Promoting Ambition for Change

TEMPLE LEARNING ACADEMY APPRAISAL POLICY

2015-16

Adopted by the Governing Body: To be reviewed: CONTENTS

Appendices

Appendix 1 Appraisal Flowchart Appendix 2 Teacher Skills Audit Appendix 3 Threshold Skills Audit Appendix 4 Career Stage Expectations Appendix 5 Support Staff Self Audit Sheet

APPRAISAL POLICY & PROCEDURE ALL STAFF

1. INTRODUCTION 1.1. Performance appraisal is an opportunity for individual employees and those that have responsibility for their performance, typically line managers, to engage in a constructive dialogue about an individual’s performance across the reporting period, their potential and their development needs, in addition to the support required from the manager. Furthermore, in the case of teachers, there is also a requirement to assess practice against the Teacher’s Standards. Emerging from these dialogue objectives will be agreed. Support staff standards are also established. 1.2. While performance appraisal is an important part of performance management, in itself it is not performance management. However, it is one of a range of tools that can be used to manage performance, but this should be done in a supportive manner. 2. PURPOSE 2.1. The purpose of this appraisal policy is to provide a framework to assess employees against defined objectives, to give constructive feedback and to acknowledge employees for their good work. The policy will also enable medium and long term objectives to be defined for employees and, where teachers are eligible, will inform a recommendation for pay progression. Support staff are not subject to performance related pay currently. 2.2. The policy also offers the opportunity to address any performance issues to be addressed at an early stage, constructively discuss areas in need of improvement, find solutions / appropriate support and better ways to carry out tasks or improve practice. 3. SCOPE 3.1. This policy applies to the Executive Principal/ Principal of Phase and to all qualified teachers employed at the academy except those on contracts of less than one term and those undergoing induction (i.e., NQTs) or teachers on capability procedures. The policy also applies to all support staff. 3.2. This policy is designed to comply with the Education ( School Teachers’ Appraisal) (England) Regulations 2012 and also reflects, where applicable, provisions outlines in the academy Teachers’ Pay & Conditions Document. 4. POLICY STATEMENT 4.1. Temple Learning Academy is committed to give all staff employed at the academy and their managers an annual opportunity to review performance, to agree personal objectives, and to agree learning and development requirements. 4.2. The appraisal system aims to:  Be a positive process  Raise the quality of teaching, learning and leadership provided by the academy through highly motivated and competent teachers and leaders  Support the academy in improving the education of learners at the academy and the implementation of any plan of the governing body designed to improve that academy’s educational provision and performance  Translate and create links from high level strategy into each individual’s role  Provide a link to pay progression  Identify and support any relevant development needs. 2

5. PROCEDURES 5.1. THE APPRAISAL PERIOD The appraisal period will run for 12 months, normally from 1 September to 31 August. Teachers who are employed on a fixed term contract of less than one year will have their performance managed in accordance with the principles underpinning this policy. The length of the period will be determined by the duration of their contract. Where a member of staff starts their employment at the academy part-way through a cycle, the Principal or, in the case where the employee is the Principal, the Governing Body shall determine the length of the first cycle for that member of staff, with a view to bringing his/her cycle into line with the cycle for other members of staff as soon as possible. Where a teacher transfers to a new post within the academy part-way through a cycle, the Principal or, in the case where the employee is the Principal, the Governing Body shall determine whether the cycle shall begin again and whether to change the appraiser. 5.2. APPOINTING APPRAISERS All appraisers of teachers, other than those appraising the Principals, will be qualified teachers and will be suitably trained. Support staff appraisers will be line managers and suitably trained.

Principal The Principals will be appraised by the Governing Body, supported by a suitably skilled and/or experienced external adviser who has been appointed by the Governing Body for that purpose. The task of appraising the Principal, including the setting of objectives, will be delegated to a sub-group consisting of normally three members of the Governing Body. Where a Principal is of the opinion that any of the governors appointed by the Governing Body is unsuitable to act as his/her appraiser, s/he may submit a written request for that governor to be replaced, stating the reasons for the request.

