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Pay Policy

September 2018

THIS POLICY IS UNDER CONSULTATION WITH THE TRADE UNIONS

Approved by Sentamu Academy Learning Trust Board of Trustees on 8 October 2018

The next period of review is September 2019

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Sentamu Academy Learning Trust 2 of 4 The Sentamu Academy Learning Trust Board of Directors has primary responsibility for the terms and conditions

of employment for Trust employees. Some of these responsibilities have been delegated via the Scheme of

Delegation to the Local Governing Committee, Principals, Head Teachers and/or senior managers who shall comply

with all policies and procedures issued by the Board of Directors and take into consideration any subsequent advice

and recommendations given to them by the Directors. The Board of Directors maintains the right to involve itself

in any area of implementing such policies and procedures that it so deems appropriate.

Pay Policy

Background 1. Sentamu Academy Learning Trust‟s policy, outlined below, covers the statutory responsibilities of the governing

body in relation to pay, including the award of performance points, as set out in the School Teachers‟ Pay and

Conditions of Service Document (STPCD) 2018 and the advice given in the accompanying Department of Education

guidance, which forms section 3 of the document.

The policy has taken into account the changes set out in the STPCD and the advice given in the DfE‟s model pay

policy.

In this Agreement the following words and expressions shall have the following meanings:

"Directors" means the Board of Directors of the Trust as constituted from time to time, or where appropriate any

sub-committee of the Board of Directors.

“Governors” means the local governing body of each Academy referred to as the Local Governing Committee (LGC)

as constituted, or where appropriate, any sub-committee of the Local Governing Committee. Each Local Governing

Committee has specific delegated powers for the management of the business of each Academy as agreed by the

Directors.

“Trust” means the Sentamu Academy Learning Trust;

“Chief Executive Officer” means the Chief Executive Officer of the Trust;

“Executive Principal” means any Executive Principal of the Trust;

“Principal” means the head of the Academy and may also be known as the Headteacher. “Vice Principal” can also be

referred to as a Deputy Headteacher.

Rationale 2. The prime purpose of the Trust Board‟s pay policy is to facilitate the recruitment and retention of staff in

sufficient numbers and of the right calibre to enable each Academy to promote high standards of educational

achievement in accordance with its statutory obligations under the School Standards and Framework Act (SSFA)

1998.

3. The Directors will carry out their legal obligations in relation to pay in accordance with the STPCD 2018 for

teachers.

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4. In exercising their statutory functions, the Directors and Governors will adhere to the 7 principles of public life

established by the Nolan Committee. They will, moreover, ensure that their actions are consistent with the

Employment Rights Act 1996, Employment Relations Act 1999, Equality Act 2010, the Part-time Workers

(Prevention of Less Favourable Treatment) Regulations 2000, the Agency Workers Regulations 2010 and the Fixed-

term Employees (Prevention of Less Favourable Treatment) Regulations 2002. The Directors and Governors will

also have due regard to their responsibilities under the School Staffing (England) Regulations 2009 with regard to

compliance and the work/life balance of the Chief Executive Officer, Executive Principal and the Principals

of each academy.

5. Teacher governors and staff governors are barred by the regulations from being present when the pay or

performance appraisal of any other employee at the school is being discussed or considered and will not be allowed

to be members of any subcommittee with responsibility for finance and/or personnel issues.

6. Any Director or governor with a direct or indirect pecuniary interest in any matter will be asked to withdraw

when pay and/or performance appraisal are being discussed (unless the Directors determine otherwise) and must

not, in any case, participate in such discussions or vote on any such issue. The CEO, Executive Principal and any

Principal is legally entitled to attend the meetings of any Committee or sub-committee with responsibility for finance

and/or personnel issues, but must withdraw when his/her own pay is being considered or discussed.

7. The Trust Board sets out the processes by which appointments are made, through an individual Scheme of Delegation for

each academy. This includes appointments relating to the CEO, Executive Principal, any member of the senior

leadership team (vice principals and assistant vice principals), and, where appropriate, appointment of teachers

appointed to deliver RE in accordance with a denominational syllabus. Starting salaries will be determined taking into

account the nature of the post, the level of qualifications, skills and experience required, market conditions and the

wider school context. The Trust will endeavor in all but exceptional circumstances to pay the teacher who has been

employed under the STPCD in an LA maintained school, or academy in England and Wales, at a scale point that at

least maintains their previous pay entitlement.

8. Vacancies for CEO, Executive Principal, Principal and Vice Principal posts will be advertised nationally, unless

there is good reason not to. The following table shows who should be involved in recruitment for each role:

Role Who

Chief Executive Officer Board of Directors

Executive Principal Board of Directors (with advice from YDBE if role has responsibility for a CE

school Principal/Head or Chief Executive and LGC panel to interview and recommend.

Directors/Trustees may send one of their members to sit on panel if required. At least one Foundation Local Governor to be on panel.

Executive Principal

Other member of SLT /Vice Principal/Deputy

Head /Assistant Vice Principal LGC panel plus Principal to interview and decide unless LGC delegate particular appointment to Principal or Executive Principal.

Teacher to deliver RE in accordance with a

denominational syllabus

Principal but appointment must be approved by the Local Foundation

Governors

SENCO LGC panel plus Principal to interview and decide unless LGC delegate particular appointment to Principal Any allocated SEND local governor to be involved as appropriate

Academy Business Manager/Finance officer Panel to include, Principal, Trust’s Finance Director, Chair of Local Governors

All other staff LGC unless delegated to the Principal

Appointments will be confirmed by the Trust.

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9. Absence on account of maternity/paternity/ parental leave will be counted as service for all such purposes. The

local governing committee will do its utmost to ensure that teachers who are absent for these reasons are treated

fairly and equitably. For example, in the case of threshold assessment, teachers in these circumstances will only be

required to submit performance management reviews covering the reduced period of time they are at the academy

rather than the full two-year period. In some cases this may mean they only have one review to submit. However,

where absence or absences for maternity leave means that teachers do not have any results from their performance

management reviews to allow them to be assessed fairly, they will be able to cite evidence drawn from the same

shorter timeframe provided by paragraph 7 of Annex 2 of the STPCD rather than depending solely on whatever

performance management reviews might be available for that period. They will also be permitted if necessary to

present evidence that aggregates to two years, drawn from a period of five years immediately before the date of

their application.

10. Absence as a result of illness will be treated similarly, but long-term illness may mean that normal/anticipated

progression may be delayed.

