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Teachers’ Appraisal Toolkit

Prepared by: Director of HR in consultation with Employee Relations Manager & Heads of Academy

For use by: Teachers across WHMAT

Issued to MAT Academies to use: 05.09.17

Version 05.09.17

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Contents 1. Appraisal Guidance and Frequently Asked Questions (FAQS) 3

2. Appraisal - Key Dates 9

3. Appraisal Booklet 10

4. Business case pro-forma for accelerated pay progression (completed by 26 employee)

5. Business case pro-forma for progression on to upper pay range (completed by 27 employee)

6. Business case pro-forma for progression within upper pay range (completed by 28 employee)

7. Managers’ pay progression recommendation form (completed by manager) 29 8. Letter to employee confirming outcome of appraisal cycle (completed by Chair 31 of Staffing & Pay Group to teachers excluding heads of academy) 9. Annual salary statement pro-forma (completed by HR) 34 10. Letter to heads of academy confirming outcome of appraisal cycle (completed 35

by Chair of Staffing & Pay group) 11. Head of Academy/CEO Appraisal Report (completed by HOA and/or CEO) 37

12. Guidance for teachers in primary settings on progressing to or between upper 41 pay range

13. Guidance for teachers in secondary settings on applying for Upper Pay 45 Range or progression within UPR

14. Letter inviting employee to appeal 49

15. Letter confirming outcome of appeal 50

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Appraisal

Frequently Asked Questions (“FAQs”)

To be shared and discussed with staff at the whole school Appraisal Information Briefing Washwood Heath Multi Academy Trust (“WHMAT”) recognises that its success is underpinned by the talent of a diverse community of colleagues, including support staff and teachers. The Appraisal process is designed to support this relationship by encouraging regular and constructive conversations between appraiser and appraisee. The Appraisal process provides a clear and consistent framework for assessing teacher performance against the teachers’ standards (including Heads of Academy), and for supporting their continuing professional development. The Appraisal process also provides a structure to guide discussions around development and support, contributions and achievements, career aspirations and to agree personal goals, linked to the overall development of your base academy and WHMAT. FAQs Appraisers & Appraisees

1. What is an appraiser? An appraiser is the member of staff who will carry out your first appraisal meeting, your interim review meeting(s) and your final-year review meeting

2. Who will my appraiser be? Teaching Staff without management responsibilities Your appraiser will normally be a member of SLT or middle leadership who has clear line-management responsibility for you or at least understands your role and responsibilities. Senior Leadership team Your appraiser will normally be the head of academy. Heads of Academy & CEO You will be appraised by a qualified and experienced external adviser/School Improvement Partner. The SIP will meet with you to close off last years’ objectives and to set new objectives, and they will then feed back to WHMAT’s staffing and pay committee.

3. What if I am unhappy with my appraiser? Speak to your head of academy in the first instance. They will listen to your reasons for being unhappy with your chosen appraiser and, if the reasons for your request are justified, try to allocate another member of staff who meets the requirements at 2 above.

4. What is an appraisee?

That is you – the person who is the subject of the appraisal process.

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Appraisal Cycle

5. When does the appraisal cycle run from and to? It runs from September to the end of August each year

6. What are the key stages of the cycle and when do they take place?

Your Head of Academy will hold an Appraisal Information Briefing with all Teaching staff in September of each year to discuss the cycle/process and answer any questions that you may have. This is when you will receive:

a) a copy of your Appraisal Booklet. This is used to record the discussions between appraiser and appraisee at each stage of the cycle. This includes a short self-reflection tool that you need to complete during working time before your first appraisal meeting.

b) Frequently Asked Questions about the appraisal process

c) Guidance on how to apply for accelerated pay progression or upper pay range progression, where relevant.

Your First Appraisal meeting (when your objectives from last year are evaluated and new objectives are set) will take place by no later than the end of October, unless there are exceptional circumstances.

An interim review meeting will take place between February and March each year.

A final-year review meeting will take place by end of October each year.

7. How many times do I have to meet my appraiser during the appraisal cycle?

During the appraisal period, each teacher will have at least one interim review meeting with their appraiser, as well as a third and final review meeting at the end of the appraisal process.

8. What is the purpose of the self-reflection tool and when do I complete it?

A self-reflection tool appears in your appraisal booklet and you will be provided with a copy during the Appraisal Information Briefing in September. This is an opportunity for you to reflect on the Teachers’ standards and identify which areas of the standards are your clear areas of expertise and which areas you wish to develop further through CPD. Prior to the initial objective setting meeting, you must identify these areas based on your current performance and be willing to discuss these with your appraiser.

9. Will my Appraiser prepare information for our first meeting? Prior to the first meeting, the appraiser will review whole school monitoring and evaluation evidence, so that at the first meeting they are in a position to help the appraisee further reflect on what this evidence should be for their areas of expertise. This may include evidence from an individual’s previous school in the case of newly appointed staff.

10. What happens at the First Appraisal Meeting?

At the First Appraisal Meeting, which takes place by no later than the end of October, your appraiser will:-

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a) Review and discuss the appraisee’s identified areas of expertise and development set out in their self-reflection tool;

b) Agree 3 (or 4 for those on the leadership spine/UPR) performance objectives (including how they will be achieved and assessed;

c) Agree/identify your professional development/CPD needs for the year Your appraiser will ensure that objectives are SMART: S = Specific (state what you need to do and what steps you need to take to achieve them) M = Measurable (clarify how you and your appraiser will know that the objective has been met e.g. what are the success criteria and/or milestones?) A = Achievable (your appraiser should set something that is reasonable for you to achieve and will identify any development/training that is needed to support you to meet the objectives) R = Relevant (the objectives should be relevant to your role i.e. what is set out in your job description or is relevant to your role/responsibility/level of experience/spot on pay scale) T = Timed (your objectives should make clear when you need to have achieved them by)

11. What happens at the interim review meetings? The purpose of the interim review meetings is to:

• Review your progress against agreed objectives in line with your appraisal booklet and confirm whether you are on track to meet them;

• Enable appraisers to support teachers in evaluating their performance. Your appraiser will write up the results of this meeting in the profile booklet and you will be given a copy to sign, date and return.

• Give you an opportunity to reflect and discuss performance and to request support or amendments to objectives as appropriate;

• Identify new CPD and/or professional development requirements; • Discuss and agree informal support, if it is apparent from the evidence, that you are not on

track to meet all or some aspects of your objectives.

12. What happens at the Final Year Review Meeting/First Appraisal meeting? This meeting is used to discuss last year’s performance and to set objectives for the new cycle. You will meet with your appraiser by the end of October each year. The purpose of the meeting is to:

• Review whether your objectives have been met in line with the appraisal booklet, by reviewing evidence collected by you and your appraiser;

• Celebrate successes/achievements; • Set objectives and/or CPD for the new appraisal cycle based on your self-reflection tool; and • Where appropriate, to discuss and agree informal support, if it is apparent from the evidence,

that you have struggled with some or all of your agreed objectives and have therefore not met or partially not met those objectives;

• Review/finalise the appraisal booklet – your appraiser will finalise and you will be asked to sign and date it.

