CGS Trust
Pay Policy
Reviewed and approved by:
Date Approved:
Date of Next Review:
Responsibility:
Full Board
December 2014
December 2015
Trust HR Officer
1
Table of Contents
CGS Trust Pay Policy .................................................................................................................. 3
Part 1 - Teaching Staff ............................................................................................................ 3
1.1 Introduction.................................................................................................................. 3
1.2 Principles and Objectives ............................................................................................. 3
1.3 Pay Reviews .................................................................................................................. 4
1.4 Basic Pay Determination On Appointment .................................................................. 4
1.5 Pay Progression Based On Performance ...................................................................... 5
1.6 Absolute performance measures ................................................................................. 5
1.7. Increase to Points 7-9.................................................................................................. 6
1.8.The Assessment Applied To Points 7-9 ........................................................................ 6
1.9 Process and procedure applied to points 7-9 .............................................................. 7
1.10 Teaching and Learning Responsibility Payments ....................................................... 7
1.11 Leading Practitioners.................................................................................................. 8
1.12 Leadership Group ....................................................................................................... 8
1.13 Unqualified Teachers ................................................................................................. 8
1.14 Special Educational Needs ......................................................................................... 9
1.15 Teaching Assistants .................................................................................................... 9
1.16 Recruitment and Retention incentives and benefits ................................................. 9
Part 2 - Support Staff ............................................................................................................. 9
2.1 Introduction.................................................................................................................. 9
2.2 Incremental Progression ............................................................................................ 10
2.3 Absolute performance measures ............................................................................... 10
Appendices...............................................................................................................................
Appendix A - Appeals Procedure..........................................................................................
Appendix B – Standard Performance Measurements for Teaching Staff ............................
Appendix C – Criteria for TLR Payments ..............................................................................
Appendix D – Standard Performance Measurements for Support Staff .............................
Appendix E – Pay Scales .......................................................................................................
2
CGS Trust Pay Policy
Part 1 - Teaching Staff
1.1 Introduction
1.1.1 This pay policy has been agreed by CGS Trust Board following consultation with staff
for whom the Trust has direct responsibility
1.1.2 This Policy applies to all teachers and support staff employed to work for CGS Trust
including Colston’s Girls School, The Dolphin School, The Kingfisher School and Fairlawn
School respectively. A copy of this policy will be made available for reference to all staff
1.1.3 This policy recognises that the Trust is not required to abide by the provisions of the
School Teachers Pay and Conditions Document (STPCD) for staff on CGS Trust contracts.
There will be many areas where there is no difference between the Trust contracts and
terms and conditions and those set out within the STPCD. However, where there are
differences the Trust contracts and terms will take precedence over those set out in the
STPCD
1.1.4 The Trust Board delegates (in accordance with its scheme of delegation); to its pay
panel responsibility for reviewing and determining employee salaries and for making
recommendations to the Trust Board for the annual budget needed for pay
1.1.5 The Policy will be reviewed on an annual basis
1.1.6 The Policy should be read in conjunction as appropriate with other personnel policies
and procedures and appropriate CGS Trust Teacher Standards
1.1.7 No staff will sit on the pay panel and appeal panels when pay issues are being
considered. Staff governors will withdraw from selection panels when the salary of the
appointee is being decided. Parent governors will withdraw when the performance related
pay is discussed of a teacher who teaches (or who has taught) their child due to a potential
conflict of interest
1.1.8 The policy refers to documents contained in the Appendices. These include specific
school standard performance measurements, pay scales and the CGS Trust Appeals
procedure (Appendix A)
1.1.9 The Trust Board will agree an annual settlement which will include both salary awards
and annual pay rises
1.2 Principles and Objectives
1.2.1 The principle that drives all CGS Trust policies is that they should contribute to
ensuring all our students achieve their full potential and lead fulfilling lives
1.2.2 CGS Trust recognises the importance of developing a pay policy for all staff as a means
of ensuring fairness for all staff, to recognise and reward teachers appropriately for their
contribution and to support the recruitment and retention of a high quality teacher
3
workforce
1.2.3 In adopting this Policy the Trust’s aim is to:
a) demonstrate that all pay decisions are made equally and fairly and in compliance with
legislation relating to discrimination
b) ensure that appropriate arrangements are made for staff to appeal against any pay
decision affecting them personally, and for such appeals to be heard by a panel of Trust
Directors whose members have not been involved previously in the decision against
which an appeal is made
c) support the Trust’s and each School’s individual Improvement Plans and current
priorities and targets
1.2.4 CGS Trust will ensure that its actions are consistent with the Race Relations, Sex
Discrimination, Equal Pay, Employer Relations, Employment Rights, Disability Discrimination
and Employment Acts and the part-time workers, fixed term employees and the
Employment Equality (Age, Religion or Belief and Sexual Orientation) Regulations
1.3 Pay Reviews
1.3.1 The Local Governing Bodies will ensure that each teacher’s salary is reviewed annually,
with effect from 1st September and no later than 31st October each year, and that all
teachers are given a written statement setting out their salary and any other financial
benefits to which they are entitled by 1st November.
1.3.2 Reviews may take place at other times of the year to reflect any changes in
circumstances or job description that lead to a change in the basis for calculating an
individual’s pay. A written statement will be given after any review and where applicable will
give information about the basis on which it was made.
1.3.3 Salary increases approved by the Trust Pay Committee will be back dated to 1st
September
1.4 Basic Pay Determination on Appointment
1.4.1 All classroom teachers on Points 1-6 (other than leadership group members) will be
paid on the CGS Trust pay range at points 1 to 6 as appropriate
1.4.2 New entrants post point 6 will be paid a recruitment and retention allowance
equivalent to their previous pay for one year. Once there is evidence of a ‘substantial’ and
‘sustained’ performance they will move to the appropriate point for their experience and
skill
1.4.3 The Local Governing Body will determine the pay range 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.
In making such determinations, the Local Governing
Body may take into account a range of factors, including:
a) the nature of the post
b) the level of qualifications, skills and experience required
c) market conditions
d) the wider context of CGS Trust
1.4.4 There is no assumption that a teacher will be paid at the same rate as they were being
4
paid in a previous school.
1.5 Pay Progression Based On Performance
1.5.1 In CGS Trust all teachers can expect to receive regular, constructive feedback on their
performance and are subject to an annual appraisal that recognises their strengths, informs
plans for their future development, and helps to enhance their professional practice. The
arrangements for teachers’ appraisals are set out in the CGS Trust’s appraisal policy
1.5.2 Decisions regarding pay progression will be made with reference to the teachers’
appraisal reports and the pay recommendations they contain. In the case of NQTs, whose
appraisal arrangements are different, pay decisions will be made by means of the statutory
induction process. It will be possible for a ‘no progression’ determination to be made
without recourse to the capability procedure
1.5.3 To be fair and transparent, assessments of performance will be properly rooted in
evidence. In CGS Trust we will ensure fairness by using a range of evidence such as
self-assessment, peer review, performance data, lesson observations, students’ feedback,
and work scrutiny
1.5.4 Teachers’ appraisal reports will contain pay recommendations. Final decisions about
whether or not to accept a pay recommendation will be made by the Trust Pay Policy
Committee which will consist of Chairs of the Local Governing Body and Chair of the Trust.
The appraisal report will be taken into account and the professional judgment of the Heads
of Schools and Executive Principal
1.6 Absolute performance measures
1.6.1 To recognise the complexities and differences of measuring performance, the CGS
Trust has aligned specific standard performance measurements to each school (whether
Primary or Secondary) detailed in Appendix B. These measurements are absolute.
1.6.2 Judgments of performance will be made against the extent to which teachers have
met their individual objectives and the relevant standards and how they have contributed
to the following:
a) Impact on pupil progress
b) Impact on wider outcomes for pupils
c) Improvements in specific areas of practice e.g. behaviour management or lesson
planning
d) Impact on the effectiveness of teacher or other staff
e) Wider contribution to the life 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.
Minimum expectations are – They meet all their objectives, are assessed as fully meeting
the relevant standards and all teaching is assessed as at least good with some teaching
being assessed as outstanding.
1.6.3 Teachers will be eligible for a pay increase to the next available reference point up to a
5
maximum of the salary range. Requirements are set out in the appraisal document which
outlines minimum standards for teachers at different points on the scale
1.6.4 If a teacher does not meet the required standards which will be evident throughout
the year documented through appraisal, the teacher may not progress up the salary scale.
In some cases, where there are no mitigating circumstances and all supportive action plans
have been exhausted, the teacher may be placed on capability to improve their teaching
standards
1.7. Increase to Points 7-9
1.7.1 Qualified teachers may apply to be paid on points 7 -9 and any such application must
be assessed in line with this policy. Teachers will have gained sufficient evidence to apply at
the end of Point 6.
1.7.2 It is the responsibility of the teacher to decide whether or not they wish to apply to be
paid beyond Point 6 and apply accordingly in adherence with this policy.
1.7.3 Applications may be made once a year by 30th September to the Head of School by
using the Pay Progression Form. This form can be found on the Blue Sky Appraisal system.
1.7.4 If a teacher is simultaneously employed at another school(s)/Trusts, they may submit
separate applications if they wish to apply to move onto Points 7-9 in that school. CGS Trust
