Taking Control of your Performance Management. A practical guide for teachers NASUWT. The Teachers Union

Transcription

1 Takig Cotrol of your Performace Maagemet A practical guide for teachers NASUWT The Teachers Uio

2 Importat Iformatio This practical guide is writte i the cotext of the Educatio (School Teachers Appraisal) (Eglad) Regulatios 2012 (the 2012 Regulatios). The guidace is fully compliat with the 2012 Regulatios. It cotais provisios that are essetial to protect the iterests of teachers udergoig performace maagemet. The practical guide is desiged to help teachers to uderstad how they ca take cotrol of their performace maagemet to eable them to secure a successful outcome, ehace their career progressio ad maximise their opportuity for pay progressio. NASUWT members are curretly covered by atioal actio istructios which iclude istructios relatig to performace maagemet. These provide added protectio ad support for members. Go to Termiology Some schools refer to teacher appraisal, others refer to performace maagemet. Both terms refer to the same process. Throughout this guide, for ease of referece, performace maagemet will be used. Those carryig out the performace maagemet of teachers are referred to i this guide as reviewers. Those udergoig performace maagemet are referred to i this guide as reviewees. This practical guide is for NASUWT members oly. It should ot be passed to or copied for o-members. Ay teachers who joi the NASUWT will be provided with their ow persoal copy of this practical guide. This practical guide is available o the NASUWT website at i dowloadable form. Free hard copies are also available from the NASUWT. Call or advice@mail.asuwt.org.uk. This practical guide applies to teachers i Eglad oly.

3 Cotets Page Sectio 1 Backgroud ad cotext 5 Sectio 2 Reviewig performace at the ed of the cycle 15 Sectio 3 Plaig for the performace maagemet cycle 21 Sectio 4 Moitorig progress durig the cycle 27 Aexes Aex 1 The Educatio (School Teachers Appraisal) (Eglad) 29 Regulatios 2012 Aex 2 Statutory provisios goverig performace maagemet (appraisal) 33 Aex 3 Classroom observatio 34 Aex 4 The Teachers Stadards 37 Aex 5 How to : 38 address issues of equality, fairess ad diversity 40 use the Teachers Stadards 42 secure the effective preparatio ad support of reviewers 46 equality-proof the school pay policy 47 budget for teachers performace pay progressio 51 Aex 6 Model Appraisal Report 54 Aex 7 Appeals Model Letters A ad B 56 Aex 8 Ofsted clarificatio documet 57 Aex 9 NASUWT Regioal Cetres cotact details 60 Updated July

4 Backgroud ad cotext The cotext for performace maagemet is the primary legislatio i the Educatio Act 2002 ad associated regulatios for appraisal. Sice 2002, all schools, ad local authorities for cetrally attached staff, have bee required to review aually the performace of teachers ad headteachers. Sectio 1 The curret regulatios goverig performace maagemet are the 2012 Regulatios. A copy of these ca be foud i Aex 1. Applicatio of the 2012 Regulatios The 2012 Regulatios apply to: ay qualified teacher, headteacher ad uqualified teacher, workig full or part time, employed by a local authority or goverig body to work for oe term or more i early years, primary, special, secodary, maitaied commuity, volutary, foudatio or trust schools; ad teachers ad headteachers employed cetrally by the local authority uder the terms of the School Teachers Pay ad Coditios Documet (STPCD), icludig those i pupil referral uits (PRUs), urseries, local authority support services, peripatetic teachers, home tutors ad others employed by the local authority but ot allocated to a idividual school. The 2012 Regulatios do ot apply to: ay ewly qualified teacher who is udergoig, or has ot completed satisfactorily, their iductio year; ay teacher or headteacher while they are the subject of a formal capability procedure; or teachers ad headteachers employed i academies. Teachers i academy schools Although the 2012 Regulatios do ot automatically apply i academies, academies are expected to have a performace maagemet policy ad a pay policy. May academies have based their performace maagemet/appraisal policies o the 2012 Regulatios ad the other provisios which apply to maitaied schools, icludig those i the STPCD. Although writte i the cotext of the 2012 Regulatios, the iformatio i this practical guide covers all of the provisios ad processes which should be commo to the coduct of performace maagemet. Therefore, the advice i this guide o how teachers ca seek to take cotrol of their performace maagemet is applicable to performace maagemet i all settigs, icludig academies. The aim of performace maagemet The NASUWT is committed to securig across all schools a process of performace maagemet where those who maage teachers egage i a professioal dialogue with them, respect them as professioals ad make decisios about their work ad cotributio i a ope ad fair maer. Performace maagemet must be cosistet with the priciples ad practices of equal opportuities, legislative provisios, icludig employmet law, ad all statutory duties that apply to all schools ad local authorities. 5

5 The statutory provisios goverig performace maagemet Performace maagemet has a statutory basis. The statutory provisios set out what a employer must do by law. The statutory provisios goverig performace maagemet are set out i two key documets: the Educatio (School Teachers Appraisal) (Eglad) Regulatios 2012; ad the School Teachers Pay ad Coditios Documet (STPCD). Aex 2 sets out the mai statutory provisios from these two documets of which teachers should be aware. The performace maagemet policy All schools should have a performace maagemet policy cotaiig a classroom observatio protocol. Goverig bodies should seek to agree the policy with the NASUWT ad other recogised trade uios. Teachers should esure they are familiar with the provisios of their school s policy. The NASUWT performace maagemet policy checklist, classroom observatio protocol ad model pay policy ca be foud at Process ad timig Key features of performace maagemet The 2012 Regulatios provide for a aual performace maagemet cycle. This will ormally be a 12-moth cycle. There may be circumstaces where the legth of the cycle will be less, usually because a teacher is o a temporary cotract of less tha 12 moths. Schools should have a clear timelie for the completio of the performace maagemet process. They may begi their aual cycle at differet times of the year. Most begi i the Autum term, usually September or October. A few begi i the Summer term, usually Jue or July. Performace maagemet plaig ad review should be completed for teachers by 31 October each year. A review meetig at the ed of the cycle At the ed of the cycle a review meetig is held. The outcome of the review meetig should be recorded i a writte statemet, appraisal report, which records: a assessmet of the objectives set at the start of the cycle agaist the success criteria also set at the start of the cycle; a assessmet agaist the Teachers Stadards that the reviewee is cotiuig to meet the Stadards; a overall assessmet of performace; a writte recommedatio o pay progressio (as appropriate); ad ay commets the reviewee wishes to add. 6

6 A plaig meetig at the begiig of the cycle After the review of the previous cycle, there should be a meetig to pla for the ext cycle. The plaig meetig is the most critical part of the process. This sets the parameters for a successful outcome ad maximisig opportuities for pay progressio. The outcome of the plaig meetig should be recorded i the appraisal report ad should state: all factors agaist which the teacher s performace will be reviewed at the ed of the cycle; the reviewee s objectives for the cycle ad the timescales i which they will be met; the success criteria agaist which the objectives will be assessed at the ed of the cycle; ay support eeded to eable the objectives to be met; arragemets for classroom observatio (see below ad Aex 3); ay traiig ad developmet eeds; ad ay commets the reviewee wishes to add. It should be clear at the plaig meetig if, subject to a successful outcome at the review meetig at the ed of the cycle, the reviewee will be eligible for pay progressio. Classroom observatio The 2012 Regulatios are silet o the amout of classroom observatio which should take place durig the cycle. This meas schools are free to set ad defie a limit o classroom observatio. The NASUWT atioal actio istructios ad model performace maagemet checklist set a limit of three observatios per cycle, lastig for o more tha three hours i total. There is o requiremet to use ay or all of the three hours. The amout ad focus of the observatio should be discussed at a plaig meetig. The amout of classroom observatio withi the limit should be proportioate to a idividual teacher s eeds. The iformatio collected from classroom observatio should, as far as possible, be multipurpose, feedig ito the school improvemet ad school self-evaluatio process ad therefore removig the eed for additioal observatios for these moitorig purposes. NB Classroom observatio by Ofsted ispectors durig Sectio 5 or Sectio 8 ispectios is ot icluded i the three hours. Oral ad writte feedback It is good practice for teachers who have bee observed teachig to have immediate verbal feedback followed by writte feedback. Writte feedback o ay observatio should ormally be provided withi five workig days of the observatio. Ofsted gradigs of classroom observatio Some schools may claim that Ofsted gradigs should be used to evaluate lessos. This is ot correct. Ofsted does ot require idividual lessos to be graded. Ofsted has cofirmed that its ispectors do ot use the teachig ad learig criteria set out i the ispectio framework ad guidace to grade the performace of idividual teachers durig lesso 7

7 observatios. Teachers should, therefore, be cofidet that o matter what they may be told, eve by a colleague who claims to be Ofsted traied, there is o such thig as a Ofsted grade for teachers performace. Lesso gradigs are particularly problematic i the cotext of the direct lik betwee pay progressio ad performace maagemet. The use of gradigs could lead, i some schools, to a simplistic, mechaistic approach beig take to pay progressio i which, rather tha takig a holistic approach to a teacher s performace, oly those who achieve a particular level of gradig are allowed to progress. Reviewees should therefore ot agree to Ofsted gradigs beig used at ay stage i the performace maagemet process. Aex 3 provides guidace o classroom observatios. Aex 8 is the Ofsted clarificatio documet. More detailed iformatio o this issue ca be foud i the NASUWT advice booklet Ofsted ad the gradig of lessos, which ca be accessed o or ordered from the NASUWT o or advice@mail.asuwt.org.uk. Performace maagemet ad the lik to pay There is a direct lik betwee performace maagemet ad pay progressio i the 2012 Regulatios ad the STPCD. The school s pay ad performace maagemet policies should set out clearly the criteria for teachers eligibility for pay progressio at the ed of the performace maagemet cycle. For example, where the school s policy coforms to the NASUWT performace maagemet checklist, the: teachers who are o the mai pay rage should expect to progress through the mai rage aually; teachers who are at the top of the mai pay rage should expect to progress to the upper pay rage; ad teachers o the upper pay rage should expect to progress through the rage, to each level i the rage. Reviewees must check the provisios of their school s policy o pay progressio ad cotact the NASUWT if they have ay cocers. The Teachers Stadards A copy of the Teachers Stadards ca be foud i Aex 4. Aex 5 cotais guidace o How to use the Teachers Stadards. The Teachers Stadards must ot be used as a checklist agaist which the reviewee s performace is judged. The Stadards are ot: a job descriptio; a cotract of employmet; 8

8 a replacemet for the professioal duties ad resposibilities of teachers as set out i the STPCD; a performace maagemet checklist; or career stage objectives. The Stadards caot be used to: prevet teachers takig lawful idustrial actio; or udermie teachers legal rights or cotractual etitlemets. Appoitmet of the reviewer Each reviewee should be allocated a reviewer who will maage their performace maagemet. The reviewer for all teachers will be the headteacher uless s/he chooses to delegate the role to aother perso. If the headteacher decides to delegate the role of reviewer the s/he should ot opt, either for themselves or ay member of the leadership group, to retai selected parts of the process (for example, pay recommedatios), whilst delegatig the rest of the process. Ayoe desigated as a reviewer should carry out all aspects of performace maagemet plaig ad review, icludig makig ay pay recommedatios for eligible teachers. They may carry out classroom observatio but are ot required to do so. If the headteacher chooses to delegate the role of reviewer, it will ormally be to the reviewee s lie maager, i.e. the perso who directs, maages ad has the post of resposibility for the area i which the reviewee maily works. There is o provisio i the 2012 Regulatios for reviewees to choose their reviewer. Chage of reviewer If circumstaces arise i which, for professioal reasos, a reviewee wishes to request a chage of reviewer, they should make a request to the headteacher to appoit a alterative reviewer. The request should be made i writig by the reviewee to the headteacher ad the reaso for makig the request stated. Where the request is ot accepted, reviewees should request that the reasos are explaied i writig ad appeded to the appraisal report together with the reviewee s origial request. Right of appeal All performace maagemet policies should have a right of appeal agaist the outcome of the review of performace maagemet. Some policies allow a appeal agaist ay aspect of the appraisal report. The appeal process should be clear ad comply with the ACAS Code of Practice 1. The ACAS Code of Practice sets out miimum stadards. A Employmet Tribual ca draw adverse coclusios about a employer s procedures ad decisios if those miimum stadards are ot met. The ACAS Code of Practice states that employers should allow a employee to appeal agaist ay formal decisio made. 9