By the end of October, you will receive a final signed copy of your written appraisal booklet.

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13. If I do not meet some or all of my appraisal objectives, what happens? Your pay will not go down. However, your pay is unlikely to progress up the scale unless there have been exceptional circumstances e.g. maternity or sickness and/or you can show solid progress towards your objectives in the last appraisal cycle.

14. What is moderation and who carries it out? Moderation is the process carried out internally within the trust to ensure that objectives set and final appraisal outcomes are fair and consistent. The CEO will moderate a sample of PM objectives from across the trust in approximately November each year to ensure that they are reasonable and consistent for the roles in question. They will also moderate a sample of appraisal booklets at the end of the appraisal cycle in approximately November. Once the moderation process has taken place, the Heads of Academy (or CEO in case of head office staff) will prepare a summary appraisal report setting out outcomes and any recommendations on pay progression, accelerated pay progression and/or those staff requiring additional support.

15. How will I know the outcome of my appraisal cycle? Once moderation has been completed, Heads of Academy (CEO in case of head office staff) will write to all staff confirming the final outcome of the appraisal cycle, which depending on the evidence, could be one of the following: -incremental rise to the next pay level; -no incremental rise as some or all of objectives not met; -some or all of objectives met but no incremental pay rise as member of staff at top of their pay scale; -incremental rise to a higher level or to UPR scale as all objectives met or partially met and

your business case for accelerated pay progression has been approved

16. What is accelerated pay progression (“APP”) and how do I apply for it? Normal pay progression for teachers is one incremental point each academic year, unless a temporary or permanent additional allowance has been agreed e.g. a TLR). If you consider that you have worked above expected performance in the last appraisal cycle, and can demonstrate, with supporting evidence that you have: -worked in excess of the requirements required for your role/pay level e.g. taken on additional responsibilities; and/or -exceeded the objectives that were set for them during the appraisal cycle, you should complete a business case pro-forma (see toolkit) and send it to your appraiser. The business case will be considered by the head of academy and CEO and you will be informed of the decision in writing. Teaching staff have a right of appeal to the Head of Academy if they are dissatisfied with the outcome of the appraisal cycle (see paragraph 16 of the appraisal policy for further information).

17. If I apply for APP, when will I find out the outcome?

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You will be informed of the outcome in writing by your head of academy (CEO in case of head office staff), by no later than the end of November, unless there are exceptional circumstances.

18. How do I apply to get on to the Upper Pay Range (UPR)? According to paragraph 15.1 of School Teachers’ Pay & Conditions (your nationally agreed contractual terms and conditions), qualified teachers may apply to be paid on the upper pay range at least once a year in line with the Trust’s Pay Policy (see policies tab at www.washwoodmat.com). The relevant body (who is your Head of Academy initially, who will then make a recommendation to the WHMAT Staffing & Pay Committee), then has to assess your application and make a determination in line with the Pay Policy. According to 15.2 of School Teachers’ Pay & Conditions, an application from a qualified teacher will be successful where the Head of Academy and the Staffing & Pay Committee are satisfied:

a) That the teacher is highly competent in all elements of the relevant standards (Teacher’s standards); and

b) That the teacher’s achievements and contribution to the Trust is substantial and sustained

(this is based on your last 2 appraisal cycles). To be considered for UPR, you therefore need to complete a business case document (see toolkit or ask HR) explaining how you meet a) and b) above with supporting evidence by the start of the October half term (20th October). Please submit this to your head of academy. You will be informed of the outcome in writing by your head of academy (CEO in case of head office staff), by no later than the end of November, unless there are exceptional circumstances. Please note that the head of academy is required under the Pay Policy to consider your 2 most recent appraisal reports, before making a recommendation for you to be paid on UPR to the staffing and pay committee. If you are successful, you will be transferred to the bottom of UPR from 1st September. Teaching staff have a right of appeal to the Head of Academy if they are dissatisfied with the outcome of the appraisal cycle (see paragraph 16 of the appraisal policy for further information).

19. I am already on the Upper Pay Range, how do I apply for progression within UPR? Please refer to the guidance in the appraisal toolkit (available from HR). To be considered for UPR, you therefore need to complete a business case document (see toolkit or ask HR) explaining how you meet the points below with supporting evidence by 20th October 2017. Please submit this to your head of academy. You will be informed of the outcome in writing by your head of academy (CEO in case of head office staff), by no later than the end of November, unless there are exceptional circumstances. In the business case, you need to demonstrate that:

• You have continued to meet all of the Teachers’ Standards and the post threshold standards and, subject to extenuating circumstances, objectives set during the appraisal cycle; and

• You have continued to grow professionally (with positive examples of how); and

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• You have made a substantial contribution to the academy (interpreted as a significant

contribution to improving standards of teaching and learning for other staff, through sharing and disseminating knowledge and skills by coaching, mentoring, demonstrating and curriculum development activities - the purpose of this contribution is to help those teachers improve the outcome for students, but the teacher providing the support cannot be held accountable for the learning of students in the classes taken by other teachers);

You will be deemed to have maintained good performance and will be recommended to the Board of Director’s pay committee for progression if the contribution has been maintained for two years since the teacher was last moved from one point to another on the upper pay range as established under paragraph 5.3 of the WHMAT Pay Policy, subject to the maximum of the range. Teachers will be deemed to have maintained good performance and to have met the Teachers’ Standards and post-threshold standards unless written evidence is provided to the contrary as soon as possible during the appraisal process. As required by the School Teachers’ Pay and Conditions Document, continued good performance as defined by WHMAT Pay Policy should give a classroom teacher an expectation of progression to the top of their pay range. If the appraisal report shows that a teacher’s performance is excellent, the Board of Directors may be recommended to consider advancing the teacher to the maximum of the upper pay range and/or consideration of a temporary TLR3.

20. What happens if I am ill or go on maternity leave part way through the appraisal cycle? If you are absent for the large part of an appraisal cycle due to long term sickness, maternity, disability or other unforeseeable leave of absence, cases will be assessed on an individual basis and we will ensure that you do not suffer any detriment as a result of your absence.

Common staff concerns

Concerns Reassurance and the benefits of Appraisal I find it hard to take criticism and I don’t like being judged.

This is not a judgement exercise. The only criticism you receive will be constructive. It will focus on how things can be done better not whether you are doing anything wrong

I can’t think of any objectives!

Yourself and your manager will discuss and decide your objectives. The self-reflection tool will help you prepare for this process.