Teachers & Support Staff The choice of appraiser is for the Executive Principal and Principal of Phases to allocate. Where teachers have an objection to the choice, their concerns will be considered. Where it becomes apparent that the appraiser appointed by the Executive Principal or Principal of Phase will be absent for the majority of the appraisal cycle, the Principal may perform those duties herself/himself or delegate those duties to another teacher for the duration of that absence. If the Executive Principal or Principal of Phase appoints an appraiser who is not the staff members line manager, the appraiser to whom she/he delegates those duties will have an appropriate position in the staffing structure, together with the necessary background knowledge, skills and training to undertake the role. Where a teacher is experiencing difficulties and the Principal of Phase is not the appraiser, they may undertake the role of appraiser. See also section on Teachers Experiencing Difficulties.3 5.3. SETTING OBJECTIVES The Executive’s Principal’s objectives will be set by the Finance/Resources committee’s appraisal sub-group of the Governing Body after consultation with the external adviser and the Executive Principal. Objectives will be set before, or as soon as practicable after, the start of each appraisal period. The objectives and the support required to achieve the objectives will be recorded in the planning statement. The objectives set will be Specific, Measurable, Achievable, Relevant and Time-bound and will be appropriate to the appraisee’s role and level of experience. In setting the objectives, reviewers will have regard to what can reasonably be expected in the context of roles, responsibilities and experience, consistent with the academy’s strategy for achieving a work/life balance for all staff. Appraisees may at any point append their comments alongside their objectives. The appraiser and appraisee will seek to agree the objectives. Objectives may be revised if circumstances change. The academy operates a system of moderation to ensure that all appraisers are working to the same standards. Targets will be moderated across the academy to ensure that they are consistent between teachers with similar experience and levels of responsibility. Should the objectives not be agreed, the final decision on allocation of objectives rests with the Executive Principal. The agreed objectives will contain a description of what success may look like. A clear link should be made between performance expectations and potential pay progression. Where use of numerical targets is appropriate, these will be reasonable, in the circumstances in which the teacher works and it will be recognised that factors outside teachers’ control may significantly affect success. Setting more than three objectives, or using sub-targets, may lead to difficulties in achieving objectives set. Therefore, other than in exceptional circumstances or by agreement, no member of staff will be given more than three objectives. The appraiser will take into account the effects of an individual’s circumstances, including any disability, when agreeing objectives. For example, this might include a reasonable adjustment to allow an individual slightly longer to complete a task than might otherwise be the case. When staff return from a period of extended absence, objectives may be adjusted to allow them to readjust to their working environment.

The objectives set for each teacher are intended to contribute to the academy’s plans for improving the academy’s educational provision and performance and improving the education of learners at that academy and will take into account the professional aspirations of the staff.

Before, or as soon as practicable after, the start of each appraisal period, each teacher will be informed of the standards against which that teacher’s performance in that appraisal period will be assessed e.g. the Teachers’ Standards. The Exective Principal/Principal of Phase or Governing Body (as appropriate) will need to consider whether certain teachers should be assessed against other sets of standards published by the Secretary of State or other body that are relevant to them. For QTLS holders, that may include the overarching professional standards for teachers in the lifelong learning sector, held by the Learning and Skills Improvement Service.

4 5.4. PAY PROGRESSION All pay progression is linked to performance. The pay recommendation made by the appraiser will be based on the assessment of their performance against the agreed objectives and the relevant standards. The decision made by the relevant decision-making body will also be based on the statutory criteria and guidance set out in the School Teachers’ Pay and Conditions Document (STPCD). The Governing Body has agreed the pay policy of the academy and has considered the implications of the appraisal policy with respect to the arrangements relating to teachers’ pay in accordance with the STPCD. The Governing Body will ensure that decisions on pay progression are made by 31 December for the Executive Principal and Principal of Phase and by 31 October for other teachers and support staff. Where the Executive Principal/Principal of Phase has not been recommended for pay progression he/she will be informed by the appropriate governor. The Principal will notify any teacher who has not been recommended for pay progression of the date when the Governing Body meets to consider pay recommendations. Details of the appeals process can be found within the academy Pay Policy.

5.5. REVIEWING PERFORMANCE

5.5.1. Observation The effective and efficient operation of the appraisal process requires lesson observation to be a confidential process of constructive engagement within an atmosphere of support and co-operation. Accordingly, observations will be carried out in a supportive fashion, with professionalism, integrity and courtesy, will be evaluated objectively and reported accurately and fairly and will take account of particular circumstances which may affect performance on the day. At least five working days’ notice of the date and time of the observation will be given and verbal feedback provided by at least by the end of the next academy day and written feedback within 5 working days, unless circumstances make this impossible. Classroom observation will be carried out by qualified teachers. For the purposes of appraisal, teachers’ performance will be observed on an appropriate and reasonable number of occasions and will, as far as possible, be agreed by the appraiser with the appraisee based on the individual circumstances of the teacher and the overall needs of the academy. The number and duration of appraisal observations will be in accordance with the academy’s observation protocol. For the purpose of professional development, feedback about lesson observations should be developmental, not simply a judgement using Ofsted grades. Where possible and appropriate academy will limit the need for additional observations during the appraisal year and may use the findings of each observation, including appraisal observations, for other management requirements (for example subject area reviews). Teachers (including the Executive Principal /Principal of Phase) whose posts have responsibilities outside the classroom should also expect to have their performance of those responsibilities observed and assessed.