will not be bound by any pay decision made by another school
1.7.5 All applications should include the results of reviews or appraisals, including any
recommendation on pay (or, where that information is not applicable or available, a
statement and summary of evidence designed to demonstrate that the applicant has met
the assessment criteria). Applications should contain evidence from the previous two
academic years
1.7.6 Staff who have had a break in service e.g. maternity leave in the previous two years
may include evidence from before that period, to a maximum of four years
1.7.7 Honourable Way Forward
Providing a way for teachers to return to the Points 1-6 would recognise the needs of both
such individuals and the school without forcing Heads of School to pursue capability actions
or restructuring to overcome this issue.
If an individual voluntarily makes a decision to return to Point 6, this may not have a major
effect on the teachers’ pension. The average of the best three years of pensionable
earnings over the last 10 year period is used to determine the pensionable salary for
calculating a Teacher’s Pension. An individual must check the effect on his/her pension
before making such a decision as individual service history and the current pension rules
may affect the amount of pension.
1.8. The Assessment Applied To Points 7-9
1.8.1 An application from a qualified teacher will be successful where the Local Governing
Body is satisfied that:
a) the teacher is highly competent in all elements of the relevant standards; and
b) the teacher’s achievements and contribution to the Academy are substantial and
6
sustained
For the purposes of this pay policy:
‘highly competent’ means performance which is not only good but also good enough to
provide coaching and mentoring to other teachers, give advice to them and demonstrate to
them effective teaching practice and how to make a wider contribution to the work of CGS
Trust, in order to help them meet the relevant standards and develop their teaching practice
‘substantial’ means performance of real importance, validity or value to CGS Trust; play a
critical role in the life of CGS Trust schools; provide a role model for teaching and learning;
make a distinctive contribution to the raising of student standards; take advantage of
appropriate opportunities for professional development and use the outcomes effectively to
improve students’ learning beyond those who they teach
‘sustained’ means maintained continuously over at least the two previous years
Evidence needs to be provided beyond remunerated responsibilities
1.8.2 The application will be assessed by the Head of School robustly, transparently and
equitably. The Trust Board will make the final decision
1.9 Process and procedure applied to points 7-9
1.9.1 The assessment will be made and the applicant will receive a response within 30
working days of the application. If successful, applicants will move to the minimum of the
Extended Range at the beginning of the next term and receive back dated pay to 1 st
September
1.9.2 If a teacher is placed on a point higher than the minimum reference point
consideration will have been given to:
a) the nature of the post and the responsibilities it entails
b) the level of qualifications, skills and experience of the teacher
1.9.3 If unsuccessful, feedback will be provided by the Head of School, in writing, by the end of
Term 2
1.9.4 Any appeal against a decision not to move a teacher to points 7-9 will be heard in line
with CGS Trusts general appeal procedure.
1.9.5 A Teacher can only apply to move up to points 7 – 9 once a year.
1.10 Leadership of Learning Payments
1.10.1 Leadership of Learning Payments (LoLP) may be made for leadership of teaching and
learning of a subject, across subjects, ages and for time-limited school improvement projects
or one-off externally driven responsibilities and where there is genuine development or
operational need
1.10.2 The criteria for these payments is detailed in the Appendices
7
1.10.3 A Leadership Payment is a payment integral to a post in the schools staffing structure
and the Local Governing Body will therefore award the LoLP integrated with this post to two
or more people when job sharing that post
1.10.4 When awarding LoLP’s to a part time teacher the amount will be paid at a full time
rate
1.10.5 Employees with LoLP will be reviewed every 3 years or sooner should the post no
longer exist due to curriculum change.
1.11 Leading Practitioners
1.11.1 The range for a leading practitioner will be of 7 consecutive reference points (see pay
scales in Appendices)
1.11.2 Newly appointed leading practitioners will be placed on the lowest point of the pay
range for the role
1.11.3 A leading practitioner will undertake a specified amount of their role with teachers
from other schools
1.12 Leadership Group
1.12.1 The Executive Principal or Head of School shall be paid on a salary determined by
the Trust Board with related provisions for enhancement based on the outcome of an
annual performance review. This will also apply to other members of the CGS Trusts
Leadership Team by agreement
1.12.2 ALT and SLT employed at the Academy shall be paid on the salary ranges determined
by the Governing Body
1.12.3 Progression up the appropriate pay range for all teachers in the leadership group
will not be automatic. An annual review of the leaders’ performance shall be undertaken
each Autumn Term. Such reviews shall establish whether or not performance meets the
standards expected in accordance with the Performance Pay Policy and the Appraisal Policy
1.13 Unqualified Teachers
1.13.1 Where an unqualified teacher is remunerated on the range for unqualified teachers
the actual pay range point shall be determined at the time the unqualified teacher
commences employment in the post within CGS Trust on the basis set out below
a) One point will be awarded for each year of teaching as an unqualified teacher in
circumstances where, had the teacher been qualified s/he would have been entitled
to a mandatory point (qualifying employment)
b) One point will be awarded for each two complete years of teaching experience in
non-qualifying employment as an unqualified teacher
8
c) One point will be awarded for each three complete years of non-qualifying teaching
experience and other experience (gained from age 18 and above [to include
unremunerated activity]) where it is judged that the nature of that experience is of
particular value to the performance of the teacher.
d) The maximum number of points to be awarded under the provisions of sub
paragraph a, b and c is a total of 2
1.13.2 Where an unqualified teacher possesses qualifications or specialist skills which are
particularly relevant to the teachers work s/he may at the discretion of the Head of School
be paid an amount equal to a pay point on the range for classroom teachers. In that event
the actual pay point would be determined in accordance with the provisions for classroom
teachers as set out above
1.13.3 ‘Teach First’ staff will start on the unqualified teacher scale Point 2 and move to the
Teachers’ pay range in year 2
1.14 Special Educational Needs
1.14.1 CGS Trust will award Special Needs Allowances to qualified classroom teachers in
relation to SEN roles and responsibilities within the schools
1.15 Teaching Assistants
1.15.1 Teaching Assistants will be subject to assessment against absolute performance
measures (see Appendices)
1.16 Recruitment and Retention incentives and benefits
1.16.1 The Local Governing Body may pay recruitment awards to teachers of shortage
subjects of up to £1000 pa for a maximum of three years if, in their opinion, it will secure an
outstanding candidate.
1.16.2 The Governing Body may pay retention awards to outstanding teachers of up to
£1000 pa for a maximum of three years. This may be extended in “exceptional
circumstances”. The Local Governing Body will review the level of payment (annually).
Part 2 - Support Staff
2.1 Introduction
2.1.1 All Support posts will be assigned a pay scale and grade based on the job content of
the position with due regard to qualification, experience, and responsibility
2.1.2 A new starter in a post will typically start at the bottom of the pay scale for the
position. In exceptional circumstances where a newly appointed person can demonstrate
significant relevant experience, it may be agreed that they can start at a higher position in
the scale
2.1.3 The Governing Body will ensure that each Support staff’s salary is reviewed annually,
9
with effect from 1st September and no later than 31st October each year
2.1.3 Reviews may take place at other times of the year to reflect any changes in
circumstances or job description that lead to a change in the basis for calculating an
individual’s pay. A written statement will be given after any review and where applicable will
give information about the basis on which it was made
2.2 Incremental Progression
2.2.1 Within CGS Trust all support staff can expect to receive regular, constructive feedback
on their performance and are subject to an annual appraisal that recognises their strengths,
informs plans for their future development, and helps to enhance their professional
practice. The arrangements for support staff appraisals are set out in the CGS Trust’s
appraisal policy
2.2.2 Decisions regarding pay progression will be made with reference to the support staff
appraisal reports and the pay recommendations they contain. It will be possible for a ‘no
progression’ determination to be made without recourse to the capability procedure
2.3 Absolute performance measures
2.3.1 CGS Trust has aligned specific standard performance measurements to Support staff
roles within each school detailed in Appendix D.
2.3.2 Judgments of performance will be made against the extent to which Support staff
have met their individual objectives and the relevant standards and how they have
contributed to the wider context of school life and added value to the pupil experience
2.3.3 Support staff will be eligible for a pay increase to the next salary point up to a
maximum of the salary range of the grading for the role
10
Appendix A - CGS Trust Pay Policy
Appendix A - Appeals Procedure
1. Any employee dissatisfied with any pay decision affecting them made in
accordance with this Pay Policy may appeal and seek a review of the decision
2. Appeals must be made in writing to the Head of School/(Executive Principal for
Trust Staff) within 15 working days of the decision being made or the date on which
the employee becomes aware of the decision and must state clearly the nature of
the appeal and the remedy sought.
3. Within 15 days of receipt of the appeal the Head of School (Executive Principal for
Trust Staff) will arrange for the appeal to be heard and prior notice given in writing.
The Head of School/(Executive Principal for Trust Staff) may seek an informal
meeting with the employee in an attempt to resolve the dissatisfaction and may
involve other staff in such discussions
4. Appeals will be heard by an appeals panel appointed by the Trust Board and shall
not involve any Governor who has been involved in the decision against which the
appeal is made
5. The member of staff shall be entitled to attend the meeting of the appeals panel
and has the right to be accompanied and represented at any such meeting by a
Trade Union Representative or work colleague
6. A formal response to appeals will be given in 10 working days.
the Committee shall be final.
11
The findings of
Appendix B - CGS Teachers’ Standards – Part One
Relationships with children and young people, setting high expectations and motivating learners
Teachers’
Success Criteria/Behavioural
A teacher 1-6 must:
A teacher 7 - 9 must:
Standards 2014
Outcomes
PART ONE:
TEACHING
1. Demonstrate
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.
- Maintain a safe , tidy, well
organised and stimulating
environment for students which
can be used as a model for
colleagues.
- mark in a manner which can be used
as training material by other colleagues
to demonstrate how to set targets that
stretch and challenge pupils of all
backgrounds, abilities and dispositions
- provide guidance to other colleagues
for how they should demonstrate
consistently the positive attitudes,
values and behaviour which are
expected of pupils.
Contribute significantly, where
appropriate, to implementing
workplace policies and practice
and to promoting collective
responsibility for their
implementation.






