September 2015

Review date September 2016

Contents

PAGE

3 Mission Statement and Introduction

3 Job description review meetings

3 Phase leader action plans

4 Phase release time

5 Feedback

5 Evaluating standards

6 What does good teaching look like at St. Francis’ School? Observation schedule for classroom observation

8 PPA

9 Teacher Performance Management Policy

16 Appendix A – National Standards – Teacher self review tool

20 Appendix Bi – National Standards Career Stage Expectations

21 Appendix Bii – National Standards Career Stage Expectations

22 Appendix Biii – National Standards Career Stage Expectations

23 Appendix C – Procedure for Conducting Annual National Standards Audits

23 Appendix D – Observation of Teaching and Leadership Practice

25 Appendix E: Provision of Additional Support Where National Standards Are Not Met – (National Standards Support Programme)

26 Appendix F – Process for introduction of new Teacher Performance Management (Appraisal) at St. Francis’ Catholic Primary School

MISSION STATEMENT St. Francis’ Catholic School welcomes and values everyone as an individual created by God, to work, learn and play together. Like St. Francis’, we show care and respect for each other and our world. We have high expectations of each other, and through a wide, exciting curriculum we inspire children with a love of learning and help them to be the best that they can become.

Introduction The aim of school self evaluation and performance management is to identify our strengths and weaknesses in order to implement strategies that will bring about improvement. This process begins by monitoring standards including an analysis of measurable outcomes and an evaluation of the quality of teaching and learning in school. School self evaluation is about improvement and not about inspection. It takes place during every term of every year. All staff need to be involved, working together in a Christian spirit of consultation, honesty, openness and respect. We need to share our findings and consult with other stakeholders such as governors and parents. In order to improve children’s progress and raise levels of achievement the school Performance Management Policy is directly linked to the action plans drawn up by Phase Leaders for their school self evaluation work. This is informed by the overarching School Development Plan (SDP). In implementing our overall policy of school review we aim to try and answer the following questions:

1. How well are we doing? 2. How well do we compare with others? 3. What more should we aim to achieve? 4. What must we do to make it happen? 5. How successful are our actions?

Job Description Review Meetings Every teacher will have a Job Description Review meeting each year with the Headteacher and all support staff with their Performance Management Team Leader. The purpose of the meeting is:

1. To ensure the current Job Description is current and relevant and reflects the current status and duties of the member of staff

2. To ensure that each member of staff understands their role in the school self evaluation cycle and their commitment to the raising of standards in basic skills

3. To discuss any analysis of data and information gathering that needs to be undertaken eg. Analysis of SATs scores, quality of planning, book trawls, lesson observations

4. To discuss the professional development of the member of staff 5. To review and congratulate the member of staff on their achievements of the past academic year

and set any relevant targets. Phase Action Plans The action plan will help teachers and Phase Leaders to deal efficiently with the duties, targets and tasks which they are responsible for managing. The plan should be referred to regularly as an aide memoire and a checklist. The plan also informs a new Phase Leader what has been planned for the phase. The plan is firstly reviewed from the previous year and judgements are made as to the quality of teaching and learning within the phase. Targets are then set for the next academic year. Steps are then planned that

are SMART – Specific, Manageable, Achievable, Realistic and Time-bound to achieve those targets. The following areas need to be considered each year:

Policy review (see appendix)

Lesson observations needed and focus

Book scrutinies and focus

INSET needed and support strategies such as team teaching/ demonstration lessons

Pupil interviews

Individual and group target setting

Gathering/Analysis of data

Parent meetings/ INSPIRE workshops

Extra-curricular activities

Success criteria The Phase Action Plans are presented by the Phase Leaders to the Governors’ Curriculum Committee in the Autumn Term. The Phase Leaders then present to the committee termly to review progress towards the plans. Phase Release Time Each Phase Leader has one half day per week as Phase Release Time. This is timed to be on the same day as their PPA entitlement and so results in a day out of class. They may use this themselves or delegate it to a member of their Phase for a specific purpose towards meeting objectives of the Phase Action Plan.