I have done my job for years and no one has complained. Why do I need CPD?

There are constant changes and developments in education and we all have to adapt to them. Appraisal will mean that the adjustments you make and the way you learn and develop in your job will be planned, recorded in your appraisal pro-forma and your efforts recognised.

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Appraisal – Key Dates

By mid-September Head of Academy (CEO/Director of HR in case of head office staff)

holds whole school Appraisal Information Briefing

By end October First Appraisal Meeting/Final Year Review takes place to set new

objectives & close down last year’s appraisal

By mid-November Moderation takes place

Between February & March Interim review(s) take place

By 20th October Applications for Accelerated Pay Progression/UPR received by Heads

of Academy

By end November Employee receives letter confirming outcome of appraisal cycle &

impact on pay

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Appraisal Booklet

Name of Appraisee: Job Title: Level: (please tick as appropriate) a) Independent Teacher (MPS 2 & 3) b) Well-established teacher (MPS 4 & 5) c) Highly effective teacher (MPS 6) d) Expert Teacher (UPR) e) Advanced staff (UPR 2 & 3) f) Leadership Name of Appraiser: Job Title of Appraiser: Appraisal Cycle/Year:

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Introduction

The Board of Directors is committed to:

• providing the very best education for all pupils, through high quality teaching and learning; and

• providing staff with Continued Professional Development (“CPD”) opportunities, which enable them to grow and develop.

It also recognises the importance of providing all of its teachers with a supportive and fair appraisal process that complies with current legislation and good practice. The purpose of this process is to provide a clear and consistent framework for assessing teacher performance against the teachers’ standards (including Heads of Academy), and for supporting their continuing professional development. It also acknowledges the importance of managing and improving teacher performance in a fair and reasonable manner through regular professional dialogue. It therefore sets out the process to be followed when teachers fall below the levels of competence that are expected of them. The Appraisal process is designed to support this relationship by encouraging regular and constructive conversations between appraiser and appraisee. The Appraisal process also provides a structure to guide discussions around development and support, contributions and achievements, career aspirations and to agree personal goals, linked to the overall development of your base academy and WHMAT. This booklet is made up of 5 sections. Section 1 relates to “looking back” over the last appraisal cycle, and is a chance for self-reflection about your achievements, contributions and development. You should use this to support your discussion at the final year review meeting/first appraisal meeting and the new objective setting stage for the new appraisal cycle. Section 2 is used to record a) your objectives for the new appraisal year, together with success criteria and deadlines for completion; and b) to record your Continued Professional Development (“CPD”) needs for the new appraisal year. Section 3 is used to record the outcome of your interim review/s. This means, a structured conversation around each objective set at the First Appraisal Meeting to discuss a) your progress made to date and evidence; b) whether you are on track to meet objectives; c) what support/CPD has been agreed if you are not on track to your objectives; and d) any additional comments/feed-back that you or your appraiser may have. Section 4 is used to record the outcome of your “final year review meeting”. This means a further structured conversation around each objective to discuss a) progress made to date and evidence, b) whether you have fully met the targets, partially met the targets, not met the targets, exceeded the targets, or the fact that they are no longer applicable/relevant. Section 5 is an opportunity for any additional comments by appraiser or appraisee. This booklet should be read alongside the Teachers’ Appraisal Policy at www.washwoodmat.com.

http://www.washwoodmat.com/

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SECTION 1: APPRAISEE SELF-REFLECTION TOOL

Please use the chart below to identify your achievements and contributions in the last appraisal cycle and to inform your discussion with your appraiser at the final review meeting.

Question Appraisee Comments

1. What have you achieved at work during the last appraisal cycle?

2. What challenges did you face during the last appraisal cycle and how did you get over them?

3. Is there anything that you wanted to achieve that you were unable to achieve?

4. What are your career hopes/aspirations going forward?

5. Is there anything else you would like to discuss or any other support that could be given to help you to do your job better?

SECTION 2: OBJECTIVES

Objectives should be set in relation to the teachers’ current level of experience/point on pay scale, and to the Teachers’ standards as follows:

A: The evidence of monitoring of teaching, planning and delivery:

B Student progress and outcomes:

MSP 2/3 (Independent Teacher)

shows that that the relevant national teacher standards are met with some areas

of expertise emerging

Most pupils achieve in line with school/national

expectations

MSP 4/5 (Well established teacher)

shows that that the national teacher standards are met and some areas of

Almost all pupils achieve in line with school/national

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expertise are well-established and could be shared.

expectations

M6 (Highly effective teacher)

shows that that the national teacher standards are met and some areas of expertise are well-established and should be shared.

Almost all pupils achieve in line with school / national

expectations. Some exceed them.

UPR 1 (Expert teacher)

shows that that the national teacher standards are met and many areas of expertise are

well-established: the colleague should take a lead in sharing best practice.

Almost all pupils achieve in line with

school/national expectations. Many exceed them.

UPR 2/3 (Advanced staff)

shows that that the national teacher standards are met and many areas of

expertise are well-established: the colleague should take a lead in sharing best practice

with a whole school impact.

Almost all pupils achieve in line with school/national

expectations. Many exceed them.

Leadership shows that that the national teacher standards are met; contribute to the strategic

leadership of sharing areas of expertise and developing teaching and learning.

Contribute to strategic leadership of whole Academy

achievement

C: Professional Practice & Effectiveness D: Whole School Contribution

MSP 2/3 (Independent teacher)

shows that that the relevant national teacher standards are met with some areas

of expertise emerging

MSP 4/5 shows that that the national teacher standards are met and some areas of

expertise are well-established and could be shared.

M6 shows that that the national teacher standards are met and some areas of

expertise are well-established and should be shared.

UPR 1 shows that that the national teacher standards are met and many areas of

expertise are well-established: the colleague should take a lead in sharing best practice.

Plays a developmental role in the professional

development of colleagues/an improvement

objective across the Academy.

UPR2/3 shows that that the national teacher standards are met and many areas of

expertise are well-established: the colleague should take a lead in sharing best practice

with a whole school impact.

Plays a proactive, leading role in the professional

development of colleagues/an improvement

objective across the Academy.

Leadership Both model and contribute to the strategic leadership of the learning

environment, personal development and

Contribute to strategic leadership of the Academy &

of the Trust.

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well-being.

1. Objective 1: (Planning & Delivery of Teaching – connect to teachers’ standards 1,3,4,5) [In line with SMART

principles]

2. Evidence required:

3. Success criteria (what will a good job look like?)

4. Milestones (what key steps would you expect to see during the appraisal cycle?)

1. Objective 2: Pupil Progress and outcomes (connect to teachers’ standards 2 & 6)


3. Success critera (what will a good job look like?)

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1. Objective 3: Professional Practice and effectiveness (teachers’ standards 7,8,9)




1. Objective 4: SIP Priority (For expert, advanced and leadership staff members only and linked to whole school impact)

2. SIP Priority


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Appraisee’s Comments:

Appraiser’s Comments:

Signed Appraisee Date

Signed Appraiser Date

Signed Reviewer Date

Signed Moderator (where appropriate)

Date

CONTINUED PROFESSIONAL DEVELOPMENT (“CPD”) Training and Development Objective/Activities: What knowledge / skills will be developed? How will this be achieved?