5 5.5.2. Development and Support Appraisal is a supportive process which will be used to inform continuing professional development. The academy wishes to encourage a culture in which all teachers take responsibility for improving their teaching through appropriate professional development e.g. through peer observation. Professional development will be linked to academy improvement priorities and to the on-going professional development needs and priorities of individual teachers. The academy’s CPD programme for all staff will be informed by the training and development needs identified as part of the appraisal process. With regard to the provision of CPD in the case of competing demands on the academy budget, a decision on relative priority will be taken with regard to the extent to which: a) the training and support will help the academy to achieve its priorities; and b) the CPD identified is essential for an appraisee to meet their objectives. During the review meeting consideration will be given where it has not been possible for teachers and support staff to fully meet their performance criteria because the support recorded in the planning statement has not been provided.

5.6. ANNUAL ASSESSMENT Each employee's performance will be formally assessed in respect of each appraisal period. In assessing the performance of the Executive Principal, the Governing Body must consult the external adviser. The member of staff will receive a written appraisal report as soon as practicable following the end of each appraisal period – and have the opportunity to comment on it. The appraisal report will include:  details of the staff’s objectives for the appraisal period in question;  an assessment of the staff’s performance of their role and responsibilities against their objectives, and against the relevant standards;  an assessment of the staff’s training and development needs and identification of any action that should be taken to address them;  a recommendation on pay (N.B. – pay recommendations need to be made by 31 December for Executive Principal and by 31 October for other teachers);  a space the staff’s own comments

A review meeting will take place to discuss the content of the report and any further action required and to inform objective setting for the next cycle. In some circumstances an interim review meeting may be appropriate. The assessment of performance and of training and development needs will inform the planning process for the following appraisal period. Appraisal is not limited to an annual assessment meeting and will be part of ongoing professional dialogue.

Anonymised versions of appraisal outcomes will be reported by the Principals to the full Governing Body with pay and progression recommendations based on these outcomes. 6 5.7. TEACHERS EXPERIENCING DIFFICULTIES When dealing with a teacher experiencing difficulties, the objective is to provide support and guidance through the appraisal process in such a way that the teacher’s performance improves and the problem is, therefore, resolved. Where this is unsuccessful the appraiser will make the teacher aware of their concerns and provide appropriate support to improve. If the appraiser remains dissatisfied with progress they should liaise with the Principal and a decision will be made with regards to entry into the capability procedure. If the teacher enters the procedure they will be notified in writing and will be invited to a Support Stage Meeting and informed that the appraisal system will no longer apply and that their performance will be managed under the capability procedure. Where it is apparent that a teacher’s personal circumstances are leading to difficulties at academy, support will be offered as soon as possible, without waiting for the formal annual assessment.

5.8. APPEALS Appraisees have a right of appeal against any of the entries in the written appraisal report. Details of the appeals process are available from the Executive Principal/Principal of Phase or from the academy governing body.

6. OTHER RELATED POLICIES & DOCUMENTS 6.1. The following policies are related to this policy:  Capability Policy for academy Based Staff  Pay Policy 6.2. The following documents are related to this policy:  The School Teachers’ Pay & Conditions Document  The Teachers’ Standards  The Education ( School Teachers’ Appraisal) (England) Regulations 2012  Support staff individual standards 7. REVIEW

The Governing Body of ______academy adopted this policy on______.

It will review it in ______unless any changes are required prior to this.

APPRAISAL FLOWCHART (Appendix 1) Teachers Skills Audit (Appendix 2) A teacher must

NATIONAL STANDARD R/A/G EVIDENCE (to support FURTHER DEVELOPMENT judgement) (Actions, resources, involving, dates) 1.Set high expectations which inspire, motivate and challenge learners

Establish a safe and stimulating environment for learners, rooted in mutual respect and the ‘Basic Habits’ of the academy are consistently observed.

Set goals that stretch and challenge learners of all backgrounds, abilities and dispositions

Demonstrate consistently the positive attitudes, values and behaviour which are expected of learners.

2.Promote good progress and outcomes by learners

Be accountable for learners’ attainment, progress and outcomes

Use assessment data to plan teaching which builds on student’s capabilities and prior knowledge.