The aim of Phase Release Time is to evaluate and raise the standards of teaching and learning within the Phase and judge achievement according to the targets on the Phase Action Plan.

Strategies to be used:

1. Analysis of summative assessments eg. SATs, FSP etc to assess weaknesses and inform future targets for teaching and learning

2. To study planning for breadth, continuity, progression, differentiation, assessment for learning 3. To scrutinize pupils’ work - the focus could include; quality of marking; differentiation; self/peer

assessment; presentation; parallel class entitlement 4. To discuss learning and targets with targeted groups of children 5. To undertake learning walks, classroom observations, demonstration lessons, and team teaching

sessions focussing on good practice in teaching and learning and classroom management 6. To give feedback to colleagues: individually and collectively re 2,3 and 4 above 7. To audit resources and evaluate their effectiveness in raising standards in the quality of teaching

and learning. 8. To release other members of phase staff to carry out delegated responsibilities towards the delivery

of the Phase Action Plan Any monitoring activity carried out by the Phase Leaders can be used as evidence for Performance Management of staff. The Phase Action Plan will outline which of these strategies needs to be used in each academic year to achieve the targets set in each area for development (SDP). Phase Leaders should monitor the School Self Evaluation programme to ensure there is appropriate balance and that individual teachers are not overburdened.

Feedback This is a vital part of the policy and time needs to be set aside to provide feedback to governors, staff and individual colleagues on all of the above areas. Governor meetings, Senior Management and staff meetings will be used to provide general feedback. The feedback and agreed targets will then inform future improvements in the quality of teaching and learning. The Phase Leader needs to retain a copy for their records and give a copy to the Leadership Team so that whole school evaluation and progression can be monitored. For the Performance Management of teachers (from Autumn 2012), teachers are rated as part of any monitoring process. All reviewers will therefore hold a ‘working file’ for each reviewee, which is continuously updated as a result of monitoring. All updates will be fed back to the reviewees. This will be verbally or in writing, but with the exception of formal lesson observation, will not necessitate a 1-2-1 meeting. Any reviewee can however request a meeting with their reviewer to discuss feedback if they are unhappy with the feedback or require further clarification. From September 2015, book trawls for RE, Maths and Writing will be followed, the next week, by release time for the coordinator to give individual 1-2-1 feedback to all staff. Outcomes: Support for future development could take the following forms:

Opportunities for colleagues to reflect upon current practice

Observation of skilled colleagues in a particular curriculum area

Review effectiveness of resources including allocation

Learning interventions eg targeting for identified individuals or groups

Target setting

INSET

Assessment review

Setting of short term targets for individual teachers

Evaluating Standards At St. Francis’ School summative assessment via data analysis (SATs, Standardised tests, FSP) is evaluated in the following ways:

1. Value added from FSP indications to Key Stage 1 and from Key Stage 1 to Key Stage 2 2. In terms of significant groups (5% or more of a class or group) including

a. Ethnicity b. Gender c. Special Needs d. Intervention strategies e. Attendance and punctuality

3. Comparison with results from previous years 4. Data from RAISEonline report – comparison with other schools and value added measures 5. Three times yearly pupil progress interviews with teachers

In addition formative assessment is performed through:

1. Quality marking 2. Peer and self assessment 3. Review of targets 4. Evaluating results of questionnaires to parents 5. Eliciting children’s views during lesson observations and via the School Council/ pupil subject

interviews 6. Evaluation of the results of the Governors’ monitoring policy

What does good teaching and learning look like at St. Francis’ School?

As part of the monitoring of the quality of teaching, there are formal lesson observations for all teachers with a written, graded feedback, twice each year. The Senior Management Team devise and review as necessary, proformas for the planning and observation of lessons. The teachers are not obliged to prepare a lesson plan and the observation proforma is shared with all staff, so that teachers are aware of the criteria. The Governors and Leadership Team recognise that classroom observation is merely a ‘snapshot’ and one indicator of the quality of teaching. Much can also be learned from books, assessment data and talking to children. Since 2014, most lesson observations have been within a given ‘window’ – eg teachers are prepared for 2 or 3 short visits during the course of 2 or 3 specified days. This is designed to reduce workload where teachers inevitably produce unnecessarily ‘fancy’ resources for observation lessons, and gives a truer picture of the quality of the day to day practice in class. Grading judgements The OFSTED framework for inspection outlines the judgements that should be made when evaluating our teaching and the standards of achievements in the subjects taught. Judgements made as part of school self evaluation will be according to the criteria in the inspection schedule. Grade 1 Outstanding Grade 2 Good Grade 3 Improvement Required Grade 4 Inadequate Planning, Preparation and Assessment (PPA) Since September 2005 each class teacher is entitled to 10% of their teaching time to be non-contact and used for Planning, Preparation and Assessment (PPA). It is suggested that this time should be used in the following ways:

Half termly and weekly planning

Assessment for learning

Group Target Setting including IEPs/IBPs and Performance Management

Individual Target Setting and review

Data analysis

Marking, especially qualitative marking

Record keeping

Lesson observation feedback

Teaching Assistant liaison (with prior arrangement)

Observing good practice with colleagues (with prior arrangement)

Pupil progress interviews (see proforma at the end of this document)

It is understood that the level of demand on teachers in terms of Planning, Preparation and Assessment is such that all related tasks cannot be completed within PPA time. Teachers should prioritise which tasks are completed in PPA time- eg which tasks cannot easily be completed at home.

St. Francis’ Catholic Primary School

Teacher Performance Management Policy

Mission Statement

St. Francis’ Catholic School welcomes and values everyone as an individual created by God, to work, learn and play together. Like St. Francis, we show care and respect for each other and our world. We have high expectations of each other, and through a wide, exciting curriculum we inspire children with a love of learning and help them to be the best that they can become.

The Head Support Version of the National Model Policy January 2012

Contents 1 Purpose 2 Application of the Policy

3.1 Appraisal

3.2 Appraisal Period 3.3 Appointment of Appraisers 3.4 Objective setting 3.5 Reviewing performance

Observation (3.5.1) Development and support (3.5.4) Feedback (3.5.6)

3.6 Transition to capability 3.7 Assessment 3.8 Confidentiality 3.9 Equality and consistency 3.10 Retention of statements

Appendix A: The National Standards – self audit tool Appendix B: Career Stage Expectations Appendix C: Procedure for Conducting National Standards Audits Appendix D: Observation of Teaching and Leadership Practice Appendix E: Provision of Additional Support Where National Standards Are Not Met

Policy for appraising teacher performance 1 In formulating its policy, the governing body has taken account of the principles set out in the Introduction to the national model policy and retained all text from the main body of the model policy itself. The Governing Body of St. Francis Catholic Primary School, B19 1PH originally adopted this policy on 18.07.12. It is reviewed at least every two years. This policy sets out the framework for a clear and consistent assessment of the overall performance of teachers, including the head teacher, and for supporting their development within the context of the school’s plan for improving educational provision and performance, and the standards expected of teachers. It also sets out the arrangements that will apply when teachers fall below the levels of competence that are expected of them. 2 Application of the policy 2.1 The policy covers appraisal, applies to the head teacher and to all teachers employed by the school, except those on contracts of less than one term, those undergoing induction (i.e. NQTs) and those who are subject to the school’s capability policy. 2.2 Throughout this policy, unless indicated otherwise, all references to ‘teacher’ include the head teacher. 3 Teacher Appraisal 3.1 Appraisal in this school will be a supportive and developmental process designed to ensure that all teachers have the skills and support they need to carry out their role effectively. It will help to ensure that teachers are able to continue to improve their professional practice and to develop as teachers. 3.2 The appraisal period The appraisal period will run for twelve months from October to October. Teachers who meet Performance Management targets and meet national standards, who are in line for pay progression, will be informed following the October review meeting and any pay increase will be effective backdated to September 1st. 3.2.1 The annual audit against national standards will be completed at least two weeks prior to

the Performance Management Review Meeting. 3.2.2 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.