11. The latest Teachers‟ professional standards (England) provide the backdrop to discussions about a teacher‟s

performance. This is particularly important at pay progression points, where the revised standards are pay standards.

Pay progression decisions will be made in accordance with the provisions of the academy‟s performance

management policy.

12. Any pay decisions made will have regard both to the pay policy, the teacher‟s particular post within the staffing

structure and the pay tables and pay reference points attached at appendix 1. The salary rates for each reference

point will be reviewed each September without any obligation subsequently to increase them.

Pay features – Chief Executive Officer When a new Chief Executive Officer needs to be appointed, the Members /Board of Directors will set an appropriate

salary taking into account a range of factors and market conditions.

The Board of Directors will review (without any obligation subsequently to increase) the CEO ‟s salary at any time during the

year if there is a significant increase in the school‟s size and/or circumstances or if there are any significant changes

year-on-year in his/her responsibilities.

The Board of Directors notes the discretion to adjust the salary of a serving CEO on the grounds of retention and

reserves the right to apply this discretion at any time during the year as and when this may prove necessary.

Pay features – Executive Principal 13. When a new Executive Principal needs to be appointed, the Board of Directors will set an appropriate salary taking

into account a range of factors and market conditions.

14. The Board of Directors will review (without any obligation subsequently to increase) the Execut ive Principal ‟s salary

at any time during the year if there is a significant increase in the school‟s size and/or circumstances or if there are

any significant changes year-on-year in his/her responsibilities.

15 The Board of Directors notes the discretion to adjust the salary of a serving Executive Principal on the grounds

of retention and reserves the right to apply this discretion at any time during the year as and when this may prove

necessary.

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Pay features - Principal

16. When a new Principal needs to be appointed, the local governing committee will set a 7-point individual salary

range (ISR) for the Principal in accordance with the criteria specified in the STPCD (job weight, the social, economic

and cultural background of the pupils and recruitment difficulties). The local governing committee should

recommend a suitable ISR, to be approved by the Board of Directors.

17. The local governing committee will review (without any obligation subsequently to increase) the Principal‟s ISR at any time

during the year if there is a significant increase in the academy‟s size and/or circumstances or if there are any

significant changes year-on-year in his/her responsibilities.

18. The local governing committee notes the discretion to adjust the ISR of a serving Principal on the grounds of

retention and reserves the right to apply this discretion at any time during the year as and when this may prove

necessary.

The provisions relating to a statutory pay policy 19. If the Principal is appointed by the Trust as the Principal of another school or other schools in addition to being

Principal of this academy, the Trust will employ the discretions allowable under the document to ensure that the

Principal is properly remunerated for the assumption of such additional responsibilities.

20. If the Trust arranges with the Principal or other senior leaders to provide a service to another school (as, for

example, a Consultant Leader, a National Leader of Education or a SIP) and the contract requires work to be done

outside school sessions, the Trust will charge the school receiving the service for that service and the CEO will

determine what level of additional payment, if any, might be made to the individual from the proceeds in accordance

with the protocol set out in paragraph 4065 of the STCPD 2018. i.e. "Where a headteacher in one school is

providing a service to another school, for example as a National Leader of Education (NLE), the person providing that

service is not ultimately accountable for the outcomes in the school, but for the quality of the service being provided.

The relevant body whose headteacher is providing the service should determine how much, if any, additional

payment is due to the individual concerned in line with the provisions of the Document and the school’s pay policy,

for example where the contract requires work outside school sessions."

21. In cases where a local authority as part of its local area plan has asked the academy to take on the responsibility

and accountability for the provision of a range of extended services on its site for children and young people from

the area and the Principal and the Trust agree, the Trust will use its discretion to take such significant additional

responsibility into account when setting the Principal‟s ISR. Any salary uplift will be proportionate to the level of

responsibility and accountability undertaken.

22. In all such cases the local governing committee will also consider carefully whether any temporary adjustments

to the ranges of the vice Principals and/or assistant vice Principals are needed in the light of the consequential

assumption of additional responsibilities in the Principal‟s absence and/or whether similarly any additional payments

should be made to any other teachers.

Vice /Assistant Vice Principals

23. The Local governing committee with responsibility for Finance and Personnel will determine the 5-point range of a

new vice principal or assistant vice principal to reflect the criteria specified in the STPCD – job weight and challenge,

the circumstances of the school and any recruitment difficulties. The Committee will place a newly appointed vice

principal or assistant vice principal on whichever of the bottom three points of the range it deems appropriate.

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24. The Trust is committed to the maintenance of appropriate differentials between members of the leadership

group and other teachers at the academy to reflect the responsibilities of such posts.

25. The LGC will review the ranges of any vice and assistant vice Principals at the school at any time in the year if

there has been any significant change in their responsibilities.

26. The LGC notes the discretion available to adjust the range of a vice or assistant vice Principal at any time during

the year to retain his/her services and reserves the right to apply this discretion as and when it deems necessary.

27. The LGC will not set a vice or assistant vice Principal‟s salary at such a level that it would exceed the maximum of

the Principal‟s group for the Academy other than in exceptional circumstances.

Acting allowances 28. The STPCD specifies that employers may pay an acting allowance to a teacher who is assigned and carries out

the duties of a Principal, vice or assistant vice Principal within four weeks of taking up such duties. The Trust has

decided that a teacher who undertakes such duties will be paid an enacting allowance from the day that s/he first

carries out such duties. The acting allowance will be the monetary value of the lowest point on the range/ISR of the

substantive post- holder.

29. The Trust appreciates that only a Vice Principal may be required to carry out the duties of a Principal in his/her

absence and that any other teacher may only be asked to undertake such duties with his/her agreement. In the event

of the Principalship being vacant, it is understood that a Vice Principal‟s agreement to serve in an acting capacity

must be sought.

30. Fixed-term acting allowances for teaching and learning and SENCO responsibilities will be remunerated at the

rate of the substantive allowances for the duration of the acting period.

Performance pay 31. The Trust has decided to retain a six-point salary range for Main Pay Scale teachers and 3-point salary range for

Upper Pay Scale teachers, to be reviewed annually. All performance awards will be made in the context of

affordability and the constraints on the academy‟s annual budget. Budgetary difficulties will not, however be used as

a reason for not making pay progression awards.

32. In the case of members of the leadership group and Leading Practitioners, where the STPCD permits the

award of up to two performance points, only one performance point will be normally be awarded on the basis of

any single performance review in the interests of equity, though the award of more than one performance point may

be considered in exceptional circumstances.

