employed on a full time basis.
17. Recruitment and Retention Incentives and Benefits
17.1 Where the Head Teachers considers it necessary as an incentive for the recruitment of new
teachers or the retention of existing teachers, a payment may be agreed, any such payment
should be subject to the following:
a)
Criteria agreed in advance by both parties;
b)
Annual formal reviews; and
c)
Clarification given at the outset of the expected duration of the incentive/benefit
and the review date after which they may be withdrawn.
18. Funding the Salary Bill
18.1 The funding for the salary bill is contained within the grant made available by the DfE to
United Learning Academies for the purposes of running each particular Academy.
19. Appeals
19.1 If a teacher is unhappy with the pay award/no pay award given, to which the teacher feels
s/he was due, they should refer to the Appeals Procedure in Annex B.
20. Monitor and Review
20.1 The Head Teacher and Local Governing Body will monitor and review the outcomes and
impact of this policy on an annual basis, including trends in progression across specific groups
of teachers, to assess its effect and the academy’s continued compliance with equalities
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legislation. Group summary reports and the operation of this policy will be discussed annually
with recognised trade unions.
21. Legal Effect
21.1 United Learning may revise the Pay Policy from time to time but will not change the
provisions of the paragraphs which are legally binding in a way which is detrimental to the
teachers to whom such paragraphs apply.
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Annex A
Objectives
‘Expected’
Contribution
‘Year on Year
Improvement’
‘Consistently
Outstanding’
Contribution
 The objectives set
 The objectives set and
 The objectives set are
then met are more
challenging than those
of the year before or
more challenging than
those of the year
before and
have been
achieved1
 The objectives set have
been achieved and some
have been exceeded1
Skills &
Behaviours
 The performance
of the teacher
consistently
meets the
Teachers’
Standards2
 The performance of the
teacher consistently
meets the Teachers’
Standards2 and shows
some outstanding
attributes
 The objectives set
have been achieved
and some have been
exceeded 1
 The performance of
the teacher is
consistently
outstanding when
reviewed against the
Teachers’ Standards2
Taking into account any barriers to achievement or special circumstances, for example, long term illness or
maternity leave.
2
The Teachers’ Standards should not be used as a checklist but as a basis for dialogue to highlight strengths and
achievements, identify areas for development and possible Objectives.
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Annex B – Appeals Procedure
A teacher may have an objection to any aspect of their pay award or performance review.
Some examples are given below but this list is not exhaustive:
a) The way in which the Performance and Development Review was conducted;
b) The assessments arrived at as a result of the Review meeting;
c) The pay award/no pay award given to which the teacher feels s/he was due.
Informal
The teacher should initially raise the matter with their line manager who will make every effort
to reach an agreement informally.
If the matter is not resolved to the teacher’s satisfaction, the objection should be pursued in
accordance with the following formal Appeals Procedure.
Formal
The objection should be put in writing to the Head Teacher within 10 working days of
being notified of the decision against which they have an objection(s). The letter
should outline the reason for the objection(s).
The Head Teacher will review the objection(s) within 10 working days of receipt of the
objection letter with a member of the Governing Body, who will not have been
involved in the initial decision.
Following the review, the Head Teacher will confirm the decision within 10 working
days. The decision will be final.
If the result of the Appeals Procedure is an increase in pay, the increase will be
backdated to the date on which the increase would have been otherwise paid.
If the matter is not resolved to the teacher’s satisfaction, the objection should be
pursued in accordance with the United Learning Grievance Procedure.
Version number:
UCST/ULT/Both:
Date Authorised:
Date issued:
Date Reviewed:
2.0
ULT
September
2014
September
2014
Target Audience:
Reason for version change:
Name of owner/author:
Name of individual/department
responsible:
Teaching Staff
Review of pay structure and CPB
Reward & Policy Team
HR
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Annex C – United Learning Academy Teachers’ Pay Structure 2014
Professional Teacher Pay Structure
Inner London
United Learning
Academies
(Paddington,
Lambeth)
28,921
30,429
31,099
33,041
35,178
37,560
42,754
PT1
PT2
PT3
PT4 guidance pnt
PT5 guidance pnt
PT6 guidance pnt
PT Top
Outer London
(Walthamstow)
26,904
28,571
29,473
31,637
34,020
36,406
38,737
All Other
Academies
23,549
25,338
26,444
28,756
31,001
33,387
35,216
Maintained
Sector
Comparison
M1
M2
M3
M4
M5
M6
Inner London
27,543
28,980
30,490
32,079
34,547
37,119
All Other
Schools
Outer London
22,023
23,764
25,675
27,650
29,829
32,187
25,623
27,211
28,896
30,685
33,287
35,823
Experienced Teacher Pay Structure
United Learning
Academies
Inner London
(Paddington,
Lambeth)
42,755
43,628
44,856
45,909
46,824
51,019
EPT1
EPT1a until Sept 2015
EPT2 guidance pnt
EPT2a until Sept 2016
EPT3 guidance pnt
EPT Top
Outer London
(Walthamstow)
38,738
39,490
40,356
41,551
43,040
45,478
Leading Practitioner Pay Range (no upper limit)
Inner London
Outer London
(Paddington,
Lambeth)
(Walthamstow)
All Other
Academies
35,217
36,220
37,262
38,456
39,946
44,114
Inner London
All Other
Schools
Outer London
42,332
38,355
34,869
U2
44,412
39,775
36,161
U3
45,905
41,247
37,496
Leadership Pay range (no upper limit)
All Other
Academies
47,100
43,058
40,543
TLR 3 Fixed Term
511
2,551
TLR 2 (£)
2,587
6,322
TLR 1 (£)
7,471
12,643
Starting rate
Maintained
Sector
Comparison
U1
Academies
(Secondary)
Academies
(Primary)
Starting rate
tbc
tbc
Academies (Inner
& Outer London)
tbc
TLR Payments
Minimum
Maximum
SEN Allowance
Minimum
Maximum
(£)
2,043
4,034
Unqualified Teacher Pay Structure (guidance only)
Outer London
Inner London
Pay Scale
19,167
20,293
1
21,045
22,169
2
22,922
24,046
3
24,801
25,922
4
26,677
27,798
5
28,555
29,673
6
All Other
16,136
18,013
19,889
21,766
23,644
25,520
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