3.3 Appointing appraisers 3.3.1 The head teacher 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. 3.3.2 In this school the task of appraising the head teacher, including the setting of objectives, will be delegated to a sub-group consisting of two members of the Governing Body, assisted by an external adviser. 3.3.3 The head teacher will decide who will appraise other teachers. In this school, this will normally be

The head teacher

A member of the senior leadership team 3.4 Setting objectives 3.4.1 The head teacher’s objectives will be set by the Governing Body after consultation with the external adviser. Objectives will be focused on key school priorities and take account of the relevant head teacher standards. 3.4.2 Objectives for each teacher, including the head teacher, will be set before, or as soon as practicable after, the start of each appraisal period. The objectives set for each teacher will be linked to the relevant standards, will be Specific, Measurable, Achievable, Realistic and Time-bound and will be appropriate to the teacher’s role and level of experience. The appraiser and teacher will seek to agree the objectives but, if that is not possible, the appraiser will determine the objectives, and the teacher may record their comments in writing as an appendix to the appraisal statement. Objectives may be revised if circumstances change. 3.4.3 The objectives set for each teacher, including the head teacher, will, if achieved, contribute to the school’s plans for improving the school’s educational provision and performance and improving the education of pupils at that school. This link will be made:

by ensuring that the pupil progress objective (all teachers) addresses a key attainment priority identified by the school’s monitoring and tracking data for the children for whom each teacher has prime responsibility.

by ensuring that the professional development objective (all teachers) addresses the key development priority identified by the annual audit against teacher standards (see Appendices A and B) and

by ensuring that the leadership and management objective (all teachers with paid leadership responsibilities) addresses the key development priority identified by study of the leader’s effectiveness

3.4.4 Under normal circumstances teachers will have a maximum of 3 objectives. However,

teachers who are found not to be meeting standards at the appropriate level for their career stage will have additional short term objectives. There will also be the opportunity for teachers, should they wish, to take on additional objectives if they wish to demonstrate faster progress.

3.4.5 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. All teachers will be assessed against the set of standards contained in the document called “Teachers’ Standards” published in July 2011. Assessments can also be conducted against the following as required, though any standards used to form the basis for appraisal must be identified at the outset of the appraisal process

National Head Teacher Standards

National Standards for Subject Leaders

Excellent Teacher Standards

Advanced Skills Teacher Standards

SENCO standards

National Standards for School Leaders

School Leadership Standards

3.4.6 The head teacher will be responsible for ensuring that the appraisal process operates consistently, that objectives are focused on school priorities and that they take account of the standards audit. All objectives will be referred to the head

teacher prior to the commencement of the cycle of monitoring, and a sample of these will be moderated to ensure consistency. Where the head teacher has concerns about the relevance of the objectives set, these concerns will be discussed with the appraiser and the objectives may require amendment following discussion with the teacher.

3.5 Reviewing performance 3.5.1 Observation This school believes that observation of classroom and leadership practice is important both as a way of assessing teachers’ performance in order to identify any particular strengths and areas for development they may have and of gaining useful information which can inform school improvement more generally. All observation will be carried out in a supportive fashion by those with QTS. 3.5.2 Detailed arrangements for the observation of classroom and leadership practice are set out in the Appendix 3.5.3 Development and support Appraisal is a supportive process which will be used to inform continuing professional development. The school wishes to encourage a culture in which all teachers take responsibility for improving their teaching through appropriate professional development. Professional development will be linked to school improvement priorities and to the ongoing professional development needs and priorities of individual teachers as detailed in the section 3.4 on “Setting Objectives” above. 3.5.4 Feedback Teachers will receive constructive feedback on their performance throughout the year and as soon as practicable after observation has taken place or other evidence has come to light. Feedback will include discussion with the teacher, will highlight particular areas of strength as well as any areas that need attention and will determine any appropriate action required.