Effective management of pupils’ entry
in to the learning environment
Positive interaction based on mutual
respect
Consistent expectations of all pupils
Target setting – challenging
Differentiation – linked to levels
Exciting and engaging content
Evidence














Classroom environment
Condition of furniture, resources,
displays
Accuracy of assessment data
Detail in marking of students work
Evidence of progress in students books
Parents evening comments
Observations from mentors/other staff
Punctuality to lessons
Contribution to extra-curricular activities
Comments from students
Schemes of work appropriate and
differentiated
Conduct around the school site and
adherence to personal and professional
conduct
Behaviour in class – role model for
students
Feedback and feedforward evident in
marking
Pupil progress
Teachers’
Standards 2014
A teacher 1-6 must:
2. Promote good
progress and
outcomes by pupils
- be accountable for pupils’
attainment, progress and
outcomes
- plan teaching to build on
pupils’ capabilities and prior
knowledge
- guide pupils to reflect on the
progress they have made and
their emerging needs
In addition:
- provide guidance to colleagues
regarding how they should intervene
with pupils most effectively
- plans should be used as exemplar
planning documents by other
colleagues.
- demonstrate to other colleagues how
to guide pupils to reflect on the
progress they have made and what they
need to do to improve further.
- assist the development of other
colleagues
- 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.
Success Criteria/Behavioural
Outcomes
A teacher 7-9 must:
- Provide guidance to other colleagues
for how encourage pupils to take a
responsible and conscientious attitude
to their own work and study.
Have a more developed knowledge
and understanding of their subjects/