9 The grouds for appeal i the NASUWT policy are that the school has: a. icorrectly applied the school s pay policy; b. icorrectly applied ay provisio of the STPCD; c. failed to have proper regard for statutory guidace; d. failed to take proper accout of relevat evidece; e. take accout of irrelevat or iaccurate evidece; f. bee biased; or g. ulawfully discrimiated agaist the teacher. Schools must esure that a appeals procedure is i place before ay pay determiatio is made, otherwise they are ope to legal challege. Other importat issues Workload Performace maagemet should ot operate i such a way that it adds to the workload of those ivolved i ay part of the process. All performace maagemet activities should be cotaied withi directed time for teachers. Plaig, preparatio ad assessmet (PPA) time caot be used for ay aspect of performace maagemet, other tha if the reviewee decides to use this time for their persoal preparatio for performace maagemet. Luch breaks should ot be used for performace maagemet-related meetigs. Performace maagemet meetigs should take place at a agreed time whe all parties are able to give their best. The most effective arragemet is likely to be the allocatio by the school of oe or more of the five teacher days to coduct the plaig ad review meetigs for performace maagemet. The timig of these days is withi the gift of the school. The advatage of usig these days is that all those ivolved ca be readily available, without the eed to disrupt teachig timetables. However, if this optio is ot used, the time withi pupil sessios is preferable, with appropriate release from teachig commitmets for the reviewer ad reviewee. If directed time outside pupil sessios is used for the plaig ad review meetig, the NASUWT would ot expect the meetig to be i additio to other caledared meetigs the reviewee would atted durig the week. I the case of headteachers ad others paid o the leadership spie, directed time is ot applicable, sice the STPCD provides o such time limit for these groups of teachers. However, i these circumstaces, performace maagemet activities should still be coducted o the basis of the NASUWT advice above, as the workload ad work/life balace of these teachers must be cosidered i the same way as for others. Self-review/evaluatio Attempts may be made i some schools to itroduce formal self-review ito the performace maagemet process as opposed to the iformal persoal reflectio teachers will choose to use to prepare for the plaig ad review meetig at the begiig/ed of the cycle. 10

10 Self-review may appear i a umber of guises, such as self-evaluatio or self-appraisal. Whatever its title, the NASUWT does ot support such a process ad strogly advises members ot to agree to participate. Self-evaluatio is ot required by the 2012 Regulatios. There is o requiremet for reviewees to provide writte iput o their reflectios to iform the meetig ad schools should ot impose oe. Self-review/evaluatio is uecessary ad ivariably creates additioal work ad bureaucracy. It is ot i teachers best iterests to participate i such schemes as experiece shows that such systems ecourage teachers to be overly self-critical. I the cotext of performace maagemet, this could prejudice career ad future pay progressio. It is, however, i teachers iterests to esure they prepare themselves properly ad fully for their plaig ad review meetig. E Performace Maagemet Systems E Performace Maagemet Systems, such as BlueSky, have become icreasigly popular i schools. I may cases, schools claim that the E Performace Maagemet System is simply a meas of savig paper ad avoidig uecessary filig. However, some of these systems cause real cocer ad potetially disadvatage the teacher. If a E Performace Maagemet System is used the it is importat to check that its use is compliat with the NASUWT performace maagemet checklist, which ca be foud o The NASUWT has idetified the followig cocers about some E Performace Maagemet Systems: cofidetiality may be compromised, as ofte a rage of people have access to the iformatio held o the database about the reviewee; teachers are required to post plaig, schemes of work ad pupil outcome data oto the system, addig to teachers workload ad detractig from meaigful school improvemet ad teacher developmet strategies; the Teachers Stadards are used i the system as a checklist agaist which teachers are expected to self-assess; the plaig ad review meetig is replaced by a exchage betwee the reviewee ad the reviewer ad there is o professioal discussio; ad/or teacher workload icreases because the system has ot bee workload impact assessed. All of these are uacceptable ad members should alert the NASUWT if the system i their school has the above features. Members should esure that they are fully coversat with all the iformatio held about them o the E Performace Maagemet System. 11

11 Job descriptios The 2012 Regulatios specify that ay objectives set must relate to a teacher s cotractual role ad resposibilities. Job descriptios should be used as a focus for settig objectives as part of the performace maagemet process. All teachers should have a job descriptio. It is importat to remember that: a job descriptio is ot a cotract of employmet. It is a descriptio of what is expected of a perso appoited to a particular post i the cotext of the duties set out i the STPCD; all teachers are govered by the duties set out i the STPCD. The duties listed are ot appropriate for every teacher ad therefore there should be o expectatio that all of the duties set out i the STPCD are icluded i a idividual teacher s job descriptio; the job descriptio should always be i the cotext of ad accurately reflect the appropriate duties of the teacher as set out i the STPCD. The job descriptio should ot ad caot be used to vary or chage the STPCD duties or cotractual etitlemets ad, therefore, job descriptios should ot cotai refereces to volutary or uremuerated activities; the provisio of a job descriptio is the resposibility of the school maagemet. The draft cotet should be the subject of cosultatio with the teacher. Teachers should ot be draw ito writig their ow job descriptio or sigifyig acceptace util they have see a writte draft versio ad had time to cosider it ad if ecessary take advice o it; ad whe a NASUWT member disagrees with their job descriptio, s/he should seek to resolve the matter at school level. If this proves impossible, further assistace should be sought from the NASUWT. Maagig weak performace The performace maagemet process may idetify serious weakesses i a teacher s performace. However, performace maagemet should ot be used as a capability procedure ad should ot be liked directly to capability. If serious weakesses are revealed, a meetig with the teacher should be called to cosider the evidece of serious cocer. I additio, where the case for serious weakesses is made, a appropriate period of support should be provided, at the ed of which will be a further meetig to review progress. If the teacher is still experiecig difficulties the cosideratio may eed to be give as to whether formal capability procedures should begi. If the performace maagemet process has idetified serious weakesses, the reviewee ad their NASUWT represetative should be provided with the evidece which has prompted cosideratio of capability procedures. Where serious weakesses have bee idetified, ad/or capability procedures have bee raised, members should always seek advice immediately from the NASUWT. Support programmes A icreasig umber of teachers are fidig themselves subject to support programmes which are ofte a euphemism for iformal capability procedures. They may have bee triggered for relatively isigificat reasos. Teachers may, however, have bee placed i a positio where they feel they caot object. Such programmes may ifluece the outcome of performace maagemet. Ay NASUWT member who has bee placed o a support programme should take immediate advice from the NASUWT. 12

12 Use ad retetio of appraisal reports At the ed of the cycle, a review of performace will take place ad the outcome recorded i a appraisal report. The same report will cotai the plaig for the ext cycle. Reviewees should always receive a copy of their appraisal report, eve if the school uses a E Performace Maagemet System. Reviewers should ot retai persoal copies but pass the completed report to the headteacher. If ayoe makes a request to the headteacher for access to the appraisal report durig the cycle, reviewees should be told about the request ad why it has bee made. Ayoe who has access to the report should maitai the cofidetiality of the report. The appraisal report should be kept by the school for a miimum of six years from the date o which the cycle to which it relates started. Equal opportuities There is evidece that performace maagemet systems ca produce discrimiatory ad ufair outcomes whe coducted by persos who have had o traiig i respect of equal opportuities ad where o equalities moitorig ad review of performace maagemet processes takes place. Stereotyped expectatios may produce a biased approach ad outcomes that lead to discrimiatio agaist idividuals o the grouds of their geder, race, faith, disability, age, sexuality or trade uio membership. All persos ivolved i the implemetatio of appraisal have a resposibility to esure that direct ad idirect discrimiatio is avoided. All schools should have a equal opportuities policy for staff, ad performace maagemet should be coducted withi the cotext of this. Equal opportuities issues must be cosidered at every stage i the process, icludig the coduct of meetigs, objective settig, idetificatio of traiig ad developmet eeds, ad moitorig ad review of performace. Aex 5 cotais a How to Sheet o equality issues ad performace maagemet. Performace maagemet cosultats There are may exteral orgaisatios ad private cosultats seekig to sell to schools traiig ad materials to support performace maagemet. These are usually very expesive ad ofte promote strategies that are mechaistic, simplistic ad puitive ad which should ot be part of the process. There is also the potetial for these providers to try to justify the purchase of their services by makig the process appear more oerous ad complex tha it is. The NASUWT does ot believe that schools eed such services ad strogly urges that they are ot used. Cotactig the NASUWT Cocers about the operatio of performace maagemet should be referred to the NASUWT o or advice@mail.asuwt.org.uk. 13

13 Reviewig performace at the ed of the cycle (this should be read i the cotext of Sectio 1 of this guide) At the ed of the cycle, the reviewee ad reviewer should meet to review performace durig the cycle. Sectio 2 I most schools, the review at the ed of the cycle ad plaig for the ext cycle usually take place i the same meetig. It should be remembered, however, that these are two separate processes eve though oly oe meetig is held. There is o eed for the meetig to be excessively legthy or detailed. A appropriate amout of time should be set aside. A hour should be sufficiet i most cases. Luch breaks ad plaig, preparatio ad assessmet (PPA) time must ot be used for this purpose. The outcome of the review ad plaig will be recorded o a appraisal report. The cotets of the appraisal report must be discussed betwee the reviewee ad reviewer with a view to seekig to agree the cotets. Reviewees should ot accept a imposed appraisal report ito which they have had o iput. Preparig for the review meetig I order to take cotrol of your performace maagemet, to seek to secure a successful outcome, thorough preparatio beforehad is essetial. Documetatio you will eed The startig poit for assemblig the documetatio before the review meetig is to ask your reviewer, i good time before the meetig, to provide you with the documetatio to which s/he iteds to refer at the meetig. Oce the documetatio is provided, check if there is aythig i the documetatio you have ot see before or whether there are ay issues i the documetatio which have ot previously bee raised with you durig the cycle. You will eed to cosider whether ay of the issues i the documetatio merit you requestig the review meetig to be postpoed while you take advice from the NASUWT. Make sure that prior to the meetig you have copies of: the appraisal report cotaiig the plaig iformatio from the start of the cycle ad ay revisios which may have bee made i cosultatio with you durig the cycle; details of ay traiig ad developmet eeds which were idetified at the start of the cycle ad the support received; writte feedback o ay classroom observatios; your job descriptio; the school developmet pla; iformatio o pupil progress i the classes you teach; ad ay evidece you have bee asked to collect durig the year to iform your performace maagemet review. Some of this may be i the documetatio provided by your reviewer. 15

14 Other sources of iformatio which may be used i your review Iformatio from the E Performace Maagemet System, if your school uses oe. Ay additioal iformatio from other sources of which you may be aware. Your reviewer should have provided ay ad all iformatio to which it is iteded to refer, but you also eed to reflect yourself o what might be used ad acquire it i readiess. Other issues to cosider before the meetig Have there bee ay chages durig the cycle which may impact o your review? For example, chages to: your reviewer; your objectives; your resposibilities; or ay other aspect of the origial plaig statemet; for example, was traiig ad developmet agreed but ot delivered? Have there bee ay chages to your workig eviromet which may impact o your review? For example: high pupil turover i your timetabled classes; timetable chages, icludig chages to the amout of time allocated to your subject area; absece or loss of support staff who support you ad/or idividual pupils; use of o-specialist or uqualified teachers i your departmet/year group; itervetio strategies which have resulted i pupils regularly beig withdraw from your lesso; or classroom ad/or resources chages. Have there bee ay circumstaces durig the cycle which may have resulted i you ot beig i work for the whole of the cycle? For example: log-term sickess absece; developmet of a disability; temporary cotract of less tha a year; or materity leave. Did aythig happe durig the year that could be used agaist you? For example: have you had your objectives chaged or were you workig durig the year to objectives which were imposed upo you ad which were uachievable; have ay issues arise from classroom observatio; have you completed ay documetatio relatig to the Teachers Stadards i which you have self-evaluated your performace; or have you bee placed i or agreed to participate i a support programme. 16

15 You eed to idetify all of the issues which may have impacted o your performace durig the cycle, positively ad egatively, ad have ready the poits you wish to make at the review meetig about these ad their impact o your performace. Pay progressio Make sure you have checked the school s pay ad performace maagemet policies to idetify whether you are eligible for pay progressio ad will be lookig for a pay recommedatio to be made by your reviewer at the ed-of-the-review meetig. Remember, pay progressio recommedatios are related to your performace. If you are eligible ad the review outcome merits progressio, you should receive it. It is ot acceptable for pay progressio to be withheld o the grouds of affordability or other factors outside performace maagemet. If you have bee abset from work because of a protected characteristic uder the Equality Act 2010 such as pregacy, materity or disability the school must ot discrimiate agaist you because of this. For example, the school should ot determie that you have ot achieved the success criteria for performace maagemet or for pay progressio because of your absece. If this occurs, or if your school proposes to delay pay progressio for this reaso, you should cotact the NASUWT for assistace immediately. Performace Do you thik that you are performig at a level below that expected by the school? You may be of the view that you have performed well but this questio is to prompt you to reflect o whether you have had ay idicatio the school may have a differet view. If you believe the school does, you eed to reflect o why ad be prepared to couter this. Durig the cycle, were you give ay geeral feedback that o reflectio may have caused you cocer? Has ay metio bee made to you durig the cycle about makig a wider cotributio to the school? It is importat to cosider carefully i advace ay issues, or idicatios of issues, that may be raised i the review meetig that will ot support a positive outcome, so that you ca cosider these i advace ad prepare to challege ad rebut these. Make sure you reflect o ad list all your achievemets. It is perfectly acceptable to make otes of all the poits you wat to raise ad to take these otes ito the review meetig with you. These otes should be for your persoal referece ad should ot be haded over to the reviewer. You must reflect o your ow performace as it is essetial to have developed a cofidet ad coheret arrative about your effectiveess as a practitioer. I the meetig Oly you ad the reviewer should be preset. If there is ayoe else preset, you should request they leave. If this is ot agreed the ask for the meetig to be adjoured to aother date ad time while you take advice from the NASUWT. 17