3.5.5 Where, following the audit against teacher standards or during the review cycle, there are concerns about any aspects of the teacher’s performance these will be addressed via the procedure set out in Appendix (Provision of Additional Support Where National Standards Are Not Met – (National Standards Support Group) 3.5.6 When progress is reviewed, if the appraiser is satisfied that the teacher has made, or is making, sufficient improvement, the appraisal process will continue as normal, with any remaining issues continuing to be addressed though that process. 3.6 Transition to capability 3.6.1 If the appraiser is not satisfied with progress, the appraiser will meet with the teacher and the teacher will be notified in writing that the appraisal process will no longer apply and that their performance will be managed under the school’s teaching staff capability procedure. This will trigger the commencement of the formal capability procedure 3.7 Annual assessment 3.7.1 Each teacher's performance will be formally assessed in respect of each appraisal period. In assessing the performance of the head teacher, the Governing Body will consult the external adviser as referred to in clause 3.3.1. 3.7.2 This assessment is the end point to the annual appraisal process, but performance and development priorities will be reviewed and addressed on a regular basis throughout the year (by means of monitoring processes outlined in Appendix) 3.7.3 Within two months of the end of each appraisal period, the teacher will receive – and have the opportunity to comment in writing on - a written appraisal report. In this school, teachers, including the head teacher, will receive their written appraisal reports no later than 31 October. The appraisal report will include:

details of the teacher’s objectives for the appraisal period in question;

an assessment of the teacher’s performance of their role and responsibilities against their objectives and the relevant standards;

an assessment of the teacher’s training and development needs and identification of any action that should be taken to address them;

a recommendation on pay where that is relevant. 3.7.4 The assessment of performance and of training and development needs will inform the planning process for the following appraisal period. 3.7.5 Any recommendations on pay will be referred to the head teacher before being referred on to the Governing Body. 3.8 Confidentiality Access to the written appraisal report will normally be limited to the appraisee, the appraiser, the head teacher and / or nominated member of the senior management team.

3.9 Equality and consistency 3.9.1 As outlined in paragraph 3.4.6 above, the head teacher will have overall responsibility for the quality assurance of the appraisal process across the school. This will include ensuring the consistency and equality of application of the process throughout the school. The head teacher may delegate responsibility for monitoring consistency and equality of application to a member of the senior management team. 3.9.2 The head teacher will be responsible for reporting annually to the governing body on any relevant issues, including those of underperformance, arising from the annual review cycle and on any action required to address those issues. The report will enable governors to receive an overall general report of the process but will not include specific details relating to individual members of staff. 3.9.3 The Governing Body is committed to ensuring consistency of treatment and fairness and will abide by all relevant equality legislation. 3.10 Retention of statements The Governing Body and head teacher will ensure that all written appraisal records are retained in a secure place for six years and then destroyed.

Appendix A – National Standards CONFIDENTIAL TEACHERS’ STANDARDS SELF AUDIT (APPRAISER AND APPRAISEE) NAME............................................. PAY POINT.................. DATE.............................. ............

PART ONE: TEACHING A teacher must:

1 2 3 4 + -

1. Set high expectations which inspire, motivate and pupils.

Establish a safe and stimulating environment for pupils, rooted in mutual respect

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

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

2. Promote good progress and

outcomes by pupils

Be accountable for pupils’ attainment, progress and outcomes

Plan teaching to build on pupil’s capabilities and prior knowledge

Guide pupils to reflect on the progress they have made and their emerging needs

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

Encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good

subject and curriculum knowledge

Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupil’s 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 and 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

If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

PART ONE: TEACHING A teacher must:

1 2 3 4 + -

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 pupils 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 pupils.

Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

Have a secure understanding of how a range of factors can inhibit pupil’s ability to learn, and how best to overcome these

Demonstrate and awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupil’s education at different stages of development

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

6. Make accurate and productive use of

assessment

Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

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

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

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

PART ONE: TEACHING A teacher must:

1 2 3 4 + -

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 school, in accordance with the school’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

Manage classes effectively, using approaches which are appropriate t pupils’ needs in order to involve and motivate them

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

8. Fulfil wider professional

responsibilities

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

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

Deploy support staff effectively

Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

Communicate effectively with parents with regard to pupils’ achievements and well-being

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

1 2 3 4 + -

Teachers uphold public trust in the profession and maintain standards of ethics and behaviour, within and outside school, by:

Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

Showing tolerance of and respect for the rights of others

Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

+ This is a strength and I can support the development of others

- I feel that I need support in this area

Appendix Bi – National Standards Career Stage Expectations

NATIONAL STANDARDS AUDIT – staff discussion model

Professional Area

Relevant Standards

M2 M4 M6 UPS 1 UPS 3 + - Standards For Professional Dialogue

PROFESSIONAL PRACTICE

1.1(1);1.2(2,3,5) 1.3 (1,3) 1.4(1,2,3) 1.5 all 1.6 (1) 1.7 (1,2,3) 1.8 (3) 2.1 (2,4) Preamble

PROFESSIONAL OUTCOMES

1.1(2) 1.2(1,2,3) 1.5(1) 1.6 (3,4) Preamble

PROFESSIONAL RELATIONSHIPS

1.1(1) 1.6(4) 1.7(4) 1.8(2,3,5) 2.1 (1,3,4) Preamble

PROFESSIONAL DEVELOPMENT

1.2(4,5) 1.3(1,2,4,5) 1.4(5) 1.5(2,3,4) 1.6(1) 1.8(4) 2.1(2) 2.3 Preamble

PROFESSIONAL CONDUCT

1.1(3) 1.7(1) 1.8(1) 2.1(all) 2.2 2.3 Preamble

+ Performance may exceed career stage expectations - Performance may be below career stage expectations

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Appendix Bii – National Standards Career Stage Expectations

ANNUAL NATIONAL STANDARDS AUDIT

Confidential Name Pay Point Date Self/School Assessment

Professional Area

Relevant Standards

M2 M4 M6 UPS 1 UPS 3 + - Standards For Professional Dialogue

PROFESSIONAL PRACTICE

1.1(1);1.2(2,3,5) 1.3 (1,3) 1.4(1,2,3) 1.5 all 1.6 (1) 1.7 (1,2,3) 1.8 (3) 2.1 (2,4) Preamble

All teaching satisfactory; much good or better

All teaching good or better

All teaching good; some outstanding

All teaching good; some outstanding

All teaching good; much outstanding

PROFESSIONAL OUTCOMES

1.1(2) 1.2(1,2,3) 1.5(1) 1.6 (3,4) Preamble

Most pupils achieve in line with school expectations

Almost all pupils achieve in line with school expectations

Almost all pupils achieve in line with school expectations; some exceed them

Almost all pupils achieve in line with school expectations; some exceed them

Almost all pupils achieve in line with school expectations; many exceed them

PROFESSIONAL RELATIONSHIPS

1.1(1) 1.6(4) 1.7(4) 1.8(2,3,5) 2.1 (1,3,4) Preamble

Positive working relationships with pupils, colleagues and parents

These relationships are securely focussed on improving provision for pupils

Professional relationships with pupils, colleagues and staff lead to excellent class provision

Plays an active role in building key stage or departmental teams to improve provision and outcomes

Plays a proactive role in in building school-wide teams to improve provision and outcomes

PROFESSIONAL DEVELOPMENT

1.2(4,5) 1.3(1,2,4,5) 1.4(5) 1.5(2,3,4) 1.6(1) 1.8(4) 2.1(2) 2.3 Preamble

Able, with support, to identify key professional development needs and to respond to advice and feedback

Takes a proactive role in accessing relevant support and professional development from colleagues

Fully competent practitioner able to keep up-to-date with changes and adapt practice accordingly

Plays a proactive role in leading the professional development of key stage or departmental colleagues

Plays a proactive role in leading the professional development of colleagues across the school

PROFESSIONAL CONDUCT

1.1(3) 1.7(1) 1.8(1) 2.1(all) 2.2 2.3 Preamble

Meets all standards

Meets all standards

Meets all standards

Meets all standards

Meets all standards

Appendix Biii – National Standards Career Stage Expectations

Career Stage Expectation Review –monitoring points required

Confidential Name Current Pay Point Date

Pay Point M2 M4 M6 UPS 1 UPS 3 Expected Score (out of 100) from annual monitoring cycle – see Appendix D

50

60

70

80

90

Eg - To move to M2 – 50pts, to M4 – 60, to M6 – 70, to UPS 1 – 80, to UPS 3 – 90. Same pts required to maintain those levels without short term targets or capability.