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Who will organise & by when?

SECTION 3: INTERIM REVIEW

Discuss each objective.

Objective 1

1. Progress made to date and evidence provided

2. On track to meet objective?

3. Further actions required:

4. By who? 5. By when?

6. Changes to objective and reasons for change e.g. promotion or other change of role:

7. Date:


9. On track to meet objectives?

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13. Comments

Objective 2





6. Changes to objective:

7. Date:




11. By who?

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12. By when?

13. Comments

Objective 3






7. Date:





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13. Comments

Objective 4 (if applicable)






7. Date:





13. Comments

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Appraisee’s Mid-Year Comments

Appraiser’s Mid-Year Comments:

Signed Appraisee Date Signed Appraiser Date Signed Reviewer Date Signed Moderator (where appropriate) Date

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SECTION 4: FINAL-YEAR REVIEW MEETING

Complete for each objective Objective 1 Progress made to date and evidence Target met: In full Partially met Not met Exceeded No longer applicable (Delete as appropriate)

Objective 2 Progress made to date and evidence Target met: In full Partially met Not met Exceeded No longer applicable (Delete as appropriate

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Objective 3 Progress made to date and evidence Target met: In full Partially met Not met Exceeded No longer applicable (Delete as appropriate

Objective 4 (if applicable) Progress made to date and evidence Target met: In full Partially met Not met Exceeded No longer applicable (Delete as appropriate

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Appraisee’s comments Appraiser’s comments

Reviewer’s comments

Moderator’s comments (where appropriate)

SECTION 5: OPTIONAL SUPPLEMENTARY COMMENTS

This page can be used to record any supplementary comments that appraiser and/or appraisee may have including areas of excellence, mitigating circumstances, details of any request for accelerated pay progression received etc.

Once all forms have been completed and signed off, they should be sent to the Reviewer (i.e. the Appraiser's manager) for signature and return.

Appraisee’s Supplementary Comments

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Appraiser's Supplementary Comments

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Business Case Pro-Forma for Accelerated Pay Progression

Name:

Job Title:

Base academy:

Date of application:

Appraiser name/job title:

Current pay scale:

Date of last application (if applicable-insert N/A where not relevant as never requested before):

Summary of application for Accelerated Pay Progression: please ensure you detail with evidence the ways in which you meet the criteria set out in the WHMAT Appraisal Policy e.g. explain how you have a) worked in excess of the requirements of your role and/or b) how you have exceeded the objectives that were set during the appraisal cycle. You must attach any relevant supporting evidence such as documents/photographs/feedback/testimonials etc.

Continue on additional sheets if necessary.

Declaration

I confirm that at the date of this application, the statement above is true to the best of my

knowledge and belief.

Signed (applicant):

Print name:

Date:

Date received by academy:

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Business Case Pro-Forma for application for progression on to Upper Pay Range

Name:

Job Title:

Base academy:



Current pay scale:


Summary of application for UPR: please ensure you detail with evidence how you a) have been highly competent in all elements of the relevant standards (Teacher’s standards); and b) how your achievements and contribution to the Trust have been substantial and sustained (this must be based on your last 2 appraisal cycles including the present cycle).

Continue on additional sheets if necessary and attach any supporting evidence.

Declaration



Signed (applicant):

Print name:

Date:


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Business Case Pro-Forma for application for progression within the Upper Pay Range

Name:

Job Title:

Base academy:



Current pay scale:


Summary of application for progression within UPR: please ensure you detail with supporting evidence how you a) have continued to meet all of the Teachers’ Standards and the post threshold standards and, b) how you have met all of your objectives during the appraisal cycle; c) how you have continued to grow professionally (with positive examples of how); and d) how you have made a substantial contribution to the academy (interpreted as a significant contribution to improving standards of teaching and learning for other staff, through sharing and disseminating knowledge and skills by coaching, mentoring, demonstrating and curriculum development activities.

Continue on additional sheets if necessary and attach any supporting evidence.

Declaration



Signed (applicant):

Print name:

Date:


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Managers’ Pay Progression recommendation/outcome form

[To be completed by head of academy once they have reviewed applications for APP or UPR and

when making recommendations to WHMAT Staffing & Pay Group]

Name of member of staff:

Appraiser:

Date:

Summary of Performance Management Outcomes:

Objective 1

Met

Progress toward objective

Objective not met

Objective exceeded

Objective 2

Met


Objective not met

Objective exceeded

Objective 3

Met


Objective not met

Objective exceeded

Objective 4 (if applicable)

Met


Objective not met

Objective exceeded

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Manager’s Recommendation on pay (tick as appropriate)

I recommend salary progression of 1 point

I do not recommend salary progression for the following reasons:

I recommend accelerated pay progression of 2 points for the following reasons: (append business

case from employee)

I recommend pay progression from MPS to TLR for the following reasons (append business case

from employee)

I recommend pay progression from [insert main-scale level] to upper pay range 1 (append business

case from employee

Rationale for recommendation [Head or CEO to summarise the decision above based on evidence

received]

Signed head of academy (or CEO for head office staff)

Print name

Dated

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Letter to teachers (excluding heads of academy) confirming outcome of

appraisal cycle (prepared by head of academy or CEO in case of head office

staff/signed off by director of WHMAT Staffing & Pay Group following

recommendations from head of academy or CEO)

Dear x

Outcome of appraisal cycle – [insert year e.g. 2017/2018]

Thank you for taking part in WHMAT’s annual appraisal process.

Now that the moderation process has been completed, I am writing to confirm the outcome for the

year [insert appraisal cycle year]:

Summary

As you can see from your appraisal booklet, it was determined that:

1. Objective 1 was [met], or [partially met with evidence of progress towards], or [not met], or

[exceeded] – DELETE AS APPROPRIATE.





4. Objective 4 was [met], or was partially met with evidence of progress towards], or [not met],

or [exceeded] – DELETE AS APPROPRIATE.

Manager’s Recommendation on pay (amend and delete as appropriate)

Based on the above, your head of academy has therefore recommended to the Staffing & Pay Group

that:

EITHER

a) you do not receive salary progression for this cycle as [despite you meeting all of your

objectives, you are at the top of your pay scale, or your objectives were not met]

b) [Only consider this if application for APP received] you do not receive accelerated pay

progression for this appraisal cycle as [summarise reasons why based on business case from

employee]

OR

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c) you receive salary progression of 1 point, as [you have met all of your objectives/or

demonstrated good progress towards your objectives/OR you have been absent due to e.g.

maternity/sickness/state other reason for authorised absence from x to x and WHMAT does

not wish you to suffer a detriment as a result of this absence. Your appraisal outcome has

therefore been based on your appraisal outcome for the x appraisal year – DELETE AS

APPROPRIATE

d) you receive accelerated pay progression of 2 points for the following reasons: (summarise key

grounds from employee business case and attach a copy)

e) you receive accelerated pay progression to UPS x for the following reasons (summarise key

grounds from employee business case and attach a copy)

Decision by WHMAT Staffing & Pay Group

In light of the above, WHMAT’s Staffing & Pay group has met to consider the above recommendations

and concluded that: [delete as appropriate]

EITHER

a) You will not receive incremental salary progression for this appraisal cycle as [despite you

meeting all of your objectives, you are at the top of your pay scale, or your objectives were

not met]

b) You will receive salary progression of 1 incremental point, as [you have met all of your

objectives/or demonstrated good progress towards your objectives/OR you have been absent

due to e.g. maternity/sickness/state other reason for authorised absence from x to x and

WHMAT does not wish you to suffer a detriment as a result of this absence. Your appraisal

outcome has therefore been based on your appraisal outcome for the x appraisal year –

DELETE AS APPROPRIATE

c) [Only consider this if application for APP received] Despite receiving an application for APP,

you have not met the requirements on this occasion [summarise reasons why based on

business case from employee so that clear if employee appeals]

d) You will receive salary progression of 2 incremental points as, in line with your recent business

case you have demonstrated that (summarise key grounds from employee business case)

copy)

e) You will be progressed on to the bottom of the upper pay range following your recent

application. This is because the committee is satisfied that you have met the requirements

set out in the school teachers pay and conditions document (summarise key grounds from

employee business case)

f) You will be progressed from spot x of the upper pay range to spot x of the upper pay range as

the committee is satisfied that you have met the requirements set out in the school teachers

pay and conditions document (summarise key grounds from employee business case)

33

g) Your application for progression on to the upper pay range or within the upper pay range has

been turned down as (summarise key grounds in line with head’s recommendation and how

requirements of STP&CD not met)

A salary statement is attached setting out the impact of this appraisal cycle on your pay.

Congratulations on your efforts during this appraisal cycle [delete or amend as appropriate]

If you wish to appeal against the outcome of this determination on pay, you have the right to appeal

in writing or verbally to your Head of Academy within 4 weeks of receiving this letter. Head Office

staff will need to appeal to the WHMAT Chair of Directors [delete as relevant]. The Head of Academy

(or Chair of Directors as appropriate) will meet with you within a reasonable period of receiving your

complaint and may call appropriate witnesses.

In line with the WHMAT Appraisal Policy, the outcome of the appeal will either be a) that your appeal

has been upheld; or b) that your appeal has not been upheld.

Yours sincerely

Chair of Staffing & Pay Group

Encs. Salary Statement

34

Annual Salary Statement pro forma

Annual Salary Statement Name Base Academy Job Title Start Date Appraisal Cycle Current Pay Level New Pay Level Pay increment from x to x –

WHMAT’s Appraisal & Pay Policies may be inspected under the policies section of the WHMAT website at www.washwoodmat.com Signed on behalf of the Board of Directors

By

Date

35

[Letter to go from Staffing & Pay Group to heads of academy and CEO confirming outcome of

appraisal cycle]

Dear X ANNUAL DETERMINATION OF SALARY WITH EFFECT FROM 1 SEPTEMBER 201X I write to inform you of the outcome of the annual determination of your salary which the committee, acting under delegated authority from the Board of Directors, is required to undertake under paragraph 4 of the School Teachers’ Pay and Conditions Document 2017. Before making this determination the committee has first reviewed your performance in the light of the performance objectives agreed with you under paragraph 7.2 of the School Teachers’ Pay and Conditions Document 2017. It has concluded that: you have achieved sustained high quality performance; or that you have have not sustained high quality performance during this appraisal cycle. This is because [summarise rationale] [delete as appropriate]. It has then considered your salary having particular regard to the criteria in paragraph 7.3 of the School Teachers’ Pay and Conditions Document 2017, a copy of which is available for inspection within your base academy. Your current salary point is [insert] Your new salary point has been determined as point X on the leadership spine. This is because [summarise rationale e.g. you have achieved sustained high quality performance during the x appraisal cycle]. In undertaking the next determination of your salary with effect from 1 September x the committee will have regard to those criteria contained in the School Teachers’ Pay and Conditions Document for the time being in force as it is required to do. In particular, it will review your performance against the performance objectives agreed with you in accordance with the Performance Management Regulations. If you are then judged to have achieved a sustained high quality of performance taking account of these agreed performance objectives, your salary will be advanced one or two points up your pay range provided that you have not reached the maximum of the range already. If you have any queries in relation to this letter please raise them with me in the first instance. Where this does not answer your question to your satisfaction, you may appeal to the board of directors within 4 weeks of receiving this outcome letter. Your appeal should clearly set out the grounds on which you are basing your appeal. It should be passed to Angela Sutheran and marked for the attention of the Chair of Directors (Mr Pete Anstey).

36

Ms Sutheran will then write to you advising you of a date for a meeting to discuss your appeal. All members of the Staffing & Pay Committee join me in expressing our appreciation and warmest thanks for all that you have achieved over the last year for Washwood Heath Multi Academy Trust. Schools HR Services have been sent notification to pay you on the appropriate point on the leadership spine with effect from 1 September [INSERT YEAR]. A copy of your salary statement is attached. Yours sincerely

Chair of Staffing & Pay Committee

Encs. Salary statement

37

Head of Academy Report on Performance Management - Teaching Staff 201x – 201x)

This report summarises performance management outcomes based on evidence presented at final

review meetings, together with applications received for accelerated pay progression or progression

to or within the upper pay range.

Context

Washwood Heath Academy employs (number) teaching staff, including Senior Leaders. X academy

currently employs x teachers.

Appraisal objectives are linked to the School Improvement Plan and reviewed in the interim in

February with a final review in October. Each teacher is set three or four objectives depending on

their stage of career. Please see the WHMAT Appraisal Policy for more details.

Upper Pay Range

Teachers access the upper pay range through an application process where they demonstrate how

they have met teacher standards at the upper pay range level of expectation. The Upper Pay Range

is also known as threshold.

UPR/Threshold applications for 201x – 201x

Range Number of staff who applied Number of staff who were successful.

UPR1 (Numbers)

UPR2

UPR3

Total

Accelerated Pay Progression (APP) [won’t be relevant until September 2018-delete until then]

From September 2017, WHMAT’s new Appraisal Policy introduced a new incentive whereby teachers could apply for 2 incremental pay point jumps from September 2018 if they could demonstrate through a robust business case and supporting evidence that they had a) worked in excess of the requirements required for their role/pay level e.g. taken on additional responsibilities; and/or exceeded the objectives that were set for them during the appraisal cycle. Details of applications received and outcomes are below:

38

APP applications for 201x-201x

Teachers

pay level

Number of staff who applied Number of staff who were

successful

1 MSP 2 Insert number

2 MSP3 Insert number




Salary Point at time of application Number of Staff who applied Number successful

Pay Increment Analysis 201x – 201x

Staff who meet their objectives are recommended for an incremental pay award of 1 spot point

following their final review. Not all teachers qualify for this: those who have been recently

appointed or have not met their objectives, in part or in whole are not eligible for an incremental

pay award.

Type total New starters Objectives not met

Not eligible for a pay increment

Numbers

Awarded incremental rise

Not awarded incremental rise

Comments (*) Any comments

Total

(Number) staff failed to provide enough evidence for an incremental rise which meant they failed to

meet the majority of their objectives. There were varied reasons for this.

Analysis by Protected Characteristics under Equality Act 2010

Recommendation

Male

Female Disability Part Time Full Time

Top of Pay range (no increment)

(insert numbers)

+ 1 increment No award Accelerated progression

39

UPR progression

Ethnicity

Recommendation

Asian or Asian British

Black or Black British

Mixed Other Unknown White

Top of Grade (no increment)

(insert numbers)

+ 1 SCP No award Accelerated progression

UPR progression

Sexual Orientation

Recommendation

Bisexual

Lesbian or Gay

Heterosexual Not disclosed


(insert numbers)


UPR Progression

Religion

Recommendation

Christian Buddhist

Hindu Jewish Muslim Sikh No religion

Not stated

Other



UPR Progression

Appeals - Analysis by Protected Characteristics under Equality Act 2010

Recommendation

Male

Female Disability Part Time Full Time

No. of Appeals made

(insert numbers)

40

No. of Appeals upheld

No. of Appeals not upheld

Ethnicity

Recommendation

Asian or Asian British

Black or Black British

Mixed Other Unknown White

No. of Appeals made

(insert numbers)



Sexual Orientation

Recommendation

Bisexual

Lesbian or Gay

Heterosexual Not disclosed

No. of Appeals made

(insert numbers)



Religion

Recommendation

Christian Buddhist

Hindu Jewish Muslim Sikh No religion

Not stated

Other

No. of Appeals made

(insert numbers)



Author: Head of Academy (CEO in case of Head Office staff)

Date:

41

Guidance for teachers (primary setting on progressing to or between upper pay range) The purpose of this guidance is to:

A) assist teachers with their applications for applying to be paid on the upper pay range; and/or

B) assist teachers with applying for progression within UPR (i.e. UPR1, to UPR2, or UPR3).

How do I apply for pay progression on to UPR?

What do the School Teachers’ Pay & Conditions document 2016 say?

According to paragraph 15.1 - Qualified teachers may apply to be paid on the upper pay range at least

once a year in line with the Trust’s Pay Policy. The relevant body (who is your Head of Academy initially,

who will then make a recommendation to the Pay Committee), then has to assess your application and

make a determination in line with the Pay Policy.

According to 15.2 - An application from a qualified teacher will be successful where the Head of

Academy and the Pay Committee are satisfied:

c) That the teacher is highly competent in all elements of the relevant standards (Teacher’s

standards); and

d) That the teacher’s achievements and contribution to the Trust is substantial and sustained.

What does the Pay Policy say?

In line with the Trust’s Pay Policy: (paragraphs 6.4 – 6.6),

6.4 Teachers may apply to be paid on the upper pay range with effect from 1st September when

they consider that they meet the criteria specified in the School Teachers’ Pay and Conditions

Document (see above). On rare occasions, in the light of their appraisal report, they may do

so before they reach the maximum of the main pay range.

6.5 Applications from teachers to be paid on the upper pay range will be considered during the

annual determination of salaries. The written application should be submitted to the Head of

Academy by 31 October. The head of academy will assess the application in relation to the

criteria set out above and make a recommendation to the pay committee. If the application

is approved by the pay committee on the recommendation of the head of academy, the

teacher will be transferred to the minimum of the upper pay range from the 1st September

(i.e. for appraisal year September 15 to August 16, progression will be backdated to 1st

September 16).

42

6.6 When making a recommendation to the pay committee on a teacher’s application to be paid

on the upper pay range, the head of academy will consider the two most recent appraisal

reports on the assessment of the teacher’s performance under the Appraisal Regulations.

Where appropriate, in the case of a teacher who has recently joined the school, the appraisal

report from the previous school will be used. The assessment should show that the teacher’s

performance meets the criteria for the upper pay range in the School Teachers’ Pay and

Conditions Document.

• The criterion of ‘highly competent in all elements of the relevant standards’ will be defined

across WHMAT as teaching performance which meets all elements of the Teachers’

Standards and in addition the post threshold standards.

• The criterion of ‘substantial’ will be interpreted as a significant contribution to improving

standards of teaching and learning for other staff, through sharing and disseminating

knowledge and skills by coaching, mentoring, demonstrating and curriculum development

activities. The purpose of this contribution is to help those teachers improve the outcome for

pupils, but the teacher providing the support cannot be held accountable for the learning of

pupils in the classes taken by other teachers.

• The criterion of ‘sustained’ will be interpreted as maintaining these contributions over at

least two years. Teachers will be deemed to have maintained good performance and to have

met the Teachers’ Standards and post-threshold standards using examples of evidence

showing objectives were fully met from their previous appraisals and linked to teacher

standards (see below).

What is required under the Teachers’ Standards in a Primary setting?

The teaching standards set out expectations of all teachers at all levels of experience and skill.

Examples of evidence to show teachers are highly competent in all elements might include:

1. To set high expectations which inspire, motivate and challenge pupils. a. exemplar work from books/assessments, all ‘gaps’ between groups of students are

closed, students from key groups like HAPs or SEN/D achieve above national expectations, learning folder evidence

b. Learning environment audit, outcomes of behaviour and SENd learning walks, outcomes in books, clear progression over time supported by classroom monitor data. Outcomes from lesson observations and LWs.

2. To promote good progress and outcomes by pupils. a. Levels of progress e.g. 3LOP, 4LOP, 5LOP; consistent progress across KS3, 4, 5, exam

analysis evidence, progress panel notes b. Consistent progress across age phases from statutory assessment points, outcomes

of pupil data, outcomes of book scrutiny, all pupils make good progress relative to their starting point within a year and over time as evidenced in books and end of year data. Pupils achieve end of year targets. Evidence of actions taken as agreed in pupil progress meetings with clear impact.