Pupils talking about previous learning,
evidence in books, displays, learning
environment
 referring to previous learning and next
steps
 Evidence of accurate subject knowledge,
visual and explicit vocabulary throughout
lesson and planning and assessment
 Assessment by a variety of appropriate
means: Know prior attainment of pupils
 Target setting – challenging, dynamic
and realistic
 Differentiation – linked to levels
Explain key terms using appropriate
language. Evidence of clear and varied
structure organisation – grouping/ paired
work/independent
 Using a variety of questioning techniques
 E-learning opportunities created and used
effectively e.g. IWB
 Sharing objectives/learning intentions
 Plenaries that measure objectives
 Pupils acquire new
knowledge/understanding and
demonstrate this during the lesson
 Individual pupil targets (known to pupils)
 Differentiated tasks Dynamic delivery
and engaging content that interests and
motivates pupils to interact
Evidence
























Lesson plans focussed on preparing
students effectively for examinations
Consistency of marking and accuracy of
predictions of final grades
Contact with parents regarding pupil
progress
Specific interventions in pupils
planner/exercise books
Other interventions –
Developmental marking
Lesson plans that take into account
different groups of learners
Purposeful independent study set for
pupils both within and outside the
classroom
Pupils’ completion of independent study.
Lesson observations of/by others
Feedback from TA
Resources produced
Effective use of base line data
Work scrutiny
Student voice
External data e.g. Exam results
Individual research
Coaching and mentoring
Questioning skills
Mentor meeting minutes
Behaviour management data
Parental comments
Following established behaviour systems
Praise logs
curriculum areas and related pedagogy
including how learning progresses
within them.

Constructive specific feedback and
feedforward to help pupils make
progress.



Attainment against baseline data
Displays
Pupil progress meetings
Subject and curriculum knowledge and pedagogy
Teachers’
Standards 2014
3. Demonstrate
good subject and
curriculum
knowledge
A teacher 1-6 must:
- have a secure knowledge of the
relevant subject(s) and
curriculum areas. How specific
subjects sit within a curriculum
and knowledge of Key stages 1
above and 1 below working
level. Foster and maintain
pupils’ interest in the subject
address misunderstandings.
- demonstrate a critical
understanding of developments
in the subject and curriculum
areas. Implement new initiatives
under guidance from SLT,LLT
and HOD.
- demonstrate an understanding
of and take responsibility for
promoting high standards of
literacy and numeracy and the
A teacher 7-9
Success Criteria/Behavioural
Outcomes
must:
- have a detailed knowledge of the
relevant subject(s) and curriculum
areas. How specific subjects sit within
a curriculum and knowledge of Key
stages 1 above and 1 below working
level. Foster and maintain pupils’
interest in the subject
Address misunderstandings
- Provide thoughtful and well timed
guidance to other colleagues with
reference to new initiatives.







- Promote high standards of literacy
numeracy and the correct use of
appropriate vocabulary, whatever the
teacher’s specialist subject and model
this practice to other colleagues


Evidence seen in differentiated planning clarity of subject knowledge referring to
needs of the learners and links to other
learning
Evidence seen in lesson observation – a
range of appropriate strategies used to
present learning.
Engaging and differentiated content
Positive contributions made to the
development the curriculum and specific
subject requirements. .
Discussions of planning relate to national
strategies, frameworks, qualifications
and vision of the trust.
Discussions with pupils relate to current
national grading and standards.
Evidence in pupils’ work show that the
appropriate subject requirements and
cross curricular links are met and that
guidance relating to national strategies
are used to positive effect in pupils’
learning
Confidence – demonstration in all aspects
of the learning environment.
Link planning and feed forward
effectively to formative assessment
Evidence




















A variety of lesson observations.
Pupil work
Peer observations
Pupil enjoyment
Pupils opting to join specific subject
related clubs
Pupils opting the subject at GCSE/AS/A2
Team teaching
Contribution to curriculum trips
Production of appropriate and
differentiated resources
Curriculum Meetings/minutes
Contribution to subject and phase
meetings
Sharing of good practice with colleagues
Quality of marking with effective next
steps and feed forward.
Quality of own written work eg. Lesson
plans, communication with pupils,
colleagues and parents
Mentor meeting minutes
Long/medium/short term plans
CPD courses
Use of student data to target set
Appropriate referrals
Work with Tutor Group or class
correct use of appropriate
vocabulary, whatever the
teacher’s specialist subject
Effective classroom practice
Teachers’
A teacher 1-6 must:
Standards 2014
4. Plan and teach
well-structured
lessons
- impart knowledge, application
of skills and develop
understanding through effective
use of lesson time
- promote a love of learning and
children’s intellectual curiosity
Develop resilience amongst
learners

Have up-to-date knowledge and
understanding of the different types
of qualifications and specifications
and their suitability for meeting
learners’ needs.
Modelling and application to learning
e.g. use of vocabulary, appropriate use of
ICT, opportunities for numeracy etc
 Clear LO communicated:
- success criteria
- appropriate differentiation
- appropriate questioning
- displays to aid learning
- cross-curricular links
- impart knowledge, application of
skills and develop detailed
understanding through highly effective
use of lesson time as observed by
colleagues.
- demonstrate to other colleagues how
to promote a love of learning and
children’s intellectual curiosity







Challenge colleagues to develop
resilience amongst learners

- set homework and plan other
out-of-class activities which can be
used by other colleagues as a model for
how to consolidate and extend the
knowledge and understanding pupils
have acquired and develop application
of skills leant. In addition seek out

Success Criteria/Behavioural
Outcomes
A teacher 7-9 must:
Plan and deliver engaging,
relevant and enjoyable lessons
- set homework and plan other
out-of-class activities to
consolidate and extend the
knowledge and understanding
pupils have acquired and



Relevant, differentiated homework
planned (to meet targets etc)
Homework marked/feedback
/feedforward (peer/self/teach)
awareness of all learners needs
Pre-learning/lesson tasks.
Evidence of exempla material
Success Criteria clearly identified within
lesson plans
Evidence of successful learning
outcomes and teacher feedforward
annotated on plans.
Record keeping – formative and
summative assessments Data analysis
and responding to trends and anomalies
Lesson observations – ability to make
changes, flexibility, responding to
children, observing relationships,
questioning children
Provide opportunities for pupils to
discuss and review their own learning
Coaching and Mentoring other
colleagues
Evidence












Detail of lesson planning
Lesson observation records which
identify elements of enthusing, inspiring
and engaging students.
Pupil voice
All marking and developmental targets
for improvement including feedforward
Purposeful independent study set for
students
Student completion of independent study
Provision for pupils outside of lessons to
develop their passion and understanding
for the subject
Reflection on lessons and subsequent
adaptations to planning
Contribution to meetings with actions
minuted
Medium/Short term plans with
adjustments made after assessments
Student focus groups
Attainment and student progress – exam
develop application of skills
leant.
and setup external opportunities an
challenges.
- reflect and adapt
systematically on the
effectiveness of lessons and
approaches to teaching
- reflect systematically on the
effectiveness of lessons and
approaches to teaching and share these
with other colleagues to assist with
their own reflections.
- contribute to the design and
provision of an engaging
curriculum within the relevant
subject area(s).
Mentor and support fellow colleagues
with their planning and delivery as and
when necessary.
Take risks within your teaching
practices
Contribute to whole school planning
and delivery initiatives
Informal sharing of best practice
- Provide creative and interesting
contributions to the design of an
engaging curriculum within the school





and achievement
Give time in lessons for pupils to share
ideas and to encourage each other
Provide an environment that encourages
pupils to be independent, resilient,
reflective and set their own learning
objectives
Provide opportunities for pupils to think
about their feelings and the feelings of
others
Provide opportunities for pupils to review
their own behaviours and the behaviours
of others
Intervening as and when necessary and
reviewing te impact of the intervention






analysis
Evaluation by colleagues/students of
schemes of work/lessons
Coaching and Mentoring
Evidence of group work
Reports
Tutor time activities
Student work
Be flexible, creative and adept at
designing learning sequences within
lessons and across lessons that are
effective and consistently
well-matched to learning objectives
and the needs of learners and which
integrate recent developments,
including those relating to
subject/ curriculum knowledge.
Diversity and Special Needs: meeting the needs of all pupils
Teachers’
Standards 2014
5. Adapt teaching to
A teacher 1-6 must:
- know when and how to
A teacher 7 – 12
must:
In addition:
- Provide guidance to other colleagues
Success Criteria/Behavioural
Outcomes
 Know and use school behaviour policy
Evidence
 Use of previous knowledge of pupils, data
respond to the
strengths and needs
of all pupils
differentiate appropriately, using
approaches which enable pupils
to make progress
- 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; those that
are PP; those that are identified
and be able to use and evaluate
distinctive teaching approaches
to engage and support them.
- have an extensive and detailed
understanding and demonstrate this to
other colleagues
- possess an acute awareness and know
in detail how to adapt teaching
strategies.
- have a detailed understanding and be
able to demonstrate to other colleagues
how to use distinctive teaching
approaches to engage and support them
in achieving their potential.
Have teaching skills which lead to
learners achieving well relative to their
prior attainment, making progress as
good as, or better than, similar learners
nationally.
 See a range of teaching and learning styles
in use.
 Rigorous planning that shows
differentiation to meet individual needs
 Effective use of TA/other adults
 Track progress through records regularly
 Be aware of those who provide support
and have dialogue with them
 A range of different activities planned to
meet the different learning needs of pupils
 A positive ethos that promotes
understanding and acceptance of
differences of religion, culture etc
 Sensitive responses to needs of learner
 Individual targets/small group
 Links to child’s home language
 Opportunities for child initiated
learning/activities
 Differentiation of a variety of types to
facilitate inclusion
 Personalised relationships of pupils with
staff
and marking to inform planning
 Detail of lesson plans and schemes of work
 Understanding of the different groups of
learners and how to engage all pupils
through teaching and presence in the
classroom.
 Skills to adapt plans during lessons as
noted during lesson observations
 Organising working groups
 Differentiated resources
 Information about pupils needs: SEN, PP
etc Use of IEP’s and knowledge of
students to inform lesson planning.
 Observations – strategies used
 Provide alternative lessons/experiences for
students
 Referrals to appropriate colleagues
 Working with TAs
 Contact with Pastoral team
 Visiting other schools
 Use of data e.g. CATS
 Strategies for parents evenings
 Seating plans that promote a positive
learning environment.
 Groupings/pairings in lessons
 Innovative group work
Assessment for learning
Teachers’
A teacher 1-6 must:
Standards 2014
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
Success Criteria/Behavioural
Outcomes
A teacher 7-9 must:
In addition:
- provide guidance and train/coach
other colleagues



- provide an exemplary model to other
colleagues
- use relevant data to monitor
progress, set targets, and plan
subsequent lessons


- provide guidance to other colleagues

- give pupils regular feedback,
both orally and through accurate
marking,
- role model to other colleagues.
-Use feedforward to have a
diologue with pupils that helps
them to make progress




Have an extensive knowledge and
well-informed understanding of the
assessment requirements and
arrangements for the
subjects/curriculum areas they teach,
including those related to public



Teaching assessment shows evidence of
marking – with accurate knowledge of
levels/grades
Accurate judgments made regarding
pupils levels of achievement and
attainment based on moderated
assessment and evidence
Useful targets given to aid pupil
improvement
Q&A good use of verbal questioning
Marking provides effective feedback –
target setting at an individual level, what
they have done well and constructive
advice
Moderated examples of pupils work –
linked to whole school policy on
assessment, reporting
Observations – focusing on pupil tasks,
interaction
Be aware of standards of children’s levels
before and after their year group.
Awareness of school and national
initiatives
Planning and lesson observations –
methods used, teacher assessment,
achievement of objectives
Children engaged in the learning and
making progress
Assessment carries forward in to future
planning
Examples of effective report writing in
line with whole school policy
Evidence





















Marking of pupil work is in line with
Faculty/school policy
Depth of marking and direction provided
to pupils
Evidence of feedforward marking and
dialogue with pupils
Clear guidance to pupils with how to
improve to achieve the next grade/target.
Evidence of accuracy of marking as
identified through moderation process.
Evidence of testing
Understanding of exam syllabus/
requirements
Students targets and monitoring of
progress against target grades/levels
Consistency of marking and accuracy of
predictions for final grades
Lesson Observations
Dialogue with students through marking.
Mark bookassessment databases
AFL training and development
Evidence of data being used to inform
planning
Use of data to support learning CATS
Assessment feedback
Academic Mentoring
Parents evening
Parental contact
Ensuring that students act on feedback
Question and answer evidence
examinations and qualifications.















Effective use of external data e.g. Raise
Online.
Identification of SEN/G&T/PP and
identified pupils to inform planning
Evidence of planning takes in to account
prior learning of pupils – cycle of
planning/learning
In lesson, engage with pupils – informal
basis with assessment, related to LOs.
Plenary reflects on progress in lesson
Pupils have the opportunity to evaluate
their own learning
Range of recording strategies – charts,
comments on work, teachers own records.
AfL opportunities, peer marking against
criteria
Feedforward used effectively to promote
learning, pupils have a dialogue with the
teacher
Learning objectives linked to skills not
tasks – displayed and referred to in lesson
Success criteria clearly displayed and
referred to
Awareness of school assessment
procedures
Oral feedback – Positive, constructive,
honest and clear.
Discussions with pupils focus on specific
aspects of work for review and
improvement
Questioning is used to encourage pupil
self-reflection
Pupils are encouraged to identify their
own targets and know why those targets
are appropriate
Praise is used regularly to help pupils to


gain confidence in their own ability
Good range of targeted questioning
Quality marking with ways forward which
informs future plans
Managing behaviour
Teachers’
Standards 2014
7. Manage
behaviour
effectively to ensure
a good and safe
learning
environment
A teacher 1-6 must:
- have clear rules and routines
for behaviour for learning , and
take responsibility for promoting
good and courteous behaviour
both in classrooms and around
the school, in accordance with
the school’s behaviour policy
Success Criteria/Behavioural
Outcomes
A teacher 7-9 must:
In addition:
- Demonstrate and be a role model to
other colleagues




- 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


Have an extensive knowledge and

Health and safety in lesson planning (safe
use of resources)
Knowledge of CP issues (signs and
symptoms of harm) school policy
Dealing with emotional wellbeing –
friendships – relationships – are these
going well in this class?
Dealing with issues such as bullying
effectively, following the correct
procedures
Celebrating achievement in class and in
assembly of what children do outside of
school
Evidence of positive code of behaviour –
rules and routines for class and linked to
whole school ethos –
Praise/reward linked to whole school
policy
Clear parameters with effective known
sanctions linked to whole school policy
Learning environment supports positive
Evidence
- Presence in corridors at the beginning and
end of lessons
-Welcoming classes and dismissing classes in
an calm and orderly manner
- Use of rewards and sanctions effectively
within the classroom and around the school
- Student IEP’s
- Intervention with students in tutor group to
ensure implementation of equipment required
and dress code
- Understand the role of the CP Officer and
how they work with outside agencies
- Child Protection training
- Lesson plans take into account potential
misbehaviour of any identified students
- quality of work produced by students
- Involvement in extra-curricular activities
- Lesson observations
-Contribution to field trips
- Show evidence of sanctions e.g. letters
home, SIMS records
- maintain good relationships
with pupils, exercise appropriate
authority, and act decisively
when necessary.
understanding of how to use and adapt a
range of teaching, learning and
behaviour management strategies,
Including how to personalise learning to
provide opportunities for all learners to
achieve their potential.

behaviour and behaviour for learning
Positive adult role models
- Use of reward system
-Effective use of seating plans
- Effective use of other adults in the
classroom.
The wider professional role of the teacher
Teachers’
Standards 2014
8. Fulfil wider
professional
responsibilities
A teacher 1-6 must:
- 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
Success Criteria/Behavioural
Outcomes
A teacher 7-9 must:
- role model for other colleagues
- be proactive in developing effective
professional relationships.





- deploy support staff
effectively
- Be proactive in planning for and
provide guidance to colleagues for
deploying support staff effectively



- take responsibility for
improving teaching through
appropriate professional
development, responding to
advice and feedback from
colleagues
- contribute to the professional
development of colleagues




Clarity of verbal and written
communication pitched at the
appropriate level for parents and carers
Demonstrate good listening skills
Make appropriate use of school/home
communication systems – e.g. planners
Engage in dialogue in staff meetings,
PPA and on-going planning activities
Positive feedback informal and formal
from parents
Valuing contributions and roles of
others – implement ideas of others
Being available to meet parents and
carers
Appropriate conversations which
demonstrate awareness of policies and
practice
Contributing positively to meetings
Shared, collaborative planning
Good relationships with TAs,– sharing
practice and planning
Discussions and consultations with
colleagues
Evidence













Participation and attendance at school
events
Provision made available to students
outside of lessons
Dialogue with colleagues during
meetings and contribution to meetings
Collaboration with other colleagues
Implementation of own strategies to
solve problems before seeking support.
Attendance at appropriate staff
development training sessions
Lesson plans that encompass adults other
than teachers who are supporting the
learning
Openness and responsiveness to
guidance
Flexible approach to finding solutions
Positive contributions to meetings.
Approach to professional development
conversations regarding practice.
Contact with parents using a variety of
methods
Appropriate use of language and tone

- communicate effectively with
parents with regard to pupils’
achievements and well-being.
- Provide guidance to colleagues
Promote collaboration and work
effectively as a team member.P09
Contribute to the professional
development of colleagues through
coaching and mentoring,
demonstrating effective practice, and
providing advice and feedback.
Collaboration with specialist
colleagues/external agencies

Reflecting upon and acting upon advice

Using skills acquired on a course or
through other professional learning
activities

Asking for advice – e.g. to watch other
colleagues

Being actively self-reflective and
looking for opportunities to develop or
find out information

Offering suggestions as part of
group/team discussions in to
implementing new approaches

Ownership of personal development –
pro-active
 Consult re IEPs and related targets
 Ask advice about the effective use of
teaching assistants for SEN children
 Consult with outside agencies if
applicable
Identify Inclusion Manager, CP
Co-ordinator, Pastoral staff and understand
responsibilities. Understand and Know route
to gain support
 Understand policies in key areas
 Know the outside agencies regularly
involved and the route to consult and
support
 Know where information is stored and
how it is accessed
 Co-operate with team at all levels to
ensure success
 Ability to relate to and instruct other
adults within school (parents, support
staff)
 TA has lesson plan in advance (maybe




















when communicating with all adults
within the school and parents
Academic mentoring/student review
Feedback given on work/assessments
Contribution to Parent Information
evenings Contacting parents in different
ways
Evidence of working with TA
Parents evenings
Produce Scheme of Work as part of a
team
Contributing to small group discussion
Extra-curricular contribution
Professional Development via:
self-review/research /observations of
others/school partnership
training/coaching/in-house training
programmes/attendance at external
courses
Evidence of resources available to be
deployed
Examples of planning/
preparation/adaptation from
observations
Toolkit sessions and taking ideas into
lessons
Innovative behaviour management
Clear progression of students
Mentor/form tutor meetings
Evidence of self reflection
Clear target setting and evidence of
impact
Evidence of training being put into
practice
Referral and discussion about pupils with
inclusion team
Conversations/Direction from TA
involved in planning)
Specific provision made in plan for role
of TA
 Feedback with TA during or after lessons
– next planning reflects this
 TA in lesson facilitates learning and
checks progress against
 learning objectives