16 Start the meetig by askig your reviewer to detail all the documetatio ad iformatio to which they will be referrig durig the review to eable you to check that you were give everythig before the meetig. There should be o surprises at the meetig, such as: a documet produced by your reviewer which you have ot previously see; or egative iformatio raised that has ot bee shared with you before. Be prepared at ay stage, if aythig of this sort occurs, to ask for the adjourmet of the meetig to aother date ad time to eable you to take advice. Adopt a positive ad cofidet approach you are a highly qualified professioal ad should expect to be treated as such. Do ot focus o or voluteer ay problems or perceptios of your shortcomigs. Focus o your stregths ad achievemets. This is o time for false modesty! If you are well prepared you will be i a stroger positio to rebut ay egative issues that might be raised. Remember that this should be a professioal dialogue, ot somethig that is doe to you. The appraisal report This is ormally drafted by the reviewer as the review meetig progresses. You should check throughout the meetig what is beig recorded. You should esure that the appraisal report has the followig recorded: the writte assessmet of your performace agaist the Teachers Stadards; the writte assessmet of your performace agaist the objectives based o the success criteria set at the start of the cycle; a overall assessmet of your performace; ad if you are eligible for pay progressio, a writte recommedatio. You must be give the opportuity to record o the appraisal report ay commets, positive or egative. Take your time ad record all the commets you wish to make. Eve if you have recorded your commets ad if you are ot happy with ay aspect of the statemet, make sure that this has all bee recorded ad do ot sig the statemet. Ask for a copy of the appraisal report. Ask for a copy of the school s appeals procedure. If you do ot agree with the outcome of your review, you should ot agree to proceed with the plaig for the ext cycle. Appropriate plaig caot take place if there are uresolved issues from the previous cycle. 18

17 If the statemet is to be drafted by the reviewer after the meetig, you eed to check what otes have bee take i the meetig by the reviewer. Use the poits above to check the draft whe you receive it ad follow all of the above advice. If the appraisal report is to be drafted outside the meetig, you should establish before the meetig closes whe you ca expect to receive the draft report. Five workig days would be a reasoable amout of time for it to be prepared ad you should expect a similar amout of time to eable you to make amedmets ad add your commets. NB Eve if a E Performace Maagemet System is used, reviewees should have a copy of the appraisal report. Appeal agaist the outcome of the review You should be give the opportuity to appeal agaist the outcome of your review. The grouds for appeal are whe the school has: a. icorrectly applied the school s pay policy; b. icorrectly applied ay provisio of the STPCD; c. failed to have proper regard for statutory guidace; d. failed to take proper accout of relevat evidece; e. take accout of irrelevat or iaccurate evidece; f. bee biased; or g. ulawfully discrimiated agaist the teacher. The grouds for appeal may be triggered, for example, if: you were eligible for pay progressio ad the decisio of your reviewer was ot to make a recommedatio for pay progressio ad you believe the reviewer failed to take accout of relevat evidece; or you were eligible for pay progressio ad a recommedatio was made by your reviewer that you should progress but this was rejected at a later stage by either the headteacher or the goverig body ad you believe that they had take accout of iaccurate or irrelevat evidece. You will eed to take advice from the NASUWT, but if you are cosiderig a appeal, pedig this advice, you may wish to submit the holdig letter i Aex 7 A. This will protect your positio o appeal, while allowig the NASUWT to evaluate whether you have sufficiet grouds for appeal. Esure that you obtai a copy of the school s appeal procedure ad cotact the NASUWT o or advice@mail.asuwt.org.uk. 19

18 Plaig for the performace maagemet cycle (this should be read i the cotext of Sectio 1 of this guide) Preparig for the plaig meetig Sectio 3 Good plaig ad preparatio for the meetig will eable you to take cotrol of the process from the outset. The key documetatio you may eed to obtai prior to the meetig icludes: your job descriptio; the school developmet pla; ad iformatio o pupil progress o the classes that you teach. Issues you eed to have cosidered before the meetig iclude: your career aspiratios; what your objectives might look like; ad ay traiig ad developmet eeds you would like to access. About your objectives Objectives represet a key meas by which a teacher s performace is evaluated. Objectives are the key way i which your pay, pesio, career ad professioal aspiratios ca be advaced. It is, therefore, essetial that you cosider carefully before the meetig the objectives you feel would be appropriate. You could draft some objectives for your ow referece i the meetig. I the meetig you must avoid agreeig to objectives that will set you up to fail, as the adverse cosequeces ca be sigificat. Settig objectives These should be set i the cotext of your role, resposibilities ad job descriptio. There should be o more tha three objectives per cycle. This limit allows you, your reviewer ad all other colleagues ivolved i supportig you to focus effectively o priorities for your professioal practice. You should ot agree objectives that are broke dow ito multiple subsectios. A excessive umber of objectives dilutes this focus ad udermies the process. Objectives should be: realistic clear cocise achievable specific fair. It is acceptable for whole school or departmetal/year group objectives to be set. A reviewee could, for example, have a whole school objective, year group/departmetal objective, ad aother objective. Whole school/departmetal/year group objectives should be icluded i the three objectives, ot set i additio to them. 21

19 There must be clarity i the appraisal report about what success will look like at the ed of the process. It is poor practice for the reviewer to seek to impose predetermied idividual objectives. This must be resisted. Eve whole school or departmetal/year objectives will eed to have a idividual focus. Objectives must be set as a result of a professioal discussio with you. The objectives set should be oes withi your cotrol ad ifluece. If a objective does ot relate to your professioal duties, your role ad job descriptio, it caot meet its purpose, as it is outside your direct ifluece or cotrol. Iappropriate objectives These may iclude, for example: iclusio of a target o pupil attedace you ca ecourage attedace but caot cotrol, for example, sickess absece; securig particular levels of paretal egagemet you ca provide opportuities for parets to egage but you caot cotrol whether they egage; objectives based o data idicators of the performace of people you co-ordiate or maage you ca provide a eviromet that allows team members to perform to the best of their ability but you caot cotrol their performace; ad objectives based o data targets for pupil progress (see below for more detail). Timescales for completig objectives Objectives should be desiged to be completed withi the aual cycle. Thik carefully about your objectives beig achievable withi that time. Where you agree a shorter timescale for oe or more of the objectives for completio tha the whole cycle, this does ot mea that a ew or additioal objective ca be set whe that objective is completed. Some objectives may take loger tha oe cycle but it must be clear how much should have bee achieved by the ed of each cycle the objectives cover. Workload Objectives must ot add to your workload. They should ot require the collectio of portfolios of evidece. They should ot require workig at weekeds, eveigs or durig the holidays. Use of data i objective settig It is ot legitimate for teachers to be set idividual objectives, icludig targets, based o data. Data ca be used to iform discussio about objectives ad to set targets for pupils. Pupils attaimet i the assessmets used to geerate such data ca be iflueced by a rage of factors outside a teacher s direct cotrol. NB The producers of value added systems, such as Fischer Family Trust (FFT), used by some schools, cofirm that their systems do ot geerate hard ad fast targets, merely estimates. The data they provide relates to pupils ot to teachers. The NASUWT has produced detailed advice o the use of data: For example: a objective which states that Over X of pupils i class Y (your class) will be assessed as achievig level Z i writig by the ed of the cycle is uacceptable. 22

20 You must seek to resist such targets ad objectives. However, a objective which states I will cotribute to the achievemet of whole school/departmetal/team/class target X by (for example, adoptig a particular teachig strategy, deploymet of teachig assistats, adoptig a ew approach to the use of resources, accessig CPD) is more acceptable. Support to achieve objectives Objectives must be cosidered i the cotext, eviromet ad coditios i which a teacher works. This may require access to advice, iformatio, traiig or cotiuig professioal developmet (CPD). Access to additioal resources such as staffig, equipmet ad time may also be required. Whe objectives are set which eed traiig or other support, you should ask your reviewer to cofirm that s/he has the authority to agree the appropriate support required ad that a request for such support will ot be regarded as professioal iadequacy. This latter poit is supported by the DfE. The provisio of CPD does ot always have to be to support a objective. It could be a objective i itself. Professioal developmet ca iclude workig with colleagues, participatig i professioal etworks or research ad ivestigatio. You should ot agree to access professioal developmet ad related activities i your ow time. Performace maagemet ca also be used as a opportuity to seek professioal developmet that is either related directly to a objective or a objective itself. Extra-curricular activities It is ot appropriate for objectives to relate to or iclude ay volutary or extra-curricular activities you may choose to udertake. You caot be directed to udertake these activities. As they are volutary, they are ot part of your role or resposibilities. The teacher s cotract does ot cotai these i the list of duties. Uder o circumstaces should you accept a objective of this ature. Such objectives may be discrimiatory, as some teachers may, for example, be uable to participate due to persoal or family circumstaces. This advice does ot prevet volutary participatio i these activities if you so choose. Objectives ad persoal circumstaces If you work part time your objectives must take this ito accout. You could still be set three objectives but the time to complete them should be proportioate to your workig hours. If you job share, reviewers should esure the objectives for job-share parters are complemetary. If you have a disability or a medical eed it is importat, ad a legal obligatio o your employer, that your objectives reflect this. Accout should also be take of whether your school kows that you are due to be abset from work due to materity leave or some medical treatmet that may require absece. You should take all of the above issues ito accout whe you are preparig for your plaig meetig ad cosiderig the objectives you would like to seek to be set. These factors also all uderlie the importace of seekig to avoid data-related targets i objectives. 23

21 I the meetig As for the review process, oly the reviewer ad the reviewee should be preset for the plaig for the ext cycle. It is importat to adopt the same approach towards plaig as for the review of your performace. Adopt a positive ad cofidet approach you are a highly qualified professioal ad should expect to be treated as such. Do ot focus o or voluteer ay problems or perceptios of your shortcomigs. Focus o your stregths ad achievemets ad be prepared to assert your thoughts o how you see the plas for the ext cycle ad what you would like to achieve. If you have a well-prepared arrative you will be i a stroger positio to resist the impositio of objectives ad iappropriate targets. Remember that this should be a professioal dialogue, ot somethig that is doe to you. The startig poit for plaig for the ext cycle should be a assumptio by the reviewer that you are meetig all the requiremets of your job descriptio, your relevat duties ad the Teachers Stadards. Cofirm this with your reviewer. There is o eed for every aspect of your resposibilities to be cosidered i plaig for the ext cycle. The plas should focus o key priorities. Be prepared to state what you believe these are. The plas should be realistic ad maageable ad eable you to achieve your cotractual etitlemet to a satisfactory work/life balace. The plas should take ito accout ay issues i your workig eviromet that may impact o or limit what you will be able to achieve. The discussios with your reviewer should cover the followig areas: the objectives ad the success criteria agaist which you will be assessed at the ed of the cycle; ay support which may be eeded to achieve the objectives; classroom observatio amout, focus ad timig; traiig ad developmet; timescales for completio of the objectives; ad eligibility for pay progressio at the ed of the cycle (as appropriate). Make every effort to seek to agree with your reviewer the outcome which will be recorded o the appraisal report. However, this will ot mea simply acquiescig to every poit. Quite the cotrary. You should ot be passive i the process to aythig with which you are ucomfortable or that you believe to be ureasoable. Be prepared to seek to adjour the meetig if you feel that you are facig impositio rather tha professioal dialogue. 24

22 The appraisal report The plaig sectio of the appraisal report may be recorded durig the meetig or it may be drafted at a later stage. However this is doe, it is importat that reviewees esure that it cotais the followig iformatio: objectives; success criteria for meetig the objectives; support for the objectives (as appropriate); classroom observatio where appropriate, icludig the amout, timig ad the focus of the observatios; timescales for completio of objectives; traiig, developmet; ad eligibility for pay progressio at the ed of the cycle (as appropriate). You should esure that you argue for chages to be made if the appraisal report does ot reflect what you believe was agreed or what is acceptable to you. If agreemet caot be reached the you must esure that your cocers ad disagreemet are recorded i full o the appraisal report. Take time to record all the poits you wish to make. Do ot sig the report if you disagree with ay aspect of it. Esure that you have a copy of the appraisal report. Seek advice from the NASUWT if you are cocered about the plas for the ext cycle. You may wish to submit the letter i Aex 7 B, pedig the Uio s advice. You should ot simply acquiesce to plas with which you disagree as this will disadvatage you throughout the cycle ad at the review at the ed of the cycle. If the appraisal report is to be drafted outside the meetig, esure that at the ed of the meetig you are clear about the timescale withi which you will receive the draft appraisal report ad make sure that you moitor that this occurs. Make sure you are clear about the otes the reviewer has take i the meetig. Five workig days after the meetig is a reasoable time i which to be provided with the draft. If the reviewee or reviewer does ot work or is abset durig this period, the the umber of days may be exteded. You should be give a similar amout of time to make your amedmets ad add your commets. Oce the appraisal report has bee fialised, ad hopefully agreed, o third party should amed the report. 25

23 Moitorig progress durig the cycle Oce the plaig for the performace maagemet cycle has take place, moitorig of the process durig the cycle is very importat. Sectio 4 Followig the plaig meetig ad durig the cycle, you should: receive writte feedback, as it becomes available, o ay classroom observatios specified i the appraisal report; receive ay data or iformatio agreed at the plaig meetig as it becomes available; receive ay traiig, developmet or support agreed i the appraisal report; receive feedback from the reviewer o progress from time to time ad be give the opportuity to discuss this; ad be advised, at the time, of ay cocers that may arise ad have the opportuity to discuss these with the reviewer. You should esure you raise ay cocers you have with the reviewer as they arise; for example, if the traiig or support agreed at the plaig meetig has ot bee forthcomig. You should keep a ote of ay cocers the reviewer raises with you or you raise with the reviewer, the date they were raised ad what actio, if ay, was take. NB Be wary of support programmes durig the cycle (see Sectio 1). Iterim review meetigs There is o requiremet i the 2012 Regulatios for formal or iformal iterim meetigs to review progress durig the cycle. The NASUWT believes that formalisig such meetigs has the potetial to icrease workload ad bureaucratic burdes for all parties. Such meetigs are essetially uecessary. However, if either the reviewer or reviewee thiks it would be helpful to meet to discuss matters, this ca be doe o a ad hoc basis. A meetig ca be requested by either party ad should take place withi a reasoable time of the request beig made. Reviewees are advised that, if they make a request for a meetig, to do so i writig ad keep a copy. If a meetig takes place, reviewees should esure that there is a agreed, brief ote kept of the purpose ad outcome of the meetig. If reviewees have cocers about ay meetig, cotact should be made with the NASUWT for advice. 27

24 Chagig the appraisal report durig the cycle There may be occasios whe it becomes ecessary to cosider chagig what has bee agreed i the plaig sectio of the appraisal report durig the cycle. (Chages caot be made at ay stage, other tha as the result of a successful appeal, to the review outcome of the previous cycle.) These occasios may be, for example: where a reviewee s circumstaces or resposibilities chage; where a reviewee has bee abset for such a period of time that some of the provisios i the appraisal report pla are o loger appropriate, e.g. o materity leave or log-term sickess absece; or where a reviewee develops a disability ad reasoable adjustmets eed to be made uder the terms of the Disability Discrimiatio Act. Where amedmets are ecessary, a revisio meetig should take place ad the same process followed as for the origial plaig meetig. A writte additio to the appraisal report should be made. The reviewee ad reviewer should seek to agree the revisios. The reviewee, as before, is etitled to be give the opportuity to add ay writte commets ad should ot be required to sig the revisios if they do ot agree with them. Amedmets to a appraisal report should ot be triggered simply because there is, for example, a chage i headteacher, lie maager or reviewer or because a objective has bee completed ahead of schedule. Chages to resposibilities or a chage of post o a temporary or permaet basis may ot require a amedmet to the appraisal report. Whether amedmets are eeded will deped o the scale of the chage. Each case will, therefore, eed to be cosidered o its merits. Cocers about performace durig the cycle Where cocers arise about a reviewee s progress or performace durig the cycle, the reviewer ad headteacher will eed to make a decisio about the ature of the cocer ad how it should be addressed. A cocer may ot, for example, merit ay actio at all. Alteratively, the cocer may trigger a meetig. The reviewer ad/or headteacher would eed to provide evidece of the cocers to the reviewee ad to their NASUWT represetative. Where cocers about performace are raised, reviewees should seek advice immediately from the NASUWT. See Sectio 1, Support programmes ad Maagig weak performace, for more iformatio. 28

25 ANNEX 1 Statutory Istrumet 2012 No. 115 EDUCATION, ENGLAND The Educatio (School Teachers Appraisal) (Eglad) Regulatios 2012 Made 17th Jauary 2012 Laid before Parliamet 24th Jauary 2012 Comig ito force 1st September 2012 The Secretary of State for Educatio makes the followig Regulatios i exercise of the powers coferred by sectios 131(1), (2) ad (3) ad 210(7) of the Educatio Act 2002(a). I accordace with sectio 131(6) of that Act(b), the Secretary of State has cosulted with such associatios of local authorities i Eglad, local authorities i Eglad, bodies represetig the iterests of goverig bodies i Eglad ad bodies represetig the iterests of teachers i Eglad as appeared to the Secretary of State to be appropriate. Citatio, commecemet ad applicatio 1. (1) These Regulatios may be cited as the Educatio (School Teachers Appraisal) (Eglad) Regulatios 2012 ad come ito force o 1st September (2) These Regulatios apply i relatio to Eglad. (3) Subject to paragraph (4), these Regulatios apply to ay teacher employed for oe school term or more. (4) These Regulatios do ot apply to (a) ay teacher whilst that teacher is udergoig a iductio period i accordace with the Educatio (Iductio Arragemets for School Teachers) (Eglad) Regulatios 2008(c); or (b) ay teacher whilst that teacher is the subject of capability procedures. (5) I this regulatio capability procedures meas the procedures established by a goverig body pursuat to regulatio 8 of the School Staffig (Eglad) Regulatios 2009(d). Iterpretatio 2. (1) I these Regulatios the Act meas the Educatio Act 2002; (a) 2002 c. 32; sectio 131(2) was ameded by S.I. 2010/1158. For the meaig of regulatios, see sectio 212(1) of the Educatio Act (b) Sectio 131(6) was ameded by S.I. 2010/1080 ad 2010/1158. (c) S.I. 2008/657, ameded by S.I. 2010/1172. (d) S.I. 2009/2680, to which there are amedmets ot relevat to these Regulatios. appraisal period, i relatio to a teacher, meas the period determied i relatio to that teacher i accordace with regulatio 5; school meas a commuity, volutary, foudatio, commuity special or foudatio special school or a maitaied ursery school; teacher meas a school teacher as defied i sectio 122 of the Act; ad uattached teacher meas a teacher employed by a local authority who is (a) ot attached to a particular school, or (b) employed otherwise tha at a school. (2) For the purposes of these Regulatios, a teacher is employed at a school if (a) the teacher is employed by the goverig body of that school, or (b) the teacher is employed by the local authority to work i that school. Duty to make available to teachers a documet settig out the appraisal process 3. (1) The goverig body of a school must adopt ad make available to teachers employed at that school a documet which sets out the appraisal process for such teachers. (2) A local authority must adopt ad make available to uattached teachers employed by that authority a documet which sets out the appraisal process for such teachers. (a) 2002 c. 32; sectio 131(2) was ameded by S.I. 2010/1158. For the meaig of regulatios, see sectio 212(1) of the Educatio Act (b) Sectio 131(6) was ameded by S.I. 2010/1080 ad 2010/1158. (c) S.I. 2008/657, ameded by S.I. 2010/1172. (d) S.I. 2009/2680, to which there are amedmets ot relevat to these Regulatios. 29

26 Appoitmet of exteral advisers i respect of head teachers 4. The goverig body of a school must appoit a exteral adviser for the purposes of providig it with advice ad support i relatio to the appraisal of the head teacher. Appraisal period 5. (1) Subject to paragraphs (3) to (5), the appraisal period i relatio to a teacher employed at a school is such period of twelve moths as the goverig body determies i respect of that teacher. (2) Subject to paragraphs (3) to (6) the appraisal period i relatio to a uattached teacher is such period of twelve moths as the local authority determies i respect of that teacher. (3) Where a teacher is employed o a fixed term cotract of less tha twelve moths the appraisal period is the period of employmet to which the cotract relates. (4) Where a teacher begis employmet with a relevat body, the relevat body may determie that the iitial appraisal period i respect of that teacher is a period shorter or loger tha twelve moths, ad i this paragraph relevat body meas (a) i relatio to a teacher employed at a school, the goverig body of that school, ad (b) i relatio to a uattached teacher, the local authority by which the uattached teacher is employed. (5) Where a teacher ceases employmet other tha at the ed of the appraisal period applyig i relatio to that teacher the appraisal period eds with the last day of such employmet. (6) Where a uattached teacher trasfers from oe post i the local authority by which the teacher is employed to aother such post other tha at the ed of the appraisal period applyig i relatio to that teacher the local authority may determie that the appraisal period i progress at the time of the trasfer is to be shorter or loger tha twelve moths. Stadards ad Objectives 6. (1) The goverig body of a school must, before, or as soo as practicable after, the start of each appraisal period i relatio to a head teacher (a) iform the head teacher of the stadards agaist which the head teacher s performace i that appraisal period will be assessed; ad (b) set objectives for the head teacher i respect of that period. (2) I settig objectives for the head teacher, the goverig body of a school must cosult the exteral adviser appoited uder regulatio 4. (3) The head teacher of a school must, i respect of every other teacher employed at that school, before, or as soo as practicable after, the start of each appraisal period i relatio to a teacher (a) iform the teacher of the stadards agaist which the teacher s performace i that appraisal period will be assessed; ad (b) set objectives for the teacher i respect of that period. (4) The goverig body of a school must exercise its fuctios so as to secure that the duties set out i paragraph (3) are complied with. (5) The objectives set uder paragraph (1)(b) or (3)(b) must be such that, if they are achieved, they will cotribute to (a) improvig the educatio of pupils at that school; ad (b) the implemetatio of ay pla of the goverig body desiged to improve that school s educatioal provisio ad performace. (6) A local authority must, i respect of uattached teachers employed by that authority, before, or as soo as practicable after, the start of the appraisal period i relatio to each such teacher (a) iform the teacher of the stadards agaist which the teacher s performace i that appraisal period will be assessed; ad (b) set objectives for the teacher i respect of that period. (7) The objectives set uder paragraph (6)(b) must be such that, if they are achieved, they will cotribute to improvig the educatio of pupils i the school or other place at which the teacher is employed. (8) The stadards referred to i paragraphs (1)(a), (3)(a) ad (6)(a) i respect of a teacher are (a) the set of stadards cotaied i the documet etitled Teachers Stadards published by the Secretary of State i July 2011; ad (b) ay other set of stadards relatig to teachers performace published by the Secretary of State as the goverig body, head teacher or local authority (as the case may be) determies as beig applicable to the performace of that teacher. Appraisal of teachers 7. (1) The goverig body of a school must appraise the performace of the head teacher i respect of each appraisal period applyig i relatio to that head teacher. (2) I appraisig the performace of the head teacher, the goverig body of a school must cosult the exteral adviser appoited uder regulatio 4. (3) The head teacher of a school must appraise the performace of every other teacher employed at that school i respect of each appraisal period applyig i relatio to the teacher. (4) The goverig body of a school must exercise its fuctios so as to secure that the duty i paragraph (3) is complied with. 30

27 (5) A local authority must appraise the performace of each uattached teacher employed by that authority i respect of each appraisal period applyig i relatio to the teacher. (6) I makig a appraisal uder paragraph (1), (3) or (5) the goverig body, head teacher or local authority (as the case may be) must (a) assess the teacher s performace of their role ad resposibilities durig the appraisal period i questio agaist (i) the stadards applicable to that teacher by virtue of regulatio 6; ad (ii) the teacher s objectives set uder regulatio 6; (b) assess the teacher s professioal developmet eeds ad idetify ay actio that should be take to address them; ad (c) where relevat uder the Documet, iclude a recommedatio relatig to the teacher s pay. (7) I paragraph (6) the Documet meas the documet referred to i ay order made uder sectio 122 of the Act for the time beig i force. Appraisal report 8. (1) As soo as practicable followig the ed of each appraisal period applyig i relatio to a teacher, the goverig body, head teacher or local authority (as the case may be) must provide the teacher with a writte report of the teacher s appraisal i respect of that appraisal period. (2) A report uder paragraph (1) must record the assessmets metioed i regulatio 7(6)(a) ad (b) ad ay recommedatio uder regulatio 7(6)(c). (3) The goverig body of a school must exercise its fuctios so as to secure that the duty i paragraph (1) is complied with. Revocatio ad savig etc. 9. (1) Subject to paragraph (2), the Educatio (School Teacher Performace Maagemet) (Eglad) Regulatios 2006(a) ( the 2006 Regulatios ) are revoked. (2) The 2006 Regulatios cotiue to apply i relatio to ay cycle which is i progress at the comig ito force of these Regulatios. (3) But (a) a goverig body of a school may determie, i relatio to ay teacher employed at that school, ad (b) a local authority may determie, i relatio to ay uattached teacher it employs, that the cycle applyig i respect of that teacher which is i progress at the comig ito force of these Regulatios comes to a ed earlier tha it would have doe uder the 2006 Regulatios. (4) I this regulatio cycle has the same meaig as i the 2006 Regulatios. 17th Jauary 2012 Nick Gibb Miister of State Departmet for Educatio Appoitmet of reviewers for head teachers 10. (1) Subject to the followig paragraphs of this regulatio, the goverig body of the school shall be the reviewer for the head teacher. EXPLANATORY NOTE (This ote is ot part of the Regulatios) These Regulatios revoke ad replace the Educatio (School Teacher Performace Maagemet) (Eglad) Regulatios Those Regulatios cotiue to apply i relatio to performace maagemet ad review cycles uder regulatios 12 ad 26 of the 2006 Regulatios which are i progress whe these Regulatios come ito force (although a goverig body or local authority (as the case may be) may decide to curtail ay performace maagemet ad review cycle i progress whe these Regulatios come ito force) (regulatio 9). These Regulatios apply to teachers whose pay ad coditios are determied by a order of the Secretary of State uder sectio 122 of the Educatio Act 2002 who are employed for oe school term or more, other tha those who are udergoig a iductio period or who are the subject of capability procedures. Regulatio 3 requires goverig bodies (i respect of teachers employed at a school) ad local authorities (i respect of uattached teachers) to have a writte documet settig out the appraisal process. Uattached teachers are teachers employed by a local authority who are ot attached to a particular school or who are employed otherwise tha at a school (for example teachers employed at a pupil referral uit). Regulatio 5 establishes the appraisal period i relatio to teachers to whom the Regulatios apply. (a) S.I. 2006/2661, ameded by S.I. 2010/

28 Regulatio 6 requires head teachers (i respect of teachers, other tha the head teacher, employed at a school), goverig bodies (i respect of a head teacher employed at a school) ad local authorities (i respect of uattached teachers) to set objectives for teachers ad iform each teacher of the stadards agaist which that teacher s performace is to be assessed. Such stadards must be the set of stadards cotaied i the documet etitled Teachers Stadards published by the Secretary of State i July 2011 (which ca be foud at ad may iclude ay other set of stadards relatig to teachers performace published by the Secretary of State as the head teacher, goverig body or local authority determies as beig applicable to the performace of that teacher. A goverig body must cosult the exteral adviser (appoited uder regulatio 4) i settig objectives for a head teacher. Regulatio 7 requires the aual appraisal of the performace of teachers, which must iclude a assessmet of the teacher s performace agaist the appropriate stadards ad that teacher s objectives, a assessmet of the teacher s professioal developmet eeds ad, where relevat, a recommedatio o the teacher s pay. A goverig body must cosult the exteral adviser (appoited uder regulatio 4) i appraisig a head teacher s performace. The teacher must be give a writte report recordig the appraisal (regulatio 8). A impact assessmet has ot bee produced for this istrumet as o impact o busiess, charities ad volutary bodies is foresee ad the impact o the public sector will be miimal. 32

29 ANNEX 2 Statutory provisios goverig performace maagemet (appraisal) The Educatio (School Teachers Appraisal) (Eglad) Regulatios 2012 The 2012 Regulatios state that teachers should be appraised agaist the Teachers Stadards. The NASUWT believes that appraisal should begi with the assumptio that all teachers, uless there is evidece to the cotrary, are meetig the Stadards. This approach complies with the 2012 Regulatios. Other key poits to remember iclude: there are oly eight Stadards that relate to teachig; additioal wordig/qualificatio/exemplificatio should ot be icluded i the Stadards; ad there is o requiremet for teachers to provide evidece that they have cotiued to meet each Stadard. Other importat requiremets of the 2012 Regulatios: teachers must be give documetatio settig out the appraisal process; i most circumstaces, the appraisal cycle is 12 moths; ad objectives must relate to the cotractual roles ad resposibilities of teachers. NB The Departmet for Educatio s (DfE s) model policy o appraisal also provides for: teachers to be provided with traiig ad support to meet their objectives; ad teachers to be provided with feedback o their performace throughout the year ad as soo as practicable after ay classroom observatio. The School Teachers Pay ad Coditios Documet The relevat body must cosider aually whether or ot to icrease the salary of teachers who have completed a year of employmet sice the previous aual pay determiatio ad, if so, to what salary withi the relevat pay rages. The decisio whether or ot to award pay progressio must be related to the teacher s performace. A recommedatio o pay must be made i writig as part of the teacher s appraisal report. Pay decisios must be clearly attributable to the performace of the teacher i questio. Cotiued good performace, as defied by a idividual school s pay policy, should give a classroom or uqualified teacher a expectatio of progressio to the top of their respective pay rage. Qualified teachers may apply to be paid o the upper pay rage at least oce a year i lie with their school s pay policy. A applicatio from a qualified teacher will be successful where the relevat body is satisfied: that the teacher is highly competet i all elemets of the relevat Stadards; ad that the teacher s achievemets ad cotributio to a educatioal settig or settigs are substatial ad sustaied. 33

30 ANNEX 3 Classroom observatio Classroom observatio is a importat elemet of the performace maagemet process i may schools. However, it is critical that where it is udertake, classroom observatio is used i a way that is proportioate, costructive ad based o the eeds of idividual teachers. This Aex sets out some of the key features of effective school-level practice o the coduct of classroom observatios. The extet of classroom observatio The NASUWT s actio short of strike actio istructios make clear that members are istructed ot to participate i ay form of maagemet-led classroom observatio i ay school that refuses to operate a policy of a limit of a total of three observatios for all purposes withi a total time of up to three hours per year (cotact with the NASUWT should be made if schools do ot operate this limit). Members should also refuse to coduct classroom observatios of their colleagues or those they lie maage where the school has failed to adopt the provisios of the NASUWT performace maagemet checklist ad classroom observatio protocol, or where coductig the observatio would breach the terms of the istructio o the limit o observatio. Further iformatio o the actio short of strike actio istructios, icludig the NASUWT performace maagemet checklist ad protocol for the coduct of lesso observatios, ca be foud at This ote should be read i cojuctio with both these documets. The Uio s experiece cofirms that it is possible for schools to operate effective systems of appraisal while operatig withi this limit o classroom observatio. Schools operatig this limit have achieved good ad outstadig i Ofsted ispectios. However, it is importat to recogise that classroom observatio udertake outside performace maagemet also couts towards this limit. Observatios withi this limit therefore iclude observatio arisig from learig walks, pupil trackig/shadowig, departmetal ad subject reviews, pre-ispectio visits, drop-is, mock ispectios ad ay other iitiatives which ivolve classroom observatio. While local authorities have a right to itervee i schools causig cocer, they do ot have a statutory right to observe teachers. The NASUWT istructio ad limit, therefore, also covers observatio as a result of local authority itervetio. Classroom observatio ot withi the limit It should be oted that some observatios do ot cout towards the overall limit. I particular, observatios carried out by Ofsted ispectors are ot covered by the istructio. Observatio of teachers by traiee teachers, providig that the observatio, the programme of observatio ad the focus of the observatio have bee agreed with the teachers who will be observed, are also excluded from the overall limit. Classroom observatio ad schools i a Ofsted category It is importat to ote that the fact that a school has bee placed ito a Ofsted category, such as iadequate or requires improvemet, does ot justify icreases i the extet of classroom observatio beyod that permitted by the NASUWT s actio short of strike actio istructios. Simply icreasig classroom observatio i these circumstaces is uacceptable as it is the quality ad ot the quatity of observatio which provides the best support to teachers workig i schools i Ofsted categories. 34

31 The quality of observatios withi the parameters of the istructio should be able to address ay of the issues arisig cocerig teachig ad learig ad therefore the istructio must cotiue to be applied i these circumstaces. Peer observatios Some schools have a process of volutary peer observatio for professioal developmet purposes. Where a teacher believes that they would beefit from beig observed by a colleague of their choice, or from observig a colleague of their choice, ad the outcome of the observatio is simply a matter of professioal discussio betwee two colleagues, this would ot be covered by the istructio. However, if the school has imposed the system of peer observatio or has formalised the process ad the observatios are recorded, logged ad/or fed ito the performace maagemet moitorig process, the these would be viewed as formal observatios ad would be covered by the limit ad the istructio. Newly qualified teachers This istructio o the limit of classroom observatio does ot automatically apply to ewly qualified teachers i their iductio year. However, they should ot be subjected to ulimited ad excessive observatio. A bechmark for what would be deemed reasoable is a observatio i the first four weeks i post ad the oe observatio per half term i schools operatig a three-term year. This meas a total of six times durig the first year for those who are workig full time ad pro rata for those workig part time. Ay ewly qualified teacher who is receivig more observatio tha this should cotact the NASUWT immediately for advice. Classroom observatio ad performace maagemet The school s performace maagemet policy should cotai a classroom observatio protocol which sets out how classroom observatio will be coducted. It is essetial to ote that classroom observatio should ot be udertake for its ow sake. There must be a clear ratioale for ay observatio to be udertake. If the outcome of the reviewee/reviewer discussio is that classroom observatio is eeded, there should be a specified focus for each observatio ad the amout idetified withi the three-hour limit. The three-hour limit is a maximum, ot a stadard, ad there is o eed for ay or all of the three hours to be used. The amout of lesso observatio should be proportioate to the eeds of the idividual. The focus of the classroom observatio should relate to the objectives established durig the plaig meetig. This allows for sufficiet attetio to be give to a idetified area of practice ad thereby esures that classroom observatio works to support the professioal developmet of teachers. It is extremely poor practice for classroom observatios to be coducted without a clear focus. The focus should be agreed i advace of the observatio at the plaig meetig followig professioal dialogue ad discussio. The date, time ad duratio of the observatio should also be agreed at the plaig meetig. Before ay classroom observatio is coducted, there should be a opportuity for the reviewer ad reviewee to meet withi directed time i order that the cotext of the lesso to be observed ca be discussed. Observatio by a qualified teacher The reviewee should be clear about who will be coductig the classroom observatio. It may be the reviewer but it does ot have to be. However, whoever does the observatio must be a qualified teacher 35

32 who should have had adequate preparatio ad have the appropriate skills to give timely writte ad oral feedback. I lie with the NASUWT s actio short of strike actio istructios, members should oly participate i observatios coducted by a colleague with Qualified Teacher Status (QTS). The oly exceptio to this provisio may occur whe a teacher is observed by a Ofsted ispector without QTS. The coduct of the observatio ad post-observatio feedback I March 2015, Ofsted published, Ofsted ispectio clarificatio for schools. This documet cofirms that Ofsted does ot award grades for the idividual lessos ispectors observe. Durig the observatio, it is good practice for the observer to iterfere as little as possible i the lesso process. By remaiig i the backgroud, the impact of the presece of a additioal teacher kow to the pupils ca be miimised. Where it is reasoable for the observer to take o a more active role i the observatio, for example, by speakig with idividual pupils or groups about their work, this should be udertake as uobtrusively as possible. The observer should seek ot to speak to or otherwise disrupt the teacher beig observed. After the observatio, oral feedback should be give as soo as possible, o later tha the ed of the followig workig day. It must be give durig directed time i a suitable, private eviromet. Time for preparatio ad feedback for classroom observatio should be made available, i additio to cotractual plaig, preparatio ad assessmet (PPA) time. The NASUWT s classroom observatio protocol ad actio short of strike actio istructios make clear that writte feedback should be provided withi five workig days of the observatio takig place. If issues have emerged from a observatio that were ot part of the focus of the observatio as recorded i the plaig ad review statemet, these should also be covered i the writte feedback ad the appropriate actio discussed with the teacher. The istructios ad protocol also cofirm that the writte record of feedback must iclude the date o which the observatio took place, the lesso observed ad the legth of the observatio. The teacher should be give the right to apped writte commets o the feedback documet ad o writte otes i additio to the writte feedback ad teacher s commets should be kept. The reviewer will be give sufficiet time withi the school day to put i writte form the coclusios agreed with the reviewee o the outcomes of the classroom observatio. The protocol ad istructios cofirm that teachers will have access to all writte accouts of the observatio after their lessos ad, if they request, copies will be provided. Ofsted has emphasised that it does ot grade teachers performace i lessos observed durig ispectios. Therefore, attempts by schools to use Ofsted grades to assess teachers performace i observed lessos are iappropriate. Further iformatio about the use of Ofsted grades ca be foud o the NASUWT website at Observatios by pupils The actio short of strike actio istructios make clear that members should ot agree to be observed by pupils or orgaise ay activity or co-operate with ay activity which would ivolve pupils observig teachers or commetig o their performace. Teachig is a highly complex professioal activity. It is therefore importat that teachers assert their professioalism ad isist that observatios of their practice ad ay evaluatio based o these observatios are udertake by those with suitable qualificatios. Observatios by goverors Members should ot agree to classroom observatios by school goverors for the reasos outlied above. 36

33 ANNEX 4 37

34 ANNEX 5 HOW TO SHEETS Itroductio Schools have a major part to play i creatig the coditios for idividual reviewers ad reviewees to work effectively i udertakig their roles ad resposibilities withi the performace maagemet process. The followig how to sheets address issues aroud creatig the right eviromet for performace maagemet i the school. It is vital that the developmet ad implemetatio of performace maagemet is viewed as a whole school process: a clear sese of owership should be promoted by egagig everyoe fully i the process; parameters should be set to esure parity of treatmet, fairess ad cosistecy; priciples ad practices of performace maagemet should be fully itegrated ito whole school activities withi a overarchig, coheret framework. It is essetial that all staff are iformed about ad uderstad the performace maagemet process ad their role i it. Fairess ad cosistecy Esure that: all reviewers are prepared ad supported i carryig out reviews ad classroom observatio cosistetly ad i lie with the provisios of the performace maagemet policy; judgemets are securely based ad solidly rooted i evidece; teachers who provide support are fully aware of their role; moitorig arragemets are clearly uderstood ad applied cosistetly; appeals provisios are clearly specified. Itegratio ito whole school activities Esure that: there are clear liks betwee performace maagemet ad budget-plaig processes to esure traiig ad developmet eeds are met ad that appropriate time ca be allocated to support all aspects of the process; objectives reflect the school improvemet/developmet pla; the school s cotiuig professioal developmet (CPD) pla is ot static ad ca take accout of idividual eeds that emerge from the performace maagemet process; evidece collected from classroom observatio is used appropriately to iform other whole school processes to avoid the eed for additioal observatios; schools eed to demostrate the liks betwee their performace maagemet policies ad school improvemet, school self-evaluatio ad school developmet plaig; differet school processes should be liked together to make sure that bureaucracy ad workload are kept to a miimum. Data geerated through performace maagemet (for istace, quality of teachig provisio) should be used appropriately to iform other processes such as school improvemet ad school self-evaluatio; 38

35 the school self-evaluatio ad developmet plaig processes ca help to ifluece ad iform objective settig for idividuals by highlightig priorities. These priorities ca the be traslated ito CPD opportuities that develop a teacher s practice. As a result, both the idividual s ad the school s objectives are aliged, with a major focus o raisig the stadards of teachig ad learig. Schools will eed to make sure, for example, that: performace maagemet is see as oe cotiuous streamlied process that is liked with the other school processes of school improvemet ad school self-evaluatio, all of which help the school to focus o its quality of teachig ad the impact o stadards; processes are refied to make evidece of performace fit for all school purposes, to avoid exceedig the limit for classroom observatio ad to reduce uecessary workload; policies ad procedures are reviewed ad updated if ecessary so that they are coheret with each other; for example, the school s pay ad performace maagemet policies should be cosistet; the process by which pay determiatios are made should be stated clearly i the school s pay policy ad reflect how pay recommedatios are made by reviewers. 39

36 HOW TO: ADDRESS ISSUES OF EQUALITY, FAIRNESS AND DIVERSITY Key poits Schools have a legal duty ot to discrimiate o the grouds of age, sex, sexual orietatio, religio or belief, race, disability, part-time cotracts ad trade uio membership. The provisios of the legislatio mea that schools must also demostrate how they promote equality of opportuity. Every school should already have a equal opportuities policy which should reflect this duty. Schools eed to make sure that performace maagemet operates i a cosistet maer, while recogisig ad takig accout of the eeds ad circumstaces of each idividual. Schools eed to implemet performace maagemet arragemets i a way that: takes full accout of equal opportuities cosideratios i the cotext of the school ad fully addresses the employer s equalities duties; esures that the impact ad outcomes are appropriately moitored ad reported; cotributes to the school s overall review of its equal opportuities resposibilities; recogises ad takes accout of the eeds of each idividual. Cosideratios Schools will eed to make sure, for example, that i takig accout of equal opportuities cosideratios: the scope of the school s equal opportuities policy is agreed i relatio to staff employmet ad that it is cosistet with the statutory requiremets uder the legislatio; staff are cosulted o the arragemets for esurig equal opportuities, fairess ad cosistecy i performace maagemet ad ay chages that might be eeded to be made to the equal opportuities policy, ad agreemet is sought with the NASUWT ad other trade uios; the provisios of the school s equal opportuities policy are reviewed regularly to make sure that it covers all areas of ulawful discrimiatio as set out i the legislatio; the data which the school curretly collects or has access to relatig to equal opportuities for its staff is reviewed to support the operatio of the school s performace maagemet policy, to avoid duplicatig data collectio arragemets ad to esure fitess for purpose; the equal opportuities policy ad performace maagemet policy are commuicated to all staff; all staff ad goverors are aware of the beefits ad implicatios of equal opportuities for their roles as reviewers ad reviewees. Moitorig, report ad review Schools will eed to make sure that the critical stages i the performace maagemet process are moitored, icludig that: the school budget-settig process is iformed by idividual traiig ad developmet eeds idetified i the plaig meetig, icludig objectives ad performace success criteria; the school s iformatio maagemet system is reviewed to cosider how it ca help to geerate equal opportuities moitorig reports; 40

37 practical arragemets for collectig, aalysig ad storig data are reviewed to make sure that equal opportuities data is used sesitively ad that cofidetiality is assured; all staff are advised about the purpose of data collectio, how data will be used ad how cofidetiality with regard to persoal iformatio will be safeguarded; a format is idetified for regular reportig o the equal opportuities impact of the school s performace maagemet policy, without idetifyig idividuals or compromisig the priciple of cofidetiality; resposibility is assiged for aalysig the data ad arragemets put i place to support this process; the aual review of the school s performace maagemet arragemets will cotribute to the school s review of its duties o equal opportuities. Takig accout of the eeds of each idividual Schools will eed to make sure that: a cosistet approach is applied to the appoitmet of reviewers; resposibility for the coduct of reviews is distributed equitably across reviewers; reviewees are fully aware of how the performace maagemet process will affect them ad of their etitlemets durig the process; the timig withi directed time of plaig ad review meetigs is discussed with the reviewee as far i advace as possible; the specific eeds ad circumstaces of idividuals are take ito accout whe agreeig objectives, performace criteria ad arragemets for classroom observatio, icludig the eed for reasoable adjustmets o grouds of disability, part-time cotracts, materity ad log-term absece; reviewees are ecouraged to otify reviewers as soo as possible of ay factors that might impact o their performace ad which should be take ito accout durig the plaig ad review process (e.g. materity). 41

38 HOW TO: USE THE TEACHERS STANDARDS Itroductio This How to provides iformatio, advice ad guidace o the use of the Teachers Stadards for the purposes of the formal appraisal/performace maagemet of teachers ad i the formatio of judgemets at school level about the quality of teachig ad learig. It describes the legal status of the stadards, their relatioship with the appraisal process ad features of acceptable practice with regard to their use. This iformatio should be read i cojuctio with the NASUWT s advice ad guidace for members o appraisal ad performace maagemet, available from the NASUWT website at The Uio has published separate guidace o the use of the stadards i the statutory iductio of ewly qualified teachers. This is also available from the NASUWT website. The scope ad applicability of the Teachers Stadards The Teachers Stadards came ito effect o 1 September The Teachers Stadards are iteded to be used for a rage of purposes. These iclude: assessig the suitability of those i Iitial Teacher Traiig (ITT) for the award of Qualified Teacher Status (QTS); assessmet of the competece of ewly qualified teachers at the ed of their period of statutory iductio; the appraisal of qualified teachers i maitaied settigs as part of revised appraisal arragemets itroduced i September 2012; by Ofsted whe assessig the quality of teachig ad learig i schools, icludig academies ad free schools; ad by the Teachig Agecy whe hearig cases of miscoduct, regardless of the settig withi which a teacher works. Qualified Teacher Learig ad Skills (QTLS) status ad the Teachers Stadards It is importat to ote that the Departmet for Educatio (DfE) has implemeted chages to the statutory framework for staffig i maitaied schools that permit the employmet of persoel with Qualified Teacher Learig ad Skills (QTLS) status as qualified teachers. Maitaied schools have bee give the discretio to make use of the Teachers Stadards i the appraisal of these staff or to use ay other set of professioal stadards they deem appropriate. It is therefore importat that effective accout is take of the stadards applied to QTLS holders i the developmet of school-level approaches to the use of the Teachers Stadards. Arragemets for the use of the Teachers Stadards i schools While all the iteded uses of the Teachers Stadards are sigificat, this guidace is focused pricipally o the use of the Teachers Stadards for the purposes of performace maagemet/appraisal ad i establishig commo uderstadigs at school level about expectatios i respect of teachig ad learig. At the outset, however, it is importat to recogise that the Regulatios goverig appraisal for teachers, the Educatio (School Teachers Appraisal) (Eglad) Regulatios 2012, do ot apply i academies ad free schools. Therefore, there is o legal obligatio o these schools to make use of the 42

39 Teachers Stadards i their appraisal or performace maagemet processes. However, the use by Ofsted of the Teachers Stadards i formig judgemets about the quality of teachig ad the effectiveess of academies ad free schools performace maagemet process meas that it is importat that the priciples of acceptable practice with regard to the applicatio of the Stadards set out i this guidace iform approaches to their implemetatio ad use i academies ad free schools. It is imperative that all schools establish a clear, cosistet ad equitable protocol o the ways i which the Teachers Stadards will be iterpreted ad applied i practice, particularly i the cotext of schools polices o appraisal ad i the formatio of orgaisatio-wide expectatios about teachig ad learig. The protocol must be developed i full cosultatio with the NASUWT ad must be reviewed at regular itervals to esure its cotiued effectiveess ad appropriateess. The ature of the Teachers Stadards ad the ways i which they might ifluece the work of teachers meas that their specific implicatios for teachers will vary accordig to: the type of settig i which teachers are deployed; the particular requiremets of the subject areas they teach; ad the age ad developmetal stage of the pupils for whom they are resposible. It is therefore ot appropriate or ecessary to seek to establish precise defiitios of each of the Stadards. However, the NASUWT has idetified a rage of key priciples that must be reflected i protocols o the applicatio of the Teachers Stadards, i all settigs where they are used. These priciples are explaied i further detail below. Cocers about the iterpretatio ad applicatio of the Teachers Stadards should be referred to the NASUWT. Priciples for acceptable practice o use of the Teachers Stadards The Teachers Stadards that relate to teachig are comprised of eight Stadards oly The Teachers Stadards are orgaised ito three mai sectios. Part Oe is comprised of eight Stadards that relate to teachig. Part Two sets out the Stadards for professioal ad persoal coduct. The Preamble to Part Oe ad Part Two seeks to summarise the values ad behaviour that all teachers must demostrate throughout their careers but is ot iteded to be iterpreted as a additioal discrete Stadard. 1 Each Stadard i Part Oe is accompaied by a umber of bulleted sub-headigs. However, the DfE has made clear that these sub-headigs do ot costitute Stadards i their ow right. The subheadigs merely seek to amplify the Stadards ad provide cotextual iformatio to support the iterpretatio of the Stadards i every coceivable circumstace where their use may be madatory. 2 There is therefore o statutory or legal requiremet for teachers performace to be evaluated with referece to the aspects of professioal practice described i the sub-headigs. Protocols for the use of the Teachers Stadards i schools must be based o the clear uderstadig that there are oly eight statutory Stadards i relatio to teachig that ca be applied to the appraisal of teachers. 43

40 Appraisal of teachers should begi from a assumptio that the Teachers Stadards are beig met Give that the stated aim of the Teachers Stadards is to establish the miimum level of practice expected of teachers i Eglad, 3 it follows that, without clear ad compellig evidece to the cotrary, all teachers should be assumed to be udertakig their professioal roles ad resposibilities i a way cosistet with the requiremets of the Stadards. It is ot acceptable to establish approaches to the appraisal based o the presumptio that teachers are ot meetig the Teachers Stadards with the ous of proof placed o teachers to demostrate that they are doig so. The Teachers Stadards are ot to be used as a checklist for appraisal or performace maagemet The Regulatios goverig performace maagemet/appraisal i maitaied schools iclude a provisio that teachers performace must be assessed agaist the Teachers Stadards. 4 However, the DfE has ot prescribed i the Regulatios or i ay accompayig guidace, the way i which this provisio should be iterpreted i practice. It is therefore clear that statutory requiremets to assess teachers agaist the Stadards do ot ecessitate a approach to appraisal i which teachers performace is checked agaist every Stadard. The NASUWT is clear that such a approach would fail to take ito effective accout the fact that ay framework of effective professioal stadards should be regarded as a holistic set of itegrated compoets rather tha a crude checklist of features of professioal practice. Istead, the assumptio that teachers, i the absece of ay clear ad compellig evidece to the cotrary, are meetig the Stadards should be regarded as sufficiet to satisfy the legal requiremet to assess teachers agaist the Stadards. However, this does ot prevet the Stadards beig used as a tool to assist teachers ow reflectio o their professioal practice or their career, pay or professioal developmet aspiratios. I the cotext of appraisal udertake as a positive ad supportive process of professioal dialogue ad evaluatio of practice, the Stadards ca be used to support the idetificatio of objectives i the appraisal cycle. More iformatio ad guidace about the settig of appraisal objectives ca be foud i the NASUWT s practical guides o appraisal. Additioal wordig should ot be substituted ito the Teachers Stadards The DfE s guidace o the Stadards makes clear that it is ot appropriate to substitute additioal descriptors for the wordig used i the Teachers Stadards.5 Schools should therefore ot seek to augmet the Stadards or add additioal requiremets i respect of the Teachers Stadards beyod those cotaied withi the statutory versio published by the DfE. Teachers do ot have to provide evidece that they have cotiued to meet each Stadard The settig of objectives as part of the appraisal process should esure that appraisers have access to sufficiet evidece to allow for a judgemet to be made that teachers performace cotiues to be effective ad that the Teachers Stadards are therefore beig met. As a result, there should be o expectatio i schools appraisal policies for teachers to geerate ad collate evidece that they are meetig each of the Teachers Stadards. It should also be oted that there is o requiremet for teachers to provide evidece that they are meetig each of the Stadards i the Regulatios goverig appraisal i maitaied schools. Appraisal reports do ot require detailed assessmets of teachers performace agaist the Stadards The Appraisal Regulatios require that teachers writte appraisal reviews must iclude a assessmet of their performace agaist the Stadards agaist which they are beig assessed. However, the DfE s guidace o the Teachers Stadards cofirms that there is o prescribed method of recordig this assessmet. It is therefore ot ecessary for schools to record detailed assessmets agaist each of 44

41 the Teachers Stadards. Give that, uless there is clear ad compellig evidece to the cotrary, a assumptio should be made that teachers are meetig the Stadards, there is o eed for schools to do ay more to comply with the requiremets of the Regulatios i these circumstaces tha to cofirm that this is the case. The Teachers Stadards should ot be applied differetly accordig to teachers positio o the pay scale Arragemets i schools i which attempts are made to impose differet iterpretatios of the requiremets of the Teachers Stadards accordig to the positio of teachers o the pay scale are uacceptable. The Teachers Stadards Review Group, the body tasked by the DfE with developig the Teachers Stadards, explicitly rejected ay requiremet for the Stadards to be employed i this way. The DfE has cofirmed this view ad has stated clearly that it is ot ecessary or helpful for schools to adopt rigid models that seek to set out exactly what the Teachers Stadards mea for teachers at differet poits of the pay scale. The Teachers Stadards do ot replace key statutory ad cotractual terms ad coditios of employmet for teachers While the Teachers Stadards are costituted o a statutory basis, it is importat for protocols i schools to recogise explicitly that they do ot replace or override teachers other key cotractual ad statutory rights. I particular, the Teachers Stadards do ot replace the professioal duties ad resposibilities set out i the School Teachers Pay ad Coditios Documet (STPCD). The Teachers Stadards should also ot be regarded as a cotract of employmet or a job descriptio. Nothig i the Teachers Stadards militates agaist the right of teachers ad school leaders to take lawful idustrial actio. Schools must be able to demostrate that the Teachers Stadards will be applied o a equitable basis for all relevat teachers Schools are uder a legal resposibility to esure that they apply the Teachers Stadards i a way that does ot discrimiate ulawfully o the grouds of sex, race, disability, age, religio or belief, sexual orietatio, part-time workig, fixed-term cotract or trade uio activities. Schools must also demostrate how they promote equality of opportuity with regard to their use of the Teachers Stadards. It is particularly clear from this requiremet o schools that the establishmet of practices withi the cotext of appraisal whereby schools seek to apply the Teachers Stadards as a checklist of requiremets o teachers are likely to be highly problematic i terms of the obligatio o schools to esure that use of the Stadards does ot lead to outcomes that might potetially discrimiate agaist staff. Adherece by schools to the priciples set out i this guidace will assist schools i esurig that their practices do ot udermie their obligatios i respect of discrimiatio ad equality of opportuity. Further iformatio about the equality dimesios of appraisal practices ca be foud i the NASUWT s practical guidace o appraisal DfE (2012). Teachers Stadards: How will they be used? 4 Educatio (School Teachers Appraisal) (Eglad) Regulatios ( 2012/115/cotets/made), retrieved o 24/08/12. 5 DfE (2012). Teachers Stadards: Myths ad Facts. 45

42 HOW TO: SECURE THE EFFECTIVE PREPARATION AND SUPPORT OF REVIEWERS Key poits The effective preparatio ad support of reviewers is cetral to realisig the beefits of performace maagemet, as reviewers are resposible for makig sure that key elemets of the process are udertake fairly ad cosistetly. These iclude settig objectives, agreeig performace success criteria ad usig them to assess progress, determiig the reviewee s support, traiig ad developmet eeds ad how these will be met ad, where a reviewee is eligible, makig a pay recommedatio. Schools, therefore, will eed to make sure that reviewers have the specific kowledge, skills ad uderstadig they eed to carry out their resposibilities effectively. They will also eed to cosider the overall burde o each reviewer i terms of the umber of reviewees for whom they are resposible, ad how may reviews a idividual reviewer ca udertake effectively. Cosideratios Schools will eed to make sure, for example, that: all those actig as reviewers: uderstad the school s policies ad procedures, ad how performace maagemet fits ito the wider cotext of teachers professioal developmet; have copies of all the relevat documets, icludig: the reviewee s job descriptio; ay relevat pay progressio criteria; ay relevat whole school or team objectives as specified i the school developmet/improvemet pla; the Teachers Stadards; uderstad the impact ad implicatios of equal opportuities o the performace maagemet process; are cofidet i evaluatig evidece, icludig through classroom observatio; have access to ay statistical data that both reviewer ad reviewee cosider essetial; are able to provide costructive feedback ad egage i positive dialogue with the reviewee; are aware of the resources available to support teachers developmet both withi ad beyod the school; there are opportuities for reviewers, durig directed time, to share kowledge, lear from each other ad alig practice; arragemets are i place to make use of the expertise of curret reviewers to prepare ad support those takig o this role i future. 46

43 HOW TO: EQUALITY-PROOF THE SCHOOL PAY POLICY All schools are required to have a pay policy which sets out the basis o which the pay ad pay progressio of teachers will be determied. The pay policy should be agreed with the NASUWT ad subject to regular review. Itroductio I accordace with the provisios of the Equality Act 2010 (sectio 149), schools are uder a statutory duty to: elimiate discrimiatio, harassmet, victimisatio ad ay other coduct that is prohibited by or uder the Act; advace equality of opportuity betwee persos who share a relevat protected characteristic ad persos who do ot share it; foster good relatios betwee persos who share a relevat protected characteristic ad persos who do ot share it. The law defies protected characteristics as age, disability, geder reassigmet, marriage ad civil partership, pregacy ad materity, race, religio or belief, sex ad sexual orietatio. The equality duty meas that schools must have due regard to the above matters i relatio to the maagemet of their pay policies. The school pay policy The school s pay policy will eed to esure that the school is meetig the equality duty. As a miimum, the school will eed to esure fair access to the pay system at the school ad must ot: treat a teacher less favourably tha aother teacher because they have a protected characteristic; provide rules or procedures which have (or would have) a worse impact o teachers who share a particular protected characteristic tha o people who do ot have that protected characteristic, uless this ca be show to be objectively justified; treat a teacher less favourably tha aother teacher because they are associated with a perso who has a protected characteristic; treat a teacher less favourably tha aother teacher because of a perceptio that the teacher has a protected characteristic; treat a teacher badly or victimise them because they have complaied about discrimiatio or helped someoe else complai, or doe aythig to uphold their ow or someoe else s equality law rights; harass a teacher because of the teacher s protected characteristics; prevet employees from makig a relevat pay disclosure (i.e. for the purpose of fidig out whether or to what extet there is ulawful pay discrimiatio) to ayoe, or prevet employees from seekig such a disclosure from a colleague or a former colleague. I additio, the school must: make such reasoable adjustmets as ecessary to esure a disabled teacher has the same access as a o-disabled teacher to the pay system ad to opportuities for pay progressio. Less favourable treatmet may iclude: payig teachers who have a particular protected characteristic less tha other teachers who do ot have this protected characteristic; 47

44 havig a rule i the pay policy that restricts access to pay progressio o the basis of a teacher s level of absece from work; deyig pay progressio to a teacher because they have egaged i a discussio with a trade uio represetative about beig paid differetly because of their protected characteristic; deyig a teacher pay progressio because they have complaied about beig subject to harassmet at work. The school should: make sure it kows why it is payig teachers differetly; check that teachers who share particular protected characteristics are ot treated less favourably tha other teachers; coduct a equal pay audit to examie the pay profile of staff with protected characteristics; apply a trasparet, structured, pay system rather tha oe that relies o maagerial discretio. The NASUWT Model School Pay Policy has bee desiged to eable schools to apply a trasparet, structured ad fair pay system. Issues for the school to address 1. Cofirm that the school is committed to meetig the equality duty the school has agreed a equal opportuities policy i relatio to staff employmet which has bee developed i cosultatio with staff ad trade uios; the school s equal opportuities policy has bee reviewed to esure it complies with the relevat legislatio, regulatios ad statutory guidace; the school s pay policy has bee developed i accordace with the school s equal opportuities policy ad the school s equality duty; the school s equal opportuities policy ad the pay policy are commuicated to all staff at the school; all staff, icludig lie maagers, have received traiig provided by the school o the operatio of the equal opportuities policy ad the pay policy; the goverig body has received traiig about the equal opportuities policy ad the implicatios of the Equality Act 2010; staff ad the goverig body: receive iformatio ad advice o their resposibilities uder the statutory equality duty; are provided with adequate evidece to eable them to uderstad the potetial effects of their decisios o the protected groups covered by the equality duty; are expected actively to cosider equality implicatios prior to makig decisios i coectio with the pay policy. 2. Esure that the operatio ad impact of the pay policy are reviewed appropriately the school cosults with staff ad with the recogised trade uios o the arragemets for equalities moitorig, record-keepig ad reportig uder the pay policy; the school has i place a clear mechaism for moitorig ad reportig o the operatio ad impact of all aspects of the pay policy, takig accout of: the distributio of teachers across the pay rages at the school, icludig: uqualified teacher pay rage leadig practitioer pay rage mai pay rage leadership spie upper pay rage 48

45 the outcome of teachers performace maagemet/appraisal, icludig: teachers whose performace review was usatisfactory teachers whose performace review was satisfactory teachers o a capability procedure decisios regardig teachers aual salary determiatio, icludig: uqualified teacher pay rage leadig practitioer pay rage mai pay rage leadership spie upper pay rage the award of allowaces ad other paymets, icludig: TLR1 SEN allowaces TLR2 recruitmet ad retetio paymets TLR3 other allowaces ad paymets the determiatio of the salaries of teachers ewly appoited at the school; teachers who are eligible for pay progressio; teachers who apply or are cosidered for pay progressio; the outcome of decisios o the pay progressio of teachers at the school; teachers who submit pay appeals; the outcome of decisios i respect of pay appeals by teachers at the school. the school moitors the operatio ad impact of the pay policy (as above) with due regard to teachers with the followig protected characteristics: age disability geder reassigmet marriage ad civil partership pregacy ad materity race religio or belief sex sexual orietatio the school reviews the operatio ad impact of the pay policy to esure that it does ot discrimiate agaist teachers who: are trade uio members or ot members of a trade uio; are employed o fixed-term/temporary cotracts; are employed o part-time or job-share cotracts. the school recogises ad respects the persoal ad sesitive ature of equalities data ad acts i accordace with its obligatios uder the Data Protectio Act; the school has agreed arragemets to discuss with the trade uios equalities data relatig to the pay policy; the school reviews its compliace with the equality duty at least aually; practical arragemets for collectig, aalysig ad storig data are reviewed ad resposibility for these tasks are assiged appropriately. 3. The school takes ito accout the eeds of each idividual the particular eeds ad circumstaces of idividuals are take ito accout whe agreeig objectives, performace criteria ad arragemets for classroom observatio; 49

46 reasoable adjustmets are made i respect of disabled teachers; teachers are ecouraged to otify their lie maagers of ay factors that might impact o their work or performace (e.g. materity, disability); all staff are advised about the purpose of equalities data collectio, how data that is collected will be used ad how cofidetiality with regard to persoal ad sesitive iformatio will be assured. Useful sources of iformatio NASUWT Pay Policy Checklist NASUWT Model School Pay Policy Equality ad Huma Rights Commissio 50