Monitoring Score achieved for Year 20__ to 20__ = ____ Action Required:-

Short term targets / Not on track to progress – maintain current pay point / On track to progress – recommend pay progression (Delete as appropriate)

Appendix C – Procedure for Conducting Annual National Standards Audits C1 The aim of the annual audit against national standards, as required by the regulations, will be to identify – through professional dialogue - the standards which represent the most appropriate areas for professional development for individual teachers in the forthcoming appraisal cycle. C2 The 2012 Appraisal Regulations [Para 6 (a)] require headteachers “to inform the teacher of the standards against which the teacher’s performance in that appraisal period will be assessed” It follows from this that the school needs to adopt a fair and evidence-based procedure for deciding whether or not standards are met. The headteacher has a key role to play in ensuring that judgments are consistent across the school. C3 The key stages of the procedure are as follows:

Time will be provided for teachers to conduct a self-audit against the National Standards (Preamble, Part 1 and Part 2) at the level indicated by the agreed career stage expectations set out in Appendix B

Each teacher’s appraiser will complete the audit in exactly the same way. Wherever they indicate that performance may not be at the level required, they will need to be in a position to back this up by reference either to written evidence previously shared with the teacher suggesting a standard is not met or to a lack of evidence allowing a judgment to be made that it is

The audits will then be exchanged. At least a week will be allowed for the teacher to assemble any necessary evidence

Teacher and appraiser will then attend a Professional Dialogue meeting. The aim of the meeting will be to agree the standards against which the teacher’s performance will be assessed in the next appraisal cycle. Where the initial audit (or examination of evidence at the Professional Dialogue meeting) results in agreement that all relevant standards are met, the teacher will be free to identify the national standard against which he or she would like to be assessed by means of the professional development objective. Where the initial audit (or examination of evidence at the Professional Dialogue meeting) results in agreement that particular standards are not met, these standards will become those against which the teacher’s performance will be assessed in the next appraisal cycle

Where teacher and appraiser cannot reach agreement on whether or not a standard is met, the matter will be referred to the head teacher, who will meet with the teacher, consider all available evidence, and inform the teacher of his or her decision

A teacher dissatisfied with the head teacher’s decision will have the right of appeal to governors under existing procedures.

21

Appendix D – Observation of Teaching and Leadership Practice D1 Formal Lesson Observations.

D1.1 Teachers (other than those who are part of the National Standards Support Programme (set out in Appendix E) will have a maximum of 3 announced formal lesson observations in the course of the school year.

Additionally, there can be unlimited unannounced visits by leadership. Evidence regarding the teacher’s performance against the Career Stage Expectations can be gathered from monitoring of the following:

1. Books 2. Classroom observation 3. Talking to children 4. Assessment for learning and continuous assessment records (incl APP) 5. Learning Walks – formal and informal 6. Professional Duties including -

Maintaining a stimulating and organised classroom environment Preparation for Pupil Progress Meetings Making provision for children highlighted at Pupil Progress Meetings Producing accurate, moderated data for termly tracking Maintain a fit for purpose planning folder Ensure coverage of IEP/IBP or other intervention targets Update and record progress against 5 tick targets

7. Professional Behaviours including – Meeting deadlines Marking registers Punctuality and timekeeping Evidence of ‘value for money’ for those with TLR Maintaining/Improving good subject knowledge – reading and CPD Keeping to Code of Conduct in staff handbook Following Governors’ Policies – eg CP, Behaviour, Marking etc Contributing to the wider life and ethos of the school The option to keep a reflective journal

The sources of evidence above will be monitored by the reviewer over the course of the year, with each graded on each occasion (grades/marks will always be shared with the reviewee).