Guide learners to reflect on the progress they have made and their emerging needs (through marking and challenging questioning through class). NATIONAL STANDARD R/A/G EVIDENCE (to support FURTHER DEVELOPMENT judgement) (Actions, resources, involving, dates)

Demonstrate knowledge and understanding of how learners learn and how this impacts on teaching

Encourage learners to take a responsible and conscientious attitude to their own work and study (develop and promote a learning culture)

3.Demonstrate good subject and curriculum knowledge

Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain learnerS’ interest in the subject, and address misunderstandings

Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

Use outstanding subject knowledge to engage and enthuse learners in creative ways. NATIONAL STANDARD EVIDENCE (to support R/A/G FURTHER DEVELOPMENT judgement) (Actions, resources, involving, dates) 4.Plan and teach well structured lessons

Impart knowledge and develop understanding through effective use of lesson time

Promote a love of learning and children’s intellectual curiosity

Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding learnerS have acquired

Reflect systematically on the effectiveness of lessons and approaches to teaching

Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

5. Adapt teaching to respond to the strengths and needs of all learners

Know when and how to differentiate appropriately, using approaches which enable learners to be taught effectively NATIONAL STANDARD EVIDENCE (to support R/A/G FURTHER DEVELOPMENT judgement) (Actions, resources, involving, dates)

Have a secure understanding of how a range of factors can inhibit learners’ 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 learners’ education at different stages of development

Have a clear understanding of the needs of all learners, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

Deployment of any additional support in the classroom, is effective and promotes progress of key groups of learners.

6. Make accurate and productive use of assessment

Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirement. NATIONAL STANDARD EVIDENCE (to support R/A/G FURTHER DEVELOPMENT judgement) (Actions, resources, involving, dates)

Make use of formative and summative assessment to secure learners’ progress

Use relevant data to monitor progress, set targets, and plan subsequent lessons

Give learners regular feedback, both orally and through accurate marking and encourage learners to respond to the feedback

NATIONAL STANDARD EVIDENCE (to support FURTHER DEVELOPMENT R/A/G judgement) (Actions, resources, involving, dates) 7.Manage behaviour effectively to ensure a good and safe learning environment

Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the academy, in accordance with the academy’s behaviour policy

Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly NATIONAL STANDARD EVIDENCE (to support FURTHER DEVELOPMENT R/A/G judgement) (Actions, resources, involving, dates)

Manage classes effectively, using approaches which are appropriate to learners’ needs in order to involve and motivate them

Maintain good relationships with learners, exercise appropriate authority and act decisively when necessary

Encourage learners to learn independently and be curious about their learning.

8.Fulfil wider professional responsibilities

Make a positive contribution to the wider life and ethos of the academy

Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

Deploy support staff effectively

Take responsibility for improving teaching through continual evaluation and peer support NATIONAL STANDARD EVIDENCE (to support FURTHER DEVELOPMENT R/A/G judgement) (Actions, resources, involving, dates)

Offer help and support to colleagues in areas of strength.

Communicate effectively with parents with regard to learners’ achievement and well-being

Key Red. The standard is evidenced but needs significant further development. Amber. The standard is evidenced and is embedded into most aspects of daily routine and practice. Green. The standard is evidenced and is fully embedded into all relevant aspects of daily routine and practice. Threshold Skills Audit (Appendix 3)

A teacher is required to be highly competent and able to evidence substantial contribution PROFESSIONAL ATTRIBUTES R/A/G EVIDENCE (to support FURTHER DEVELOPMENT judgement) (Actions, resources, involving, dates) Frameworks Contribute significantly, where appropriate, to implementing workplace policies and practice and to promoting collective responsibility for their implementation. Evidence the contribution. PROFESSIONAL KNOWLEDGE AND UNDERSTANDING

Teaching and Learning Have an extensive knowledge and 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. Evidence ie how expertise is disseminated to a broad audience/colleagues. Assessment and Monitoring 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 examinations and qualifications. Evidence Have up-to-date knowledge and understanding of the different types of qualifications and specifications and their suitability for meeting learners’ needs. Evidence ie awareness of Government changes. R/A/G EVIDENCE (to support FURTHER DEVELOPMENT judgement) (Actions, resources, involving, dates) Subjects and Curriculum Have a more developed knowledge and understanding of their subjects/curriculum areas and related pedagogy including how learning progresses with them. Evidence ie how this has been done ie research, indepth knowledge, being the constant specialist having up to date information. Health and Wellbeing Have sufficient depth of knowledge and experience to be able to give advice on the development and wellbeing of children and young people. Evidence ie links to pastoral, attendance and meetings but evidence of input at the meetings and up to date information. PROFESSIONAL SKILLS

Planning Be flexible, creative and adept at designing learning sequences within lesson 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. Evidence. Teaching R/A/G EVIDENCE (to support FURTHER DEVELOPMENT judgement) (Actions, resources, involving, dates) 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. Evidence ie lesson observations, work scrutiny, learning walks, peer observations.