47 HOW TO: BUDGET FOR TEACHERS PERFORMANCE PAY PROGRESSION All schools are required to have a pay policy which sets out the basis o which the pay ad pay progressio of teachers will be determied. The pay policy should be agreed with the NASUWT ad subject to regular review. Itroductio The pay policy provides the basis o which a school will recogise ad reward a teacher s performace through a icrease i pay. Critical to esurig that teachers at the school have access to the pay system ad are rewarded appropriately for their performace, the school s pay policy must be uderpied by a focus o effective budget plaig. The pay policy should esure that the performace of all teachers ca be recogised ad rewarded, ad eable all teachers to progress through the pay system subject to a successful performace review. The school must esure that its pay policy makes clear how teachers ca progress through the pay system. The school should ot seek to restrict pay progressio for teachers o fiacial grouds. The school should esure that: the pay policy is tied closely to the budget-plaig process ad cycle; the school budget is plaed o the assumptio that all eligible teachers will satisfy the relevat pay progressio criteria; the budget takes ito accout ad makes cotigecy for the rage of support ad developmet requiremets that may be idetified ad agreed i performace maagemet/appraisal plas; resources are provided to eable teachers to access ay agreed traiig ad developmet priorities idetified i the performace maagemet/appraisal; the budget is drive by the school s priorities as set out i the school s developmet pla. The school pay policy A sigificat part of ay school s budget is take up with staffig costs with a large proportio attributable to teachers salaries. School budgets are fiite ad limited. Therefore, each school will eed to esure that it has a plaed ad cosistet approach to teachers pay progressio which allows for predictability i relatio to budget plaig. The school s pay policy should therefore: be closely aliged to the budget pla; eable all teachers to progress through the pay system; provide a basis for soud fiacial plaig ad fiacial predictability for the school, i relatio to likely future costs associated with teachers pay. I additio, the school will eed to esure that the desig of the pay policy does ot leave the school vulerable to future costs associated with legal claims arisig from the operatio of the pay policy (e.g. equal pay or discrimiatio claims). 51

48 The school should: esure it has a trasparet, structured ad fair pay system that is agreed with trade uios; esure that the budget eables the performace of all teachers to be recogised ad rewarded o a fair ad cosistet basis; ot use the budget process to restrict the pay progressio of teachers. The NASUWT Model School Pay Policy has bee desiged to eable schools to apply a trasparet, structured ad fair pay system. Plaig the budget for teachers pay progressio To esure certaity ad predictability i budget plaig, the school should: a. cofirm aually the staffig profile of teachers at the school; b. idetify aually the umber of teachers eligible for pay progressio, icludig details of the pay profile of teachers o: the uqualified teacher pay rage; the leadig practitioer pay rage; the mai pay rage; the leadership scale. the upper pay rage; c. idetify the potetial costs associated with the progressio of eligible teachers each year. The Goverig Body should also cosider how the profile of teachers withi the school is likely to chage over the period, takig ito accout the age profile of teachers, potetial retiremets ad recet rates of staff turover. Aside from budgetig for teachers pay progressio, the school will eed to cotiue to budget for a staffig structure that will eable the school to meet its strategic priorities ad which recogises the particular roles ad resposibilities of staff, icludig: classroom teachers; special educatioal eeds allowaces; Teachig ad Learig Resposibility actig allowaces; paymets; other paymets. leadership; Issues for the school to address The school should have a clear ad agreed pay policy with clear rules goverig teachers pay progressio ad with limited scope for discretio over pay matters. This will eable the school to maitai a maaged ad predictable approach to teachers pay. The pay policy should be desiged to afford maximum trasparecy ad predictability to the teachers pay structure ad i the rules goverig eligibility for ad access to pay progressio. The school should establish a pay policy that assists it to calculate i a straightforward maer the costs associated with pay progressio for teachers o the mai, upper ad leadership-related pay rages. The school should establish a pay progressio structure that icludes the followig elemets: Mai pay rage a six-poit pay scale; progressio o the basis of each successful performace review, with o eed for a applicatio for pay progressio; 52

49 pay progressio determied aually; Upper pay rage a three-poit pay scale; progressio o the basis of a successful performace review; pay progressio determied aually; o limit o eligibility, with all teachers able to apply for the upper pay rage oce they have completed iductio; Leadership spie a seve-poit scale (for the headteacher); a five-poit scale for deputies ad assistat headteachers, as defied by the relevat school group; progressio o the basis of each successful performace review; pay progressio determied aually. A trasparet pay progressio structure (as above) will help to miimise the potetial for pay appeals ad assist the school to pla with cofidece the likely costs associated with teachers pay progressio year o year. Useful sources: NASUWT Pay Policy Checklist NASUWT Model School Pay Policy NASUWT Teachers Pay: A Guide for Goverors 53

50 ANNEX 6 MODEL APPRAISAL REPORT CONFIDENTIAL Date of meetig: Reviewee s ame: Reviewer s ame: Assessmet of performace durig the cycle: REVIEW SECTION Teachers Stadards The reviewee is cotiuig to meet the stadards Recommedatio for pay progressio (where reviewee is eligible): Reviewee s commets: Siged (Reviewee): Siged (Reviewer): Date siged: 54

51 ANNEX 6 cotiued PLANNING SECTION Date of meetig: Objectives for ext cycle, icludig ay relevat whole school/year/team objectives ad success criteria: Support (as appropriate): Timescales for completio: Amout, timig ad focus of plaed classroom observatio (as appropriate): Traiig ad developmet (as appropriate): Eligibility for pay progressio at the ed of the cycle: Yes Not Applicable Reviewee s commets: Siged (Reviewee): Siged (Reviewer): This form ca be dowloaded from the NASUWT website at 55 Date siged:

52 ANNEX 7 APPEALS MODEL LETTERS If followig the review of performace at the ed of the cycle the reviewee disagrees with the outcome of the review, icludig ay recommedatio regardig pay progressio, the reviewee may, havig cosidered the grouds for appeal as detailed i Sectio 1 of this practical guide, believe that they have grouds for appeal. The reviewee may have cocers about the plas for the ext cycle. The NASUWT should be cotacted but, pedig advice from the NASUWT, the reviewee may wish to submit oe of the followig letters to the headteacher or, if the headteacher was the reviewer, the Chair of the Goverig Body. If the letter is submitted a copy must be kept. A Outcome of the review [Date] Dear [ ] The review of my performace was held o [ ]. I am dissatisfied with the outcome ad I am writig to give otice that I am seekig advice o the decisio ad my available optios. Please regard this letter as otice of my itetio to appeal, subject to advice. Upo receipt of such advice, I reserve the right to provide you with full grouds of my appeal (if ecessary). Yours sicerely [Name] B Outcome of plaig [Date] Dear [ ] My plaig meetig for the ext performace maagemet cycle was held o [ with the outcome ad I am writig to give otice that I am seekig advice. ]. I am dissatisfied Please regard this letter as otice of my itetio to appeal/lodge a grievace, subject to advice. Upo receipt of such advice, I reserve the right to provide you with full grouds of my appeal/grievace (if ecessary). Yours sicerely [Name] These letters are dowloadable from the NASUWT website at 56

53 ANNEX 8 Ofsted ispectios clarificatio for schools The purpose of this documet is to cofirm facts about the requiremets of Ofsted ad to dispel myths that ca result i uecessary workloads i schools. It should be read alogside the School ispectio hadbook, which ca be foud here: This documet is iteded to highlight specific practices that are ot required by Ofsted. It is up to schools themselves to determie their practices ad for leadership teams to justify these o their ow merits rather tha by referece to the ispectio hadbook. Lesso plaig Ofsted does ot require schools to provide idividual lesso plas to ispectors. Equally, Ofsted does ot require schools to provide previous lesso plas. Ofsted does ot specify how plaig should be set out, the legth of time it should take or the amout of detail it should cotai. Ispectors are iterested i the effectiveess of plaig rather tha the form it takes. Self-evaluatio Ofsted does ot require self-evaluatio to be provided i a specific format. processes ad ot geerated solely for ispectio purposes. Gradig of lessos Ofsted does ot award a grade for the quality of teachig or outcomes i the idividual lessos visited. It does ot grade idividual lessos. It does ot expect schools to use the Ofsted evaluatio schedule to grade teachig or idividual lessos. Lesso observatios Ofsted does ot require schools to udertake a specified amout of lesso observatio. Ofsted does ot expect schools to provide specific details of the pay grade of idividual teachers who are observed durig ispectio. 57

54 Ofsted does ot expect to see a particular frequecy or quatity of work i ad folders will deped o the subject beig studied ad the age ad ability of the pupils. Ofsted recogises that markig ad feedback to pupils, both writte ad oral, are importat aspects of assessmet. However, Ofsted does ot expect to see ay specific frequecy, type or volume of markig ad feedback; these are for the school to decide through its assessmet policy. Markig ad feedback should be cosistet with that policy, which may cater for differet subjects ad differet age groups of pupils i differet ways, i order to be effective ad efficiet i promotig learig. While ispectors will cosider how writte ad oral feedback is used to promote learig, Ofsted does ot expect to see ay writte record of oral feedback provided to pupils by teachers. If it is ecessary for ispectors to idetify markig as a area for improvemet for a school, they will pay careful attetio to the way recommedatios are writte to esure that these do ot drive uecessary workload for teachers. Evidece for ispectio Ofsted does ot expect schools to provide evidece for ispectio beyod that set out i the ispectio hadbook. Ofsted will take a rage of evidece ito accout whe makig -year performace iformatio ad work i pupils, icludig that held i electroic form. However, uecessary or extesive collectios are ot required for ispectio. Ofsted does ot expect performace ad pupil-trackig iformatio to be preseted i a particular format. Such iformatio should be provided to ispectors i the format that the school would ordiarily use to moitor the progress of pupils i that school. Ofsted does ot require teachers to udertake additioal work or to ask pupils to udertake work specifically for the ispectio. Ofsted will usually expect to see evidece of the moitorig of teachig ad t stadards, but this should be the iformatio that the school uses routiely ad ot additioal evidece geerated for ispectio. Ofsted does ot require schools to provide evidece for each teacher for each of the bulleted sub-headigs i the t stadards. 2 Ofsted ispectios clarificatio for schools September August 2016, 2015, No

55 icludig those relatig to the workforce, where these form part of the ispectio framework ad evaluatio schedule (Part 2 of the School ispectio hadbook ). Ofsted ispectios clarificatio for schools March August 2015, 2016, No. No

56 ANNEX 9 REGIONAL CENTRES Easter (Bedfordshire, Cambridgeshire, Essex, Hertfordshire, Luto, Norfolk, Peterborough, Southed, Suffolk, Thurrock) East Midlads (Derby, Derbyshire, Leicester, Leicestershire, Licolshire, Northamptoshire, Nottigham, Nottighamshire, Rutlad) Greater Lodo (Barkig & Dageham, Baret, Bexley, Bret, Bromley, Camde, City of Lodo, Croydo, Ealig, Efield, Greewich, Hackey, Hammersmith & Fulham, Harigey, Harrow, Haverig, Hilligdo, Houslow, Isligto, Kesigto & Chelsea, Kigsto, Lambeth, Lewisham, Merto, Newham, Redbridge, Richmod, Southwark, Sutto, Tower Hamlets, Waltham Forest, Wadsworth, Westmister) North East (Co. Durham, Darligto, Gateshead, Hartlepool, Middlesbrough, Newcastle, North Tyeside, Northumberlad, Redcar & Clevelad, South Tyeside, Stockto-o-Tees, Suderlad) North West (Blackbur with Darwe, Blackpool, Bolto, Bury, Cheshire, Cumbria, Halto, Isle of Ma, Kowsley, Lacashire, Liverpool, Machester, Oldham, Rochdale, Salford, Sefto, St. Heles & Newto, Stockport, Tameside, Trafford, Warrigto, Wiga, Wirral) South East (Brackell Forest, Brighto & Hove, Buckighamshire, East Sussex, Guersey, Hampshire, Isle of Wight, Jersey, Ket, Medway Tows, Milto Keyes, Oxfordshire, Portsmouth, Readig, Slough, Southampto, Surrey, West Berkshire, West Sussex, Widsor & Maidehead, Wokigham) South West (Bath & North East Somerset, Bouremouth, Bristol, Corwall, Devo, Dorset, Gloucestershire, Isles of Scilly, North Somerset, Plymouth, Poole, Somerset, South Gloucestershire, Swido, Torbay, Wiltshire) West Midlads (Birmigham, Covetry, Dudley, Herefordshire, Sadwell, Shropshire, Solihull, Staffordshire, Stoke-o-Tret, Telford & Wreki, Walsall, Warwickshire, Wolverhampto, Worcestershire) Yorkshire & Humberside (Barsley, Bradford, Calderdale, Docaster, East Ridig of Yorkshire, Kigsto-upo-Hull, Kirklees, Leeds, North East Licolshire, North Licolshire, North Yorkshire, Rotherham, Sheffield, Wakefield, York) 60

57 talk to us the most useful umber i your cotact list The NASUWT is committed to providig the highest quality of service to members. Advice, support ad iformatio ca be obtaied betwee 8am ad 6.30pm o weekdays. advice@mail.asuwt.org.uk

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59 NASUWT The Teachers Uio Eglad 17/07039