A judgement of level of performance against the standards will be generated from scores against the evidence sources over the year. This will be used to indicate whether a teacher is performing at Career Stage Expectation The 7 evidence sources above will carry different weightings, to reflect the importance of the evidence in demonstrating the standards. Weightings will be as follows:- (total 100)

Source 1 Source 2 Source 3 Source 4 Source 5 Source 6 Source 7

30 15 5 10 10 15 15

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D1.2 An individual teacher is free to request that all lesson observations be unannounced D1.3 Oral feedback from formal lesson observations will be given as soon as possible after the end of the lesson; written feedback will be provided within 5 working days. Teachers will be given feedback from any monitoring activity to be used as evidence in the appraisal process within 5 working days.

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Appendix E: Provision of Additional Support Where National Standards Are Not Met – (National Standards Support Programme) E1 Where national standards are found not to be met at the appropriate career stage, special arrangements will be made to ensure that the appropriate support can be provided. These may include:

The appointment of a reviewer from the senior leadership team

The setting of an appropriate number of additional appraisal objectives above the school norm

Additional formal lesson observations, many or all of which may be unannounced

E2 Where information comes to light in the course of an appraisal cycle that leads the head to conclude that national standards are not met at the appropriate career stage expectation level, these new arrangements, including a change of reviewer, will come into force as soon as possible after the decision has been made E3 Where national standards are identified as not being met at the appropriate career stage expectation level by either means, appraisal objectives will be action planned to a much shorter timescale – typically one term, but less if the head decides the situation warrants this. At the end of each such period, progress will be reviewed – and a decision made on whether:

To end the support programme and resume normal appraisal arrangements

To continue to provide support within appraisal by setting further short-term objectives

To suspend appraisal and move immediately into the formal capability procedure.

E4 Where a decision to end the support programme has been taken but performance drops again within 12 months, the teacher will move immediately back into the revised appraisal arrangements outlined above and for a shorter timescale as determined by the circumstances. In exceptional circumstances the head teacher may decide to move straight to the formal capability procedure at this stage.

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Appendix F – How the process for introduction of new Teacher Performance Management (Appraisal) at St. Francis’ Catholic Primary School was introduced September 2012 - Shared career stage expectations (Appendix Bi). Staff completed with what they considered significant career stage expectations should look like . Shared Appendix Bii. Understood this in the light of ‘this is what teachers should broadly look like at each stage’. Intended to be used as a guide to expectation for each significant point in career progression. September/October 2012 – Appraiser and Appraisee completed standards audit with regard to appraisee. Audit completed independently. Completed and swapped at least one week before review meeting in order to allow both parties to prepare for review meeting. Each kept copy of both audits. October 2012 - Target setting meeting. Professional discussion around standards audit. In case of any disagreement, both appraiser and appraisee were expected to provide evidence for audit judgements. If agreement cannot be reached options were to accept the view of the appraiser or to refer to the headteacher. (Ref: Preamble to National Standards with regard to role of headteacher in determining teachers’ progress against standards.) Target setting

Pupil Progress Target – taken from Pupil Progress Meeting (September) data, with priority given to underperforming/slow moving groups

Management Target – taken from the audits/action plans of those with a subject/aspect management responsibility. To be measurable in terms of leadership outcome (eg extent to which teacher has driven and embedded change, rather than merely purchasing a scheme of work etc). If no management responsibility, teacher to have 2nd pupil progress target

Professional Development Target - target to be taken direct from standards audit. If any identified weaknesses in standards audit (3s or 4s)–those should be addressed first in terms of a target. If any standard agreed at 4, this to form a short term target. If more than one area at 4, more than one short term additional target is required. No limit to number of additional short term targets. If all at 1 or 2, then look to what can be further developed.

October 2013 (and October thereafter) - Review of targets as normal (any short term targets will have been timebound and reviewed during year). New target setting. Career stage expectation to be reviewed. This is judged against the points accrued throughout the annual monitoring cycle. Shared with appraisee. As appropriate, if both targets achieved and career stage points achieved, recommendation made to Premises, Finance and Staffing Committee for pay progression, backdated to September 1st.