Pay Progression for Teachers – Guidance on the threshold
application process and progression through UPS
Threshold progression to upper pay scale 2011/12 – round 12
Since 2009 teachers have been assessed against the post threshold
standards based solely on performance management outcomes.
Schools will use the outcomes of their last two performance reviews to assess
whether a teacher meets the post threshold standards. At this point, teachers
will no longer need to provide separate evidence in support of a threshold
application however a model DFE application is attached at Appendix A for
use and headteachers and teachers may find this a useful form to use.
Teachers currently on M4, M5 or M6 who intend to apply for threshold
assessment, must, through professional dialogue with their reviewers ensure
that the performance management objectives will provide evidence that post
threshold standards have been met in the preceding 2 years. (See timeline at
In order to be assessed teachers must:
hold Qualified Teacher Status on the date of their request; and
be on the top point of the classroom teachers’ pay scale – M6 – at
the time of their request.
Roles and Responsibilities
Indicate their intention to be assessed for threshold (from M4
Be proactive in generating objectives that will show evidence of
meeting all of the post threshold standards
Discuss with the reviewee their intention to apply for threshold
Support reviewee in developing objectives that enable the
generation of relevant evidence that demonstrates how they meet
the post threshold standards
Under the PM regulations, the headteacher may moderate PM
statements, this provides an opportunity to support reviewers to
ensure they are appropriate & will provide relevant evidence against
the post threshold standards
Must be satisfied that the teacher is meeting core standards
Must assess the threshold application (in the form of 2 PM review
statements) to ensure that the teacher has demonstrated how they
meet all of the post threshold standards
Notify Governors of decision and notify the teacher within 20
Receive notification from the headteacher on outcome of
Implement pay changes
Undertake appeals process if applicable
In order to be considered for progression in Round 12 teachers
must submit their request to progress through the threshold
between 1 September 2011 and 31 October 2012 using either their
M4 & M5 or M5 & M6 performance management review statements
Threshold application remains an elective process
Applications must be in writing to the headteacher (further
information will be found in the Threshold Assessment 2009/2010
Round 10: Guidance)
PM planning & review statements must enable the generation of
appropriate evidence in order to demonstrate how the reviewee has
met all of the post threshold standards
Assessment against the post threshold standards will be based
solely on the outcomes of the last 2 PM reviews (exceptions apply
i.e. maternity etc)
It is not anticipated that schools will need to change the focus of
objectives (e.g. to have an objective which requires the teacher to
meet all of the post threshold standards), but that the performance
criteria for each one will provide evidence to demonstrate how the
teacher meets 1 or more of the standards through the achievement
of that agreed objective.
Upper Pay Scale (UPS) Progression
To achieve progression the School Teachers Pay and Conditions Document
(STPCD) requires that the achievements of post threshold teacher’s and their
contribution to the school should have been substantial and sustained.
To ensure that achievements and contributions have been substantial and
sustained, that performance review will need to assess that the teacher has
continued to meet the post threshold standards
grown professionally by developing their teaching expertise post
The core standards underpin all subsequent standards and continue to apply
at all career stages. Teachers being considered for upper pay scale
progression must also meet the core standards.
Progression on UPS must be based on two successful consecutive
performance management reviews
A successful performance review involves a performance management
o Performance objectives
To be fair and transparent, judgements must have been properly rooted
in evidence and there must have been a successful review of overall
All judgements should be related to the standards and should take into
consideration the stage of post threshold that the teacher is at.
The performance management process should take into consideration
threshold considerations and a teacher's objectives should support the
The RIG Teachers and Headteachers’ Performance Management
Guidance makes it clear that unlike assessment against the threshold
standards where the headteacher makes the decision, it is the reviewer
who will need to make a recommendation where the reviewee is on the
pay scale for post threshold, leadership or advanced skills teachers
(5.43 RIG guidance).
“Reviewers’ pay recommendations are passed to the headteacher as
part of the planning and review statement and the headteacher passes
the pay recommendation to the governing body” or it’s pay panel.
Where the headteacher chooses to delegate the reviewer role, they do
so, "in its entirety" which includes making the recommendation on pay.