Working within Behaviour System
Sharing of resources
Work across school/trust
Feedback from courses attended
Work with technicians/departmental
support
Professional attributes and suitability to teach
Teachers’
Standards 2012
A teacher 1-6 must:
A teacher 7-9 must:
Success Criteria/Behavioural
Outcomes
Evidence
RT 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.
1. 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
- Provide guidance and be a role model
to other colleagues










-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

2. Teachers must have proper
and professional regard for




Praise and encouragement will be used
frequently in the classroom
Pupils will be encouraged to adopt an ‘I
can do’ attitude at all times
Achievement and effort will be
highlighted throughout all learning
activities
The behaviour of the teacher will
practically demonstrate the behaviour
required from the pupil in all respects
Full attendance at staff meetings
Positive contribution to discussions
Observe equality of opportunity in
classroom and beyond
Policies and practice observed in
planning and teaching
Seeking out information and keeping
knowledge up-to-date in a variety of
ways
Providing a safe, caring environment for
learners
An awareness of school’s policies and
appropriate application
Dealing with issues arising in accordance
with school policy
Interaction between pupils and teacher
that shows trust, understanding of
boundaries
Awareness of external support for
children with social/ emotional/
behavioural issues and how this can be
accessed
Following safeguarding arrangements
for individuals
Practical arrangements for individuals in
class (e.g. collection, CP issues etc)
- Appropriate dialogue as noted through
lesson observations.
- Marking and dialogue in pupil exercise
books
- Line manager comments re professional
conduct
- Respectful manner of communication
- Establish positive relationships with pupils
in teaching groups and tutor group.
- Assembly/PSHE themes promoted with
pupils
- Appropriate guidance to pupils during tutor
time, which relate to SMSC
- Professional conduct
- Meeting deadlines
- Attendance record
- Condition of workspaces
- Communication with other colleagues
- Comments from parents/colleagues
- Pro-activity in staff working groups - Training course/Toolkits
attended/contributed to
 Attendance at Child Protection training
 Understand and be able to use school CP
procedures
 Understand the role of the CP Officer and
how they work with outside agencies

Know and recognise potential signs of
abuse
 Use of school procedures and
involvement of CP officer
the ethos, policies and
practices of the school in
which they teach, and
maintain high standards in
their own attendance and
punctuality.
3. Teachers must have an
understanding of, and always
act within, the statutory
frameworks which set out
their professional duties and
responsibilitie
- Contribute significantly where
appropriate to implementing ethos,
policies and practices and maintain
high standards in their own attendance
and punctuality
- Promote collective responsibility for
the implementation of the statutory
frameworks which set out their
professional duties and
responsibilities.
Have sufficient depth of knowledge
and experience to be able to give
advice on the development and
well-being of children and young
people.



Have they read the policy?
Do they know who CP person is?
Are they aware what concerns may be for
any pupil in school?
 Attend induction training and
demonstrate understanding of
safeguarding procedures
 Follows school policy and acts on it
Appendix C: Criteria for Leader of Learning Payments
1. The values of the LoL Payment to be awarded are set out below.
LoL may be awarded to the following values for a fixed term period and will be reviewed
every 3 years or sooner should the post no longer exist due to curriculum change.
Leadership of Learning Payments
Point
Allowance 2013/14
1
£1,338.6
2
£2,677.9
3
£4,017.4
4
£5,355.7
5
£6,695.3
6
£8,033.6
7
£9,373.2
2. Criterion and factors for award of Leadership of Learning Payment
2.1 A Leadership of Learning payment (LoLP) may be awarded to a classroom teacher for
undertaking a sustained additional responsibility in the context of the school’s staffing
structure for the purpose of ensuring the continued delivery of high-quality teaching and
learning for which (s)he is made accountable.
2.2 Factors
Before awarding a LoLP, the Governing Body must be satisfied that the teacher’s duties
include a significant responsibility that is not required of all classroom teachers, and that the
following points are all fulfilled:
a) is focused on teaching and learning;
b)
requires the exercise of a teacher’s professional skills and judgement;
c) requires the teacher to lead, manage and develop a subject or curriculum area; or to
lead and manage pupil development across the curriculum;
d)
has an impact on the educational progress of pupils other than the teacher’s
assigned classes or groups of pupils;
e) involves leading, developing and enhancing the teaching practice of other staff or
f)
is related to a specific project or development which has a direct
on pupil performance
impacts
2.3 Before awarding a LOLP, the Governing Body must be satisfied that in addition to the
significant responsibility referred to in 2.2 the member of staff must hold line
management responsibility .
2.4 If a post meets the criterion and all of the factors, this does not mean automatically
that the post will be graded as a higher LoLP.
2.5 A teacher may not hold more than one LoLP.
responsibility.
A teacher will only have one area of
2.6 Criteria employed
For Primary
 Core subject lead
 No of FTE Teachers
 No of lessons in area
Weighting
High
Significant Weighting
High
For Secondary





Number of FTE teachers and non teachers
Number of lessons in area/subject
Number of pupils taught (KS3=1, KS4=1.25, KS5=1.5)
% of capitation budget managed
Number of accredited examinations
Weighting
Significant weighting
High
Medium
Low
Medium
Appendix D – Standard Performance Measurements for Support Staff
For Academic year 2014/2015 Standard Performance Measurements for Support Staff will
be taken from The Blue Sky Appraisal system which offers comprehensive standards for all
Support Staff posts across the CGS Trust.