R/A/G EVIDENCE (to support FURTHER DEVELOPMENT judgement) (Actions, resources, involving, dates) Team Working and Collaboration Promote collaboration and work effectively as a team member. Evidence ie links with own / other subjects, how information is shared, evidence of collaboration. Contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback. Evidence ie delivery of CPD, coaching. YES NO Evidence verified by Team Leader (initials):

MET NOT MET Two consecutive successful annual Appraisal (to evidence sustainable) reviews completed (initials):

Team Leader’s signature: ------Date: ------Member of staff’s signature: ------Date: ------EXECUTIVE PRINCIPAL/PRINCIPAL OF PHASE RECOMMENDATIONS A. Movement from UPS1-2/UPS2-3 with effect from:......

Yes No

B. If yes, evidence to support decision:

C. If no, reasons for referral:

Executive Principal/Principal of Phase signature: ------Date: ------D. Decision of Governing Body Pay Review Committee:

Award UPS1-2/UPS2-3: Yes No

Summary of justification:

E. Decision of Appeals Committee:

Award UPS1-2/UPS2-3 Yes No

Summary of justification:

TEACHER STANDARDS CAREER STAGE EXPECTATIONS (Appendix 4) Confidential INITIAL ASSESSMENT AND AUDIT

Name: Career Point: Date: Self/ academy Assessment Professional Relevant MPS UPS Professional Area Standards dialogue and development areas PROFESSIONAL All teaching satisfactory; All teaching good All teaching good; some All teaching good; All teaching good; PRACTICE much good or better or better outstanding some outstanding much outstanding

PROFESSIONAL Most learners achieve in Almost all Almost all learners Almost all learners OUTCOMES line with academy learners achieve achieve in line with achieve in line with expectations in line with academy expectations; academy academy some exceed them expectations; expectations many exceed them PROFESSIONAL Positive working These Professional relationships Plays a proactive RELATIONSHIPS relationships with relationships are with learners, colleagues role in building learners, colleagues and securely and staff lead to academy-wide parents focussed on excellent class provision teams to improve improving provision and provision for outcomes learners PROFESSIONAL Able, with support, to Takes a Fully competent Plays a proactive DEVELOPMENT identify key professional proactive role in practitioner able to keep role in leading the development needs and accessing up-to-date with changes professional respond to advice and relevant support and adapt practice development of feedback and professional accordingly key stage or development departmental from colleagues colleagues PROFESSIONAL Meets all standards Meets all Meets all standards Meets all CONDUCT standards standards

--- Appraisal (Appendix 5)

Support Staff Self Audit Sheet

The purpose of these guidance sheets is to help you to focus on three appraisal objectives which will be used as part of the Appraisal review process. You may find it useful to consider the points on the following sheets before your meeting.

Think about your present role  What am I here for?  How does your role fit in with the priorities of the academy/faculty?  Are there any changes that you could propose to improve the effectiveness of your present role?  What are your strengths?  What skills or knowledge do you feel that you lack?  What training might you require?

Think about your past year’s work  What has given you the most satisfaction?  What are you least satisfied about?  In what ways, if any, has your job changed over the year?  Have you met any obstacles or problems/

Think about possible improvements  What might you do to become more effective during the coming year?  What obstacles/problems might we be able to remove?  How may the job be changed to enable you to be more effective?

Think about plans for the forthcoming year  What tasks do you expect to perform?  What objectives/goals/targets/deadlines do you expect to have to meet?  What additional support/resources/training might you need?

Think about any other matters you may want to raise. Appraisal– Support Staff Self Review Guidance Sheet 2

Name: Line Manager/Appraiser:

1. Which aspects of your role do you currently gain most satisfaction from? (What you like.)

2. Which aspects of your role do you feel that you are fulfilling most effectively? (What you are good at.)

3. Which aspects of your role do your currently gain least satisfaction from and/or find the most frustrating? (What you don’t like.)

4. What support do you need in order to help you gain more job satisfaction?

5. What do you feel that you have to offer?

6. Which aspects of your work would you like to develop further?

7. How do you envisage your career developing in the future?

8. What support and resources do you need to help you in your development?