33. In the case of post-threshold teachers, decisions relating to movement up the 3-point salary range will

always be made on a biennial basis upon application. Where an eligible teacher has not been awarded a performance

point after any two-year period, s/he will be considered for an award one year later.

34. When determining performance pay awards, the Local Governing Committee will have regard to any pay

recommendation in a teacher‟s most recent Professional Development Review statement. Conditions for

progressing will be fully linked to the latest Teachers Standards (England).

35. Awards will be based on an assessment of an individual‟s performance across the totality of his/her teaching

commitments and managerial/leadership responsibilities (in the case of the leadership group and TLR post holders).

There will be no direct correlation between the achievement of an individual‟s statutory objectives and the award

of performance pay, and due account will be taken of how challenging the agreed (set) objectives have been. Failure

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to meet his/her objectives will not, therefore, automatically disqualify a teacher from consideration for the award of a

performance point, nor will the achievement of his/her objectives automatically lead to such an award.

36. Performance pay awards will only be considered if a successful performance review has been carried out in

accordance with the clarification of the application of the criteria for pay progression as set out in the Trust‟s

Professional development policy and in the case of:

The CEO, Executive Principal, Principal, Vice and Assistant vice Principals and Leading Practitioners, a

sustained high quality of performance has been demonstrated;

post-threshold teachers, there has been clear evidence of sustained and substantial performance and

contribution to the school;

teachers on the main scale, there has been clear evidence of at least good performance overall.

37. The governors‟ role is to satisfy themselves that pay recommendations are evidence- based and take proper

account of equal opportunities and budgetary considerations. To satisfy themselves that recommendations are

evidence-based, the governors may request access to underlying performance information, including teachers‟

performance development review statements), but will not normally become involved in the detail of

performance assessments.

38. A successful review involves a professional development process of:

performance objectives;

self-review;

classroom observation; and

other evidence.

39. Performance reviews will be carried out in accordance with the Trust‟s professional development policy

annually in the autumn term (September/October) in relation to the totality of a teacher‟s work and his/her

statutory objectives in the previous academic year (except for the Executive Principal and Principal‟s review,

which will be completed no later than 31 December).

40. Any pay determinations or performance pay awards will be backdated to 1 September, other than for the

Executive Principal, Principal, Vice Principal or Assistant Vice Principal roles which will be effective on the

anniversary of appointment. Reviews may take place at other times of the year to reflect any changes in

circumstances or job description that lead to a change in the basis for calculating an individual‟s pay.

41. Teachers who have not been awarded a performance point will be provided with written feedback on the

reasons for this decision by the Principal.

42. Any information/evidence used in making pay decisions not already in a teacher‟s possession will be available

on request from the Principal.

43. „Good performance‟ will be interpreted in accordance with the definitions given in the academy‟s professional

development review policy.

i) Chief Executive Officer A panel of three Directors (including the Chair and a DYET appointed Director but not including the Chair of the Audit

Committee) will carry out the review of the CEO. The panel may be supported by an external advisor to help

them carry out the review.

45. Un l e s s appo in t ed on a f i x ed s a l a r y the CEO will need to have had a successful performance

review, clearly demonstrating that s/he has grown professionally in the previous academic year by developing

his/her leadership expertise t o merit the award of a performance point.

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ii) Executive Principal/Principal 44. A panel of two Directors and the CEO will carry out the review of the Executive Principal. The panel may

be supported by a School Improvement Partner (SIP) to help them carry out the review. Where the EP is also the

substantive principal of one of the academies, the reviews of performance in both roles will be combined.

A panel of two governors, plus the Executive Principal CEO, will carry out the review of an academy Principal.

The panel so appointed may also be supported by a School Improvement Partner (SIP) to help them carry out the

review. The decision to award a performance point (or two, in exceptional circumstances) has been delegated to

the CEO, who will communicate their decision to the Directors and Local Governing Committee in writing.

45. To merit the award of a performance point the Executive Principal/Principal will need to have had a

successful performance review, clearly demonstrating that s/he has grown professionally in the previous academic

year by developing his/her leadership expertise.

iii) Vice and Assistant Vice Principals 46. The Principal will carry out the review of the Vice and Assistant Vice Principals and will pass his/her

recommendations on to the Local Governing Committee for consideration of the award of a performance point

(or two).

47. In order to merit the award of a performance point, the Vice/Assistant Vice Principal will need to have had a

successful performance review, clearly demonstrating that s/he has grown professionally in the previous academic

year by developing his/her leadership expertise.

iv) Leading Practitioners 48. The Principal will carry out the review of LPs and will pass his/her recommendations on to the Local

Governing Committee for consideration of the award of a performance point (or two).

49. In order to merit the award of a performance point, LPs will need to have had a successful performance

review, clearly demonstrating that they have performed at a level that is at least good in the previous academic year

by developing their teaching expertise and their performance of LP professional duties.

50. In cases where a member of the leadership group or an LP steps down, the local governing committee will

put the individual on the second point on the Upper Pay Scale (or whichever point on the Upper Pay Scale is

determined).

v) Post-threshold teachers 51. In the case of post-threshold teachers, the Trust will expect teachers, in order to meet the criterion for

progression of „sustained and substantial achievements and contribution to the school‟, to be able to demonstrate

in the outcomes of two consecutive successful performance reviews that they are still operating at or above the

level of the post-threshold standards (appendix 2) and that they have performed at a level that is at least good in the

previous two-year period by developing their teaching expertise in accordance with the clarification of the

application of upper pay scale progression criteria set out in appendix 3. In the case of eligible teachers, reviewers

are encouraged to set/agree objectives directly related to the achievement of the criterion for progression, with

appropriate success criteria, to make a fair assessment easier.

52. Post-threshold teachers who have joined the Trust and who have, for example, been assessed as meeting the

Northern Ireland threshold standards or the sixth form college professional standards or who have been assessed

against the threshold standards whilst working in an academy or a non- maintained special school will be placed

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on the point on the Upper Pay Scale that reflects their previous experience on this spine (which could be U2 or

U3, not just U1).

Threshold (post-threshold standards) 53. The Trust has delegated the responsibility for receiving and assessing threshold applications from eligible

teachers to the relevant Principal.

54. Qualified teachers, paid at the top of the main pay range, may apply to be paid on the Upper Pay Scale on an

annual basis. An application will be successful where the Principal is satisfied:

a) that the teacher is highly competent in all elements of the relevant standards; and

b) that the teacher‟s achievements and contribution to the school are substantial and sustained.

55. Eligible teachers must complete a Threshold application form, available from the Human Resources Manager,

providing succinct examples, from the last 2 years, of their achievements and expertise in relation to each of the

standards post threshold standards as shown in Appendix 2. The Principal will then assess each post-threshold

standard making it clear whether it is met/not yet met.

56. Having carried out such assessments, the Principal is obliged to inform the local governing committee of the

outcomes. On receipt of the Principal‟s assessments, the local governing committee will move all successful

eligible applicants onto the first point of the Upper Pay Scale as from the effective date.

57. Eligible teachers are only permitted to apply once for threshold assessment during the course of an academic

year (more accurately during a complete performance management cycle).

58. The Principal is responsible for giving oral feedback to all threshold applicants, including advice on aspects of

their performance that might benefit from further development. In the case of unsuccessful applicants, the

Principal is required to provide written feedback on the outcome of the application on each of the standards

within 20 working days of informing the governing body of his/her assessment.

59. The deadline for applications in the academic year is 31 October.

Complaints/appeals 60. Any complaints with regard to performance pay awards or pay in general, including threshold, should be

referred to the Principal in the first instance. If a teacher‟s concerns cannot be resolved at this level, a formal

appeal may be made to the sub-committee of the local governing committee set up to deal with such matters

(normally a panel of three who were not involved in the original decision). No governor who has been involved

in an appellant‟s pay decision may serve on the appeal committee for that teacher. The CEO may appeal to the Chair

of the Audit Committee who will form a panel with two other Directors not previously involved in the original decision).

61. An appeal is usually lodged on the following grounds – that those making the pay decisions:

failed to apply the provisions of the STPCD 2018 correctly;

failed to take account of relevant evidence;

failed to have proper regard for statutory guidance;

took account of irrelevant or inaccurate evidence;

were biased; or

discriminated unlawfully against the teacher concerned.

62. An appeal against a pay decision must be submitted in writing within ten working days of the teacher being

notified of the decision.

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63. The local governing committee will arrange to hear such appeals within 20 working days of receiving the

teacher‟s written notification to appeal.

64. Appellants may be accompanied by a colleague or their union representative at appeal hearings.

65. Appeal decisions will be communicated in writing within 24 hours of the decision being made, where possible.

66. The decision of the appeals committee is final and binding on both parties. Such decisions may not be

reopened under the Trust‟s grievance procedures (which will not be used for appeals against pay decisions).

Leading Practitioners (LP) 67. The Trust intends to make LP appointments in accordance with the academy staffing structure. When

appointing a Leading Practitioner, the Principal and the chair of governors in accordance with their delegated

powers will set a 5-point range within the LP pay range and place the successful candidate on the lowest point of

his/her range. The range will reflect the nature of the work to be carried out, the nature of the challenges

entailed, the professional competencies required and any recruitment difficulties.

68. An LP pay range will be re-determined when new appointments are made or there is a significant change in

the responsibilities of the post holder or there are changes in the academy‟s situation that warrant a wider review

of salaries.

Excellent Teachers (ETs) 69. There are no ET posts in the structure for the time being.

Classroom Teachers 70. All NQTs will be placed on point 1 (M1) of the scale in line with the Education (Induction Arrangements for

School Teachers) (England) Regulation 2012. ). The only exception to this would be where an NQT‟s salary on

the unqualified teacher scale already exceeded point 1 in which case they would be place on the point on the

main pay scale immediately above their current salary.

71. One performance point will be awarded up to MPS 6 for each year of service as a teacher (including any period

of approved absence) performed at a level that is at least good, completed at this or at another school

or in an equivalent post, subject to supporting evidence being available.

72. The governing body will not recognise any experience other than teaching for the award of performance pay

progression.

73. Pay progression may be withheld when a teacher has performed at a level considered to be less than good

whether or not the teacher is subject to capability proceedings.

74. The Principal has been given delegated powers to negotiate the salary of all teachers, other than deputies or

assistant Principals on appointment.

Unqualified Teachers 75. The Principal is authorised to place any unqualified teacher on appointment on the appropriate point on the

unqualified teachers‟ scale, taking into account the individual‟s qualifications and experience (e.g., a recognised

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overseas or post-16 teaching qualification or service as an overseas teacher or in further education – or whatever

is deemed appropriate).

76. The Trust will pay trainee teachers working towards QTS on the unqualified teachers‟ scale

77. The Trust may award unqualified teachers an allowance if, in the context of the school‟s staffing structure,

they have:

a sustained responsibility which is focused on teaching and learning and requires the exercise of a teacher‟s

professional skills and judgment; or

qualifications and experience, which bring added value to their role.

78. All such allowances that were awarded on or before 31 August 2008 have been re- determined in accordance

with these criteria. In cases where the re-determination reduced the cash value of the allowance, safeguarding has

been applied (i.e. the difference between the new and the old allowance has been safeguarded for up to three

years).

Unqualified Teachers are not eligible for TLR payments or SEN allowances

Part-time employees 79. The Trust will ensure that its treatment of part-time staff is consistent with the provisions of the Part-time

Workers (Prevention of Less Favourable Treatment) Regulations 2000 and the Equality Act 2010.

80. Part-time teachers will be paid on a pro rata basis. This is calculated with reference to the proportion of the

academy ‟s timetabled teaching week (ATTW – the academy‟s session hours that are timetabled for teaching,

excluding break time, assemblies and registration) that part-time teachers work in comparison with what they

would have worked if employed on a full-time basis in the same post in the same school. For example, if an academy

operates a fortnightly timetable of 50 hours this percentage will be x/50, where „x‟ is the number of hours in the

ATTW a part- time teacher is contracted to work.

81. Thus, if the academy‟s timetabled teaching week is 25 hours and a part-time member of staff is employed to

work for 15 hours of the ATTW, s/he works 60 per cent of the time that s/he would have worked as a full-time

teacher. S/he is, therefore, entitled to be paid 60 per cent of what his/her full-time equivalent salary would have

been.

82. It should be stressed that this mechanism is only used to determine pay, not actual hours worked nor what

part-time teachers are contracted to do.

83. The pro-rata calculation is also used to determine the appropriate payment for any extra hours that part-time

teachers may agree to work from time to time at the request of the Principal (e.g., three additional hours of

teaching on a Monday afternoon or attendance at an INSET day on a day that they do not normally work).

Determination of part-time teachers’ pro rata directed time 84. The percentage that is used to determine the salary of part-time teachers has also been used to calculate the

number of hours of directed time (as a proportion of 1,265) that they may be required to be available for work in

any school year.

85. Thus if a part-time teacher is paid a salary of 60 per cent of his/her full-time equivalent salary, then s/he can be

required to be available for work for 759 hours (60 per cent of 1,265 hours) during the academy year. The

requirements that an academy has of part-time teachers in their allocation of directed time and how they will be

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deployed within this should relate pro rata to what would have been expected of them if they were employed

full-time. These requirements/expectations should be clearly communicated in writing when such teachers are

appointed.

Academies will need to ensure that all of their requirements can be accommodated within the amount of directed

time available as far as part-time teachers are concerned in terms of, for example:

teaching;

PPA time;

management and leadership time, if relevant;

pastoral duties/responsibilities

registration;

other timetabled non-contact time;

attendance at collective worship;

attendance at meetings both during and outside school session times;

attendance at parental consultation evenings and;

attendance at a proportion of INSET days.

86. Part-time teachers must work such reasonable additional hours as may be necessary to enable them to

discharge their professional responsibilities effectively.

87. The Trust appreciates that whilst it is appropriate to use the mechanism that has been outlined above for

classroom teachers, for calculating the pro rata salary of part-time members of the leadership group and LPs, it

cannot be used to determine their pro rata allocation of directed time as Principals, deputies, assistant Principals

and LPs do not operate on a time-bound contract. The Trust will, nonetheless, ensure that the workload of part-

time members of the leadership group and LPs is reasonable and that such staff are treated fairly in comparison

with their full-time equivalents (or with what would have been expected of them if they had been employed full-

time). The Trust will also have due regard to their work/life balance.

Working time 88. In addition to the points made in the previous section with regard to directed time, the Trust will require

part-time staff to undertake duties other than teaching pupils outside school sessions on any day or part of a day

that they are normally required to be available for work (e.g., attendance at a parental consultation evening or a

meeting after the school day has finished on such days)

Allowances 89. Part-time teachers‟ allowances (e.g., TLRs, SEN allowances or recruitment and retention incentives) are paid

pro rata (i.e. at the same percentage as the appropriate percentage of their full-time equivalent salary).

90. The Trust will consider the job share of a TLR between two part-time teachers, but not between a part-time

and full-time teacher, nor between two full-time teachers. It accepts that part-time teachers may hold a TLR that

is in the staffing structure.

Short notice/supply teachers 91. Teachers who work on a daily or other short term notice basis will be paid 1/195th of the amount calculated as

their annual salary. Teachers who work less than a full day will be paid on an hourly basis (calculated as a

proportion of 1/195th of their annual salary – with each day being calculated as 6.5 hours).

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Annual Salary Statement 92. The Trust will review every qualified teacher‟s salary with effect from 1 September annually and no later than

30 November and give them a formal statement outlining what their salary is and how it has been determined.

The responsibility for providing each member of staff with an annual salary statement has been delegated to the

Principal. The salary statement will be signed by the Principal and will be issued as from 1 September (or on

another date) when a teacher has crossed the threshold or his/her salary has changed). In the case of the

Executive Principal, the salary statement will be signed by the Chair of the Board of Directors. In the case of the

Principal, the salary statement will be signed by the chair of the Local governing committee.

Allowances Teaching and learning responsibility (TLR) payments

93. The local governing committee will determine the number and the cash values of TLRs (and leadership group

posts) in its staffing structure of the academy. All TLR posts meet the qualifying criterion and factors set out in

the STPCD 2018.

94. Teachers will not be awarded more than one TLR (though in some cases the job description for which a TLR is

paid covers a number of areas of responsibility).

95. Temporary TLRs will only be paid in cases where teachers are temporarily occupying a different post in the

staffing structure that attracts a TLR payment (e.g. as cover for vacancies pending an appointment, secondment,

maternity leave or long-term absence through ill-health). Temporary TLRs will only be safeguarded for the

duration of their fixed term period (the date on which the award will end or the circumstances in which it will end

will be included in the teacher‟s revised pay statement).

96. Any departure from the published structure will only be made after further consultation with staff and unions.

Special educational needs (SEN)

97. The relevant body has re-determined the award of an SEN allowance in accordance with the criteria in

paragraphs 55 and 56 of STPCD 2018. These are:

a) Mandatory award in an SEN post requiring a mandatory SEN qualification (the hearing, visual and multi-

sensory qualifications as defined in The Education (School Teachers‟ Qualifications) (England) Regulations

2003 and The Education (Teachers‟ Qualifications and Health Standards) (Wales) Regulations 1999) and

in a special school

b) In any non-designated setting where the post:

(i) Involves a substantial element of working directly with children with special educational needs

(ii) Requires the exercise of a teacher‟s professional skills and judgement in the teaching of children with

special educational needs and

(iii) Has a greater level of involvement in the teaching of children with special educational needs than is

the normal requirement of teachers throughout the school.

98. Each local governing committee, having considered the full range of payments available, will determine the

level of SEN allowance payable at the school – in accordance with the following factors, as required:

14

whether any mandatory qualifications are required for the post;

the qualifications or expertise of the teacher relevant to the post and;

The relative demands of the post.

Safeguarding 99. In cases where a teacher is awarded a temporary TLR or serves as a member of the leadership group, or as an

LP in the temporary absence of the substantive post holder, TLR safeguarding will be reduced (or discontinued)

during this period, but will be restored at the end of the temporary period unless it would have ceased in the

interim under the normal cessation principles.

100. In the case of teachers who were in receipt of general safeguarding and who took up a post before 1 January

2006, safeguarding will cease if the teacher refuses an alternative post within the same authority or if s/he moves

post voluntarily. In addition, if such a teacher receives a safeguarded MA and accepts a TLR that equals or exceeds

the cash value of the MA, safeguarding will cease. If the value of the TLR accepted is less than the value of the

MA, only the difference will be safeguarded.

101. The salary used to determine the comparator for safeguarding purposes is that which a teacher is paid on the

day before the „loss‟ begins.

102. In the case of a safeguarded TLR payment and of safeguarding for members of the leadership group, LPs and

unqualified teachers the safeguarding period ends on the third anniversary of the relevant date (or sooner if the

cessation principles apply). The „relevant date‟ is as follows:

1 January in the case of a determination made between the preceding 1 September and 31 December

1 April in the case of a determination made between 1 January and 31 March

1 September in the case of a determination made between 1 April and 31 August

103. The governing body has reviewed the responsibilities of teachers in receipt of safeguarding that exceeds £500

and allocated appropriate additional responsibilities focused on teaching and learning that are commensurate with

the sum being safeguarded for the duration of the safeguarding period. If teachers unreasonably refuse to carry out

such additional responsibilities, the payment of the safeguarded sum will cease upon written notification (to be

provided within one month of the determination). Such a determination is subject to the Trust‟s appeal

procedures.

Residential duties 104. The Trust will not make payments for residential duties carried out by staff taking part in a residential

activity organised by the academy. Such activities might include, for example, being “on call” during the evening,

or supervising students on a Saturday

In-service training for teachers (inset)

105. Staff will not be paid for INSET undertaken at weekends or in the school holidays.

Initial teacher training activities (ITT)

106. The policy on making additional payments to staff for ITT activities will be reviewed annually, and

could be based either on an hourly basis or as a TLR, depending on the needs of the Academy .

15

Summer Schools 107. Local Governing Committees may make payments for summer schools approved by the Principal to

teachers and support staff at an hourly rate to be reviewed each year, relevant to the role being undertaken.

Recruitment and retention Benefits (R&R) 108. The Trust will exercise its discretionary functions in respect of making such payments or providing other

financial assistance, support or benefits as it deems necessary to recruit new teachers or to retain the services of

existing teachers. R&R incentives will be payable to all teachers.

109. Any new retention incentives/benefits will be awarded for a fixed period not exceeding three years.

Retention incentives will be renewable in exceptional cases (e.g., where the retention of an individual teacher is

essential for the continued delivery of high quality education to the pupils) for a maximum of a further three years.

110. The Trust may provide any assistance with the costs of travel or housing if such costs are essential to recruit

a suitable member of staff to the Senior Leadership Team.

111. R&R incentives will only be paid for bona fide recruitment and retention purposes – and not for carrying out

specific responsibilities or to supplement pay for other reasons (e.g., to prolong safeguarding beyond the legal

period).

Employment routes into teaching 112. The Trust will pay such teachers on the unqualified teachers‟ scale.

Honoraria 113. Section 3, Paragraph 3 of the STPCD guidance states quite explicitly that the document does not provide

for the payment of honoraria or bonuses to teachers, in any circumstances.

Salary sacrifice

114. The Trust may offer salary sacrifice arrangements in the following cases to all teachers at the school

(participation in such a scheme is entirely voluntary):

a child care voucher or other child care benefit scheme

a cycle or cyclist‟s safety equipment scheme and

a computer purchase scheme.

115. Such a benefit in kind may be exempt from income tax and/or National Insurance Contributions. However,

this is for HMRC to determine.

116. A teacher‟s gross salary would be reduced by the value of such benefits-in-kind.

(NB Participation in salary sacrifice by teachers can affect entitlement to other state benefits and reduce the

pensionable salary used to calculate benefits under the Teachers‟ Pension Scheme. Teachers thinking of

participating should consider the possible consequences on their personal circumstances carefully).

16

Confidentiality 117. The Trust regards all matters relating to the performance of staff and individual salary details as confidential.

When such confidential items are discussed in the meetings of the Local Governing Committee or any sub-

committee, they will be recorded in the confidential part 2 section of the minutes.

Operative date

118. This policy was formally reviewed by the governing body of the school to take effect from September 2018.

The Trust undertakes to review this policy annually and to issue a revised version after such a review.

119. This policy applies to the pay of all teaching staff.

17

Appendix 1

Teachers Main Scale

Leadership Scale

Leading Practitioner Scale*

M1 22,916

L1 39,373

LP1 39374

M2 24,728

L2 40,360

LP2 40359

M3 26,716

L3 41,368

LP3 41367

M4 28,771

Dir

ect

or

1

L4 42,398

LP4 42397

M5 31,039

L5 43,453

LP5 43451

M6 33,823

L6 44,543

LP6 44540

L7 45,743

LP7 45740

L8 46,798

LP8 46795

Dir

ect

or

2

L9 47,967

LP9 47965

L10 49,189

LP10 49196

Teachers Upper Scale

L11 50,476

LP11 50473

U1 35,927

L12 51,638

LP12 51636

U2 37,258

L13 52,929

LP13 52927

U3 38,633

AV

P

L14 54,249

LP14 54246

L15 55,599

LP15 55598

L16 57,076

LP16 57075

L17 58,388

LP17 58387

L18 59,857

LP18 59857

SEN Allowance

VP

L19 61,340 Min 2,085

L20 62,862

Max 4,116

L21 64,417

L22 66,017

* formally known as Advanced

Skills Teacher

L23 67,652

L24 69,239

L25 71,052

Unqualified Teachers Scale

L26 72,810

Team Leadership Responsibilities

UT1 16,626

L27 74,615 UT2 18,560

L28 76,465

3a** 527

UT3 20,492

L29 78,359

3b** 1,576

UT4 22,426

L30 80,309

3c** 2,629

UT5 24,361

L31 82,293

UT6 26,294

L32 84,338

2a 2,665

L33 86,435

2b 4,463

L34 88,571

2c 6,515

L35 90,773

L36 93,020

1a 7,697

L37 95,333

1b 9,519

L38 97,691

1c 11,303

L39 100,072

1d 13,027

L40 102,570

L41 105,132

L42 107,766

** for fixed term/temporary roles

or projects only

L43 109,366

18

Appendix 2

Application to be paid on Teachers (Upper Pay Scale) (UPS) effective from 1st September 2018

2.1 Application and Evidence

2.2 Payment at the Upper Pay Scale requires teachers to assume significant additional responsibilities, exemplified,

but not limited to, the performance criteria listed at appendix 3 below. From 1st September, a qualified teacher

at MPS 6 may apply to be paid on the Upper Pay Scale. Applications for progression to the UPS 1 may be made

once a year, and should be made to the Principal by 31st October each year; however exceptions will be made in

particular circumstances e.g. due to sickness or paternity/maternity leave etc. These should be discussed with the

Principal prior to an application being submitted.

2.3 It is the responsibility of the Teacher to decide whether or not they wish to apply to be paid on the Upper

Pay Scale, subject to the opportunity being available as outlined in 2.2 above. The Principal will make a

recommendation to the Local Governing Committee or relevant sub-committee who will make the final decision

as to whether or not the teacher should be paid on the Upper Pay Scale 1 or progress to Points 2 and 3.

2.4 In order to apply for the UPS, a teacher must be on Point 6. Where teachers wish to be assessed, they

should notify their assessor, normally the Principal in writing using the application form at Appendix 3, which

should be submitted by the teacher to the assessor. The evidence to be used will be available through the

Appraisal Regulations 2012, the appraisal process and the Progression Criteria to the Upper Pay Scale as detailed

in Appendix 4.

2.5 In order for the assessment to be robust and transparent, it will be an evidence-based process only. All

applications should include the results of the two previous appraisals, under the Appraisal Regulations 2012,

including any recommendation on pay (or, where that information is not applicable or available, a statement and

summary of evidence designed to demonstrate that the applicant has met the assessment criteria). The

applications should contain evidence from the most recent two years appraisals.

2.6 Those teachers who have been absent through sickness, disability or maternity may cite written evidence

from up to a maximum of 3 years before the date of application, from this school and other schools, in support of

their application .

Note - If a teacher is simultaneously employed at another school(s), they may submit separate applications if they wish to

apply to be paid on the Upper Pay Scale in that school or schools. This school will not be bound by any pay decision made

by another school.

2.7 The process this school follows in relation to applications to progress to the UPS is contained at Appendix 5

of this policy.

2.8 Assessment of Applications to be paid on the UPS

2.9 For an application for progression to Teachers on the UPS, the teacher will be required to meet the criteria

set out in paragraph 15.2 of the STPCD 2018 namely that:

the teacher is highly competent in all elements of the relevant standards; and

the teacher‟s achievements and contribution to an educational setting or settings are substantial and

sustained.

19

2.10 For SALT academies, this means:

„Highly competent‟: the teacher‟s performance is assessed as having excellent depth and breadth of knowledge,

skill and understanding of the teachers‟ standards in the particular role they are fulfilling and the context in which

they are working.

„Substantial‟: the teacher‟s achievements and contribution to the school are significant, not just in raising

standards of teaching and learning in their own classroom, or with their own groups of children, but also in

making a significant wider contribution to school improvement, which impacts on pupil progress and the

effectiveness of staff and colleagues.

„Sustained‟: the teacher must have had two consecutive successful appraisal reports and have made good progress

towards their objectives during this period (see exceptions, e.g. maternity/sick leave, in the introduction to this

section). They will have been expected to have shown that their teaching expertise has grown over the relevant

period and is consistently good to outstanding.

2.11 Further information, including information on sources of evidence is contained within the school‟s appraisal

policy.

2.12 The Pay Committee will be satisfied that the teacher has met the expectations for progression to the Upper

Pay Scale Points 1, 2 and 3, where the Upper Pay Scale Progression Criteria (see Appendix 3) has been

met and evidenced by two successful and consecutive appraisal reviews, in the event of progression from Points 1

to 2, Points 2 to 3. Where there are justified concerns about a teacher‟s performance these will need to be

addressed via the Appraisal and Capability Policy/Appraisal Policy (delete as appropriate).

2.13 The Principal (assessor) will assess the application, which will include a recommendation to the Pay

Committee. The application, evidence and recommendation will be passed to the: Principal for moderation

purposes, if the Principal is not the assessor. The Pay Committee will make the final decision, advised by the

principal.

2.14 The assessment should be made within 10 working days of the receipt of the application, or the conclusion

of the appraisal process, whichever is the later. If successful, applicants will move to the Upper Pay Scale from

the previous 1 September. If unsuccessful, feedback will be provided by the principal as soon as possible and at

least within 5 working days of the decision; and will cover the reasons for the decision and the appeal

arrangements available to the teacher. Any appeal will be heard under the normal Appeal‟s arrangements.

20

APPENDIX 3

PROGRESSION TO THE UPPER PAY SCALE

Progression to and through the upper pay scale range requires a significant and sustained performance, which

meets the criteria set out in Table (1) below. Teachers progressing to the Upper Pay Scale are also required to

maintain their performance in relation to all criteria required of a main pay scale teacher.

When considering an application to the Upper Pay Scale teachers may also wish to consider the following

expectations:

UPS POINT 1 & 2 TEACHERS WILL:

Consistently be a “good or better” classroom practitioner

Provide high quality advice and guidance to colleagues on teaching and learning and care guidance and

support

Proactively investigate, research and collaboratively disseminate good practice

Proactively seek opportunities for improvement, whether in their own or others‟ practice

Play an active role in the life of the Academy and to foster collegiate activity

Play a significant role in Academy improvement

Work consistently to promote the Academy in a positive light with all its stakeholders

UPS POINT 3 TEACHERS WILL (In addition to the above)

Understand and be able to demonstrate outstanding practice

Make a distinctive contribution to the raising of standards and to pupil progress across the Academy

Lead in the proactive investigation, research and dissemination of good practice

Act as a respected source of guidance on how to embed improvements in own or others‟ practice

Play a critical role in the life of the Academy, and in particular to lead and foster collegiate activity

Make a major contribution to the strategic leadership of academy improvement

Act as an ambassador for the academy in its relations with all its stakeholders as required

21

PERFORMANCE CRITERIA FOR PROGRESSION TO THE UPPER PAY SCALE POINTS.

TEACHER STANDARDS

A teacher must:

UPPER PAY POINT 1 UPPER PAY POINT

2

UPPER PAY POINT 3

1. Set high expectations

which inspire, motivate

and challenge pupils

a) establish a safe and

stimulating

environment for pupils,

rooted in mutual

respect

b) set goals that stretch

and challenge pupils of

all backgrounds,

abilities and

dispositions

c) demonstrate

consistently the

positive attitudes,

values and behaviour

which are expected of

pupils.

Teachers support and

coach their colleagues to

develop these attributes;

their learning

environment is used as an

example of good practice

to support the

development of less

experienced teachers.

Teachers support and

coach colleagues to

develop lessons based

upon challenging

objectives and targets.

(As for UPS Points 1 and

2)

2. Promote good progress

and outcomes by pupils

a) be accountable for

pupils‟ attainment,

progress and outcomes

b) be aware of pupils‟

capabilities and their

prior knowledge, and

plan teaching to build

on these c) guide pupils to reflect

on the progress they

have made and their

emerging needs

d) demonstrate

knowledge and

understanding of how

pupils learn and how

this impacts on

teaching

e) encourage pupils to

The large majority of

pupils, In all pupil groups

make progress as good

as, or better than, pupils

nationally with similar

starting points.

Teachers are able to use

a range of highly

appropriate teaching

strategies that are

tailored to the learning

needs of different

students; support and

intervention are timely

and sharply focussed

Constructive and

precise feedback means

that pupils show a

strong grasp of what

they have learned and its

significance. They are

able to use and apply

this knowledge to

challenge in a wide range

of contexts.

They demonstrate a

strong commitment to

their learning,

independence and

resilience when

confronted with

challenging tasks.

(As for UPS Points 1 and

2)

22

take a responsible and

conscientious attitude

to their own work and

study.

3. Demonstrate good

subject and curriculum

knowledge

a) have a secure

knowledge of the

relevant subject(s) and

curriculum areas,

foster and maintain

pupils‟ interest in the

subject, and address

misunderstandings

b) demonstrate a critical

understanding of

developments in the

subject and curriculum

areas, and promote the

value of scholarship

c) demonstrate an

understanding of and

take responsibility for

promoting high

standards of literacy,

articulacy and the

correct use of standard

English, whatever the

teacher‟s specialist

subject

In all lessons, strong

subject and curriculum

knowledge and related

pedagogy is used to:

secure high levels of

interest; engage students

in innovative ways;

anticipate and address

misconceptions, enabling

pupils to overcome them

Teachers use an

extensive knowledge

and well-informed

pedagogical

understanding of their

subjects, including the

assessment

requirements and

arrangements, to

support and coach

colleagues across the

school

Teachers promote and

secure high standards of

literacy and

communication and use

this expertise to develop

practice across the

school

4. Plan and teach well-

structured lessons

a) impart knowledge and

develop understanding

through effective use

of lesson time

b) promote a love of

learning and children‟s

intellectual curiosity

c) set homework and

plan other out-of-class

activities to

consolidate and extend

the knowledge and

understanding pupils

have acquired

d) reflect systematically

Lesson planning and

delivery are skilfully

executed in order to

secure very high

participation and good

rates of progress for all

learners

Teaching inspires learning

and full participation in

lessons, promoting a

desire to extend learning

beyond the classroom.

Homework is used to

stretch students‟

understanding beyond

schemes of learning and

to engender creative

responses.

Teachers support other

colleagues to improve

their practice through

mentoring and coaching

Schemes of learning are

evaluated and adapted in

response to learner

need. Expertise in

curriculum planning is

used to support

colleagues to design

learning sequences.

(As for UPS Points 1 and

2)

23

on the effectiveness of

lessons and approaches

to teaching

e) contribute to the

design and provision of

an engaging curriculum

within the relevant

subject area(s).

5. Adapt teaching to

respond to the

strengths and needs of

all pupils

a) know when and how

to differentiate

appropriately, using

approaches which

enable pupils to be

taught effectively

b) have a secure

understanding of how a

range of factors can

inhibit pupils‟ ability to

learn, and how best to

overcome these

c) demonstrate an

awareness of the

physical, social and

intellectual

development of

children, and know

how to adapt teaching

to support pupils‟

education at different

stages of development

d) have a clear

understanding of the

needs of all pupils,

including those with

special educational

needs; those of high

ability; those with

English as an additional

language; those with

disabilities; and be able

to use and evaluate

distinctive teaching

approaches to engage

and support them.

Teachers‟ planning and

teaching is seen as best

practise in terms of

meeting the needs of all

pupils.

Teachers are highly adept

at removing barriers to

learning for SEN/D, EAL,

LAC, FSM, G&T pupils.

As a result these pupils

make very good

progress.

Colleagues are

supported to develop

effective and inclusive

teaching and learning,

including the removal of

barriers to learning for

SEN/D, EAL, LAC, FSM,

G&T pupils.

Teachers are viewed as

experts in terms of their

understanding of the

intellectual and social

development of pupils.

They support and coach

colleagues to improve

their expertise.

Teachers are lead

practitioners in the field

of SEN/D, EAL and G&T

teaching and learning.

They advise colleagues

about appropriate

differentiation for

individual and groups of

pupils to maximise

progression.

24

6. Make accurate and

productive use of

assessment

a) know and understand

how to assess the

relevant subject and

curriculum areas,

including statutory

assessment

requirements

b) make use of formative

and summative

assessment to secure

pupils‟ progress

c) use relevant data to

monitor progress, set

targets, and plan

subsequent lessons

d) give pupils regular

feedback, both orally

and through accurate

marking, and

encourage pupils to

respond to the

feedback

Teachers provide

support to others in

formative and summative

assessment.

Teachers mentor/coach

others in monitoring

pupil progress.

Teachers mentor/coach

others in providing

exemplary feedback and

marking and providing

opportunities for

students to respond to

feedback.

(As for UPS Points 1 and

2)

7. Manage behaviour

effectively to ensure a

good and safe learning

environment

a) have clear rules and

routines for behaviour

in classrooms, and take

responsibility for

promoting good and

courteous behaviour

both in classrooms and

around the school, in

accordance with the

school‟s behaviour

policy

b) have high expectations

of behaviour, and

establish a framework

for discipline with a

range of strategies,

using praise, sanctions

and rewards

consistently and fairly

Teachers contribute to

the development of

behaviour and anti-

bullying policies, applying

them very effectively in

their own practice and

supporting colleagues to

do the same.

Teachers play a key role

in upholding the ethos of

the school. Pupils are

highly motivated and

excellent behaviour is a

consistent factor in their

successful learning

(As for UPS 1) Teachers are recognised

as leading practitioners of

behaviour management

and in terms of

developing relationships

with pupils. They are

proactive in supporting

colleagues to develop

their practice.

25

c) manage classes

effectively, using

approaches which are

appropriate to pupils‟

needs in order to

involve and motivate

them

d) maintain good

relationships with

pupils, exercise

appropriate authority,

and act decisively when

necessary

8. Fulfil wider professional

responsibilities

a) make a positive

contribution to the

wider life and ethos of

the school

b) develop effective

professional

relationships with

colleagues, knowing

how and when to

draw on advice and

specialist support

c) deploy support

teachers effectively

d) take responsibility for

improving teaching

through appropriate

professional

development,

responding to advice

and feedback from

colleagues

e) communicate

effectively with

parents with regard to

pupils‟ achievements

and well-being.

(As for Mainscale) Teachers support the

professional

development of

colleagues through

coaching and mentoring,

both at departmental

and whole school level.

Teachers have sufficient

depth of knowledge and

experience to be able to

give advice on the

achievement and well-

being of pupils, including

the hard to reach at

departmental and whole

school level.

Teachers lead on the

development and

evaluation of workplace

policies and practice and

promotion of collective

responsibility for their

implementation.

Teachers research and

evaluate innovative

educational practices in

order to inform their

own and others practice.

Teachers contribute to

and lead on, as

appropriate, whole

school CPD, through

planning, delivery and

evaluation of training.