3. To demonstrate good subject and curriculum knowledge. a. Curriculum plans which show impact at KS3, 4, 5, key skills like literacy and numeracy

addressed, impact of plcs, attendance to enrichment activities b. Planning shows evidence of the application of basic skills across a broad range of

subjects. Outcomes of learning walks and lesson observations demonstrates teacher

43

knowledge of curriculum. Evidence of a variety of activities in books. Clear sequence of work leading to a good outcome.

4. To plan and teach well-structured lessons. a. Lesson observation feedback, evidence from drop-ins or pupil progress checks,

homework completion b. As above plus evidence in learning journeys. Outcomes of planning scrutiny and clear

actions followed to address feedback. Evidence from LWs and observations shows teacher modelling and responds to children’s needs.

5. To adapt teaching to respond to the strengths and needs of all pupils. a. Lesson plans which show highly specific differentiation, all ‘gaps’ are closed between

groups of students, differentiated homework. b. Precision teaching and effective deployment of TA to support different needs.

Effective assessment procedures used to adapt teaching. Differentiation and pitch are accurate as evidenced from LWs and observations and outcomes from books.

6. To make accurate and productive use of assessment. a. Work scrutiny evidence showing student-teacher dialogue, progress over time in

books and assessments b. Question level analysis used to target groups and interventions are running well as

evidenced by pupil data and TA observations, TA intervention files demonstrate evidence that sessions are taking place. Marking in books shows precision and pupils acting upon feedback. Outcomes of PPM are met and clear impact can be measured. Cold task clearly show that targets are set and the sequence of work shows gaps are being addresses. Clear progress from cold to hot tasks with gaps closing. Evidence of statutory assessments and moderation evidence.

7. To manage behaviour effectively to ensure a good and safe learning environment. a. Uniform checks, BfS logs, credit logs, lesson plans which include aspects of health and

safety, impact of seating plans, evidence from drop ins and pupil progress checks, attendance and intervention registers

b. Behaviour learning walks, outcomes of lesson observations, outcomes of pupil progress meetings and clear impacts. Targets achieved on learning environment checklist. Corporate responsibility regarding behaviour across school consistent use of the behaviour policy

8. To fulfil wider professional responsibilities. a. Evidence from departmental or House team meetings, lesson plans which show use

of support staff, participation in CPD, parents’ evening attendance registers, minutes of parental meetings/phone calls, feedback from participation in enrichment or whole school events e.g. school trips, clubs

b. As above 9. To maintain required expectations of personal and professional conduct.

a. Evidence from teaching PSHE and/or levels of attendance and punctuality, participation in duties, compliance with school policies and procedures, proactive role in safeguarding children and promoting British values

b. As above plus Delivery of values assemblies, behaviour logs, racist and bullying incidents with evidence of positive outcomes. Following all policies and leading by example as evidenced from books, observations and learning walks. Evidence of supporting colleagues.

44

How do I apply for progression on the UPR? In accordance with the provisions of the School Teachers’ Pay and Conditions document, the decision whether to award pay progression will be related to the teacher’s performance as assessed through the Trust’s performance management arrangements, and a recommendation will be made in writing as part of the teacher’s Performance Management report as required by the Appraisal Regulations. Where appropriate, in the case of a teacher who has recently joined the school, the Performance Management report from the previous school/academy will be used. If, as shown in that report, a teacher on the upper pay range:

• continues to meet the Teachers’ Standards and post threshold standards and, subject to extenuating circumstances, objectives set under the Appraisal Regulations in relation to his or her role and responsibilities;

• continues to grow professionally;

• and makes a contribution to the school which is ‘substantial’ (interpreted as a significant contribution to improving standards of teaching and learning for other staff, through sharing and disseminating knowledge and skills by coaching, mentoring, demonstrating and curriculum development activities - the purpose of this contribution is to help those teachers improve the outcome for students, but the teacher providing the support cannot be held accountable for the learning of students in the classes taken by other teachers);

that teacher will be deemed to have maintained good performance and will be recommended to the Board of Director’s pay committee for progression if the contribution has been maintained for two years since the teacher was last moved from one point to another on the upper pay range as established under paragraph 5.3 of the WHMAT Pay Policy, subject to the maximum of the range.

Teachers will be deemed to have maintained good performance and to have met the Teachers’ Standards and post-threshold standards unless written evidence is provided to the contrary as soon as possible during the appraisal process. As required by the School Teachers’ Pay and Conditions Document, continued good performance as defined by WHMAT Pay Policy should give a classroom teacher an expectation of progression to the top of their pay range. If the appraisal report shows that a teacher’s performance is excellent, the Board of Directors may be recommended to consider advancing the teacher to the maximum of the upper pay range and/or consideration of a temporary TLR3. Any queries about your individual applications should be directed to your Head of Academy in the first instance. Guidance for teachers in secondary settings on applying for Upper Pay Range or progression within UPR The purpose of this guidance is to:

C) assist teachers with their applications for applying to be paid on the upper pay range; and/or

45

D) assist teachers with applying for progression within UPR (i.e. UPS1, to UPS2, or UPS2 to UPS3.

46

Guidance for teachers in secondary settings on applying for Upper Pay Range or progression

within UPR

How do I apply for pay progression on to UPR?

What do the School Teachers’ Pay & Conditions document 2016 say?

According to paragraph 15.1 - Qualified teachers may apply to be paid on the upper pay range at least

once a year in line with the Trust’s Pay Policy. The relevant body (who is your Head of Academy initially,

who will then make a recommendation to the Pay Committee), then has to assess your application and

make a determination in line with the Pay Policy.

According to 15.2 - An application from a qualified teacher will be successful where the Head of

Academy and the Pay Committee are satisfied:

e) That the teacher is highly competent in all elements of the relevant standards (Teacher’s

standards); and

f) That the teacher’s achievements and contribution to the Trust is substantial and sustained.

What does the Pay Policy say?

In line with the Trust’s Pay Policy: (paragraphs 6.4 – 6.6),

6.4 Teachers may apply to be paid on the upper pay range with effect from 1st September when

they consider that they meet the criteria specified in the School Teachers’ Pay and Conditions

Document (see above). On rare occasions, in the light of their appraisal report, they may do

so before they reach the maximum of the main pay range.

6.5 Applications from teachers to be paid on the upper pay range will be considered during the

annual determination of salaries. The written application should be submitted to the Head of

Academy by 31 October. The head of academy will assess the application in relation to the

criteria set out above and make a recommendation to the pay committee. If the application

is approved by the pay committee on the recommendation of the head of academy, the

teacher will be transferred to the minimum of the upper pay range from the 1st September in

the next school year (i.e. for appraisal year September 15 to August 16, progression will be

backdated to 1st September 16).

6.6 When making a recommendation to the pay committee on a teacher’s application to be paid

on the upper pay range, the head of academy will consider the two most recent appraisal

reports on the assessment of the teacher’s performance under the Appraisal Regulations.

Where appropriate, in the case of a teacher who has recently joined the school, the appraisal

report from the previous school will be used. The assessment should show that the teacher’s

47

performance meets the criteria for the upper pay range in the School Teachers’ Pay and

Conditions Document.

• The criterion of ‘highly competent in all elements of the relevant standards’ will be defined

across WHMAT as teaching performance which meets all elements of the Teachers’

Standards and in addition the post threshold standards.

• The criterion of ‘substantial’ will be interpreted as a significant contribution to improving

standards of teaching and learning for other staff, through sharing and disseminating

knowledge and skills by coaching, mentoring, demonstrating and curriculum development

activities. The purpose of this contribution is to help those teachers improve the outcome for

pupils, but the teacher providing the support cannot be held accountable for the learning of

pupils in the classes taken by other teachers.

• The criterion of ‘sustained’ will be interpreted as maintaining these contributions over at

least two years. Teachers will be deemed to have maintained good performance and to have

met the Teachers’ Standards and post-threshold standards using examples of evidence

showing objectives were fully met from their previous appraisals and linked to teacher

standards (see below).

What is required under the Teachers’ Standards in a secondary setting?

The teachers’ standards set out expectations of all teachers at all levels of experience and skill.

Examples of evidence to show teachers are highly competent in all elements might include:

10. To set high expectations which inspire, motivate and challenge pupils. a. exemplar work from books/assessments, all ‘gaps’ between groups of students are

closed, students from key groups like HAPs or SEN/D achieve above national expectations, learning folder evidence

11. To promote good progress and outcomes by pupils. a. Levels of progress e.g. 3LOP, 4LOP, 5LOP; consistent progress across KS3, 4, 5, exam

analysis evidence, progress panel notes

12. To demonstrate good subject and curriculum knowledge. a. Curriculum plans which show impact at KS3, 4, 5, key skills like literacy and numeracy

addressed, impact of plcs, attendance to enrichment activities

13. To plan and teach well-structured lessons. a. Lesson observation feedback, evidence from drop-ins or pupil progress checks,

homework completion, learning folder evidence

14. To adapt teaching to respond to the strengths and needs of all pupils. a. Lesson plans which show highly specific differentiation, use of pupil profiles, all ‘gaps’

are closed between groups of students, differentiated homework.

15. To make accurate and productive use of assessment. a. Work scrutiny evidence showing student-teacher dialogue, progress over time in

books and assessments, impact of plcs, redrafted examination answers

48

16. To manage behaviour effectively to ensure a good and safe learning environment. a. Uniform checks, BfS logs, credit logs, lesson plans which include aspects of health and

safety, impact of seating plans, evidence from drop ins and pupil progress checks, attendance and intervention registers

17. To fulfil wider professional responsibilities. a. Evidence from departmental or House team meetings, lesson plans which show use

of support staff, SMHW logs, participation in CPD, parents’ evening attendance registers, minutes of parental meetings/phone calls, feedback from participation in enrichment or whole school events e.g. Prom, school trips, clubs

18. To maintain required expectations of personal and professional conduct. a. Evidence from teaching PSHE and/or form tutor role, levels of attendance and

punctuality, participation in duties, detentions, compliance with school policies and procedures, proactive role in safeguarding children and promoting British values

How do I apply for progression on the UPR? In accordance with the provisions of the School Teachers’ Pay and Conditions document, the decision whether to award pay progression will be related to the teacher’s performance as assessed through the Trust’s performance management arrangements, and a recommendation will be made in writing as part of the teacher’s Performance Management report as required by the Appraisal Regulations. Where appropriate, in the case of a teacher who has recently joined the school, the Performance Management report from the previous school/academy will be used. If, as shown in that report, a teacher on the upper pay range:

• continues to meet the Teachers’ Standards and post threshold standards and, subject to extenuating circumstances, objectives set under the Appraisal Regulations in relation to his or her role and responsibilities;

• continues to grow professionally;

• and makes a contribution to the school which is ‘substantial’ (interpreted as a significant contribution to improving standards of teaching and learning for other staff, through sharing and disseminating knowledge and skills by coaching, mentoring, demonstrating and curriculum development activities - the purpose of this contribution is to help those teachers improve the outcome for students, but the teacher providing the support cannot be held accountable for the learning of students in the classes taken by other teachers);

that teacher will be deemed to have maintained good performance and will be recommended to the Board of Director’s pay committee for progression if the contribution has been maintained for two years since the teacher was last moved from one point to another on the upper pay range as established under paragraph 5.3 of the WHMAT Pay Policy, subject to the maximum of the range.

Teachers will be deemed to have maintained good performance and to have met the Teachers’ Standards and post-threshold standards unless written evidence is provided to the contrary as soon as possible during the appraisal process.

49

As required by the School Teachers’ Pay and Conditions Document, continued good performance as defined by WHMAT Pay Policy should give a classroom teacher an expectation of progression to the top of their pay range.

If the appraisal report shows that a teacher’s performance is excellent, the Board of Directors may be recommended to consider advancing the teacher to the maximum of the upper pay range and/or consideration of a temporary TLR3. Any queries about your individual applications should be directed to your Head of Academy in the first instance.

50

Letter to employee inviting to appeal meeting

Dear X

Thank you for your appeal letter dated x addressed to x.

I would like to invite you to an appeal meeting at [time] and [date] at [location].

You have the right to be accompanied by a trade union representative or work place colleague,

although this is not obligatory.

The purpose of the meeting will be to allow you to talk through your grounds of appeal, and I will be

calling [name/role] to respond to your appeal on behalf of management.

Please let me know in advance of the meeting, whether you will be attending, whether you will be

accompanied and if you will be calling any witnesses in support of your appeal.

Yours sincerely

Head of Academy OR Chair of Staffing & Pay Group [delete as appropriate]

51

Letter to employee confirming outcome of appeal meeting

Dear x

Outcome of Appeal Meeting

Thank you for attending the recent appeal meeting on [date] at [location].

You were accompanied by [name/role]. OR You chose not to be accompanied at the meeting by a

work place colleague or trade union representative. You called [name/role] as witnesses OR You chose

not to call any witnesses in support of your appeal.

In attendance, was [name/role], who responded to your appeal on behalf of management. [X] from

HR was also present to provide technical support to me.

Having carefully considered the available evidence, I concluded that [break each ground of appeal

down and state whether upheld or not upheld with reasons].

This decision is final and there is no further right of appeal under WHMAT’s Appraisal Policy or other

staffing policy.

Yours sincerely

Director – WHMAT Staffing & Pay Group

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