The reviewer should record their recommendation on the review
statement and pass this to the headteacher. The headteacher cannot
change the recommendation and, as they delegated the responsibility
to the reviewer, would be expected to support the recommendation
For UPS3 there is an expectation that post threshold teachers should provide
a role model for teaching and learning, make a distinctive contribution to the
raising of pupil standards and contribute effectively to the work of the wider
team. They should take advantage of appropriate opportunities for
professional development and use the outcomes effectively to improve pupils’
learning (STPCD section 3).
Progression within the standards
Although implicit in what the STPCD states the post threshold standards do
not distinguish between the expectations at UPS1, UPS2, and UPS3 although
in order to ‘grow professionally’ teachers would need to broaden and deepen
their professional, knowledge and understanding and skills over a period of
years. Teachers should be clear about what this might look like in their school.
Professional Standards for Teachers
Post Threshold Teachers should meet the following post threshold standards (P) and meet the core teaching
Professional attributes Check
Have high expectations of children and young people including a
Relationships with children C1 commitment to ensuring that they can achieve their full educational
and young people potential and to establishing fair, respectful, trusting, supportive and
constructive relationships with them.
Hold positive values and attitudes and adopt high standards of
C2 behaviour in their professional role
Maintain an up-to-date knowledge and understanding of the
Frameworks C3 professional duties of teachers and the statutory framework within
which they work, and contribute to the development, implementation
and evaluation of the policies and practice of their workplace, including
those designed to promote equality of opportunity.
Contribute significantly, where appropriate, to implementing workplace
P1 policies and practice and to promoting collective responsibility for their
(a) Communicate effectively with children, young people and
Communicating with others C4 colleagues.
(b) Communicate effectively with parents and carers, conveying timely
and relevant information about attainment, objectives, progress and
(c) Recognise that communication is a two-way process and
encourage parents and carers to participate in discussions about the
progress, development and well being of children and young people.
Recognise and respect the contributions that colleagues, parents and
C5 carers can make to the development and well being of children and
young people, and to raising their levels of attainment.
Have a commitment to collaboration and co-operative working where
Personal professional Evaluate their performance and be committed to improving their
development C7 practice through appropriate professional development.
Have a creative and constructively critical approach towards
C8 innovation; being prepared to adapt their practice where benefits and
improvements are identified.
C9 Act upon advice and feedback and be open to coaching and mentoring
Professional knowledge and understanding Check
Have a good, up-to-date working knowledge and understanding of a
Teaching and learning C10 range of teaching, learning and behaviour management strategies and
know how to use and adapt them, including how to personalise
learning to provide opportunities for all learners to achieve their
Have an extensive knowledge and understanding of how to use and
P2 adapt a range of teaching, learning and behaviour management
strategies, including how to personalize learning to provide
opportunities for all learners to achieve their potential.
Know the assessment requirements and arrangements for the
Assessment and C11 subjects/curriculum areas they teach, including those relating to public
monitoring examinations and qualifications.
Have an extensive knowledge and well-informed understanding of the
P3 assessment requirements and arrangements for the
subjects/curriculum areas they teach, including those related to public
examinations and qualifications.
Have up to date knowledge and understanding of the different types of
P4 qualifications and specifications and their suitability for meeting
Professional knowledge and understanding cntd Check
Know a range of approaches to assessment, including the importance
C12 of formative assessment.
Know how to use local and national statistical information to evaluate
C13 the effectiveness of their teaching, to monitor the progress of those
they teach and to raise levels of attainment.
Know how to use reports and other sources of external information
C14 related to assessment in order to provide learners with accurate and
constructive feedback on their strengths, weaknesses, attainment,
progress and areas for development, including action plans for
Have a secure knowledge and understanding of their subjects
Subjects and curriculum C15 /curriculum areas and related pedagogy including: the contribution that
their subjects/curriculum areas can make to cross-curricular learning
and recent relevant developments.
Have a more developed knowledge and understanding of their
P5 subjects/curriculum areas and related pedagogy including how
learning progresses with them.
Know and understand the relevant statutory and non-statutory
C16 curricula and frameworks, including those provided through the
National Strategies, for their subjects/curriculum areas and other
relevant initiatives across the age and ability range they teach.
Know how to use skills in literacy, numeracy and ICT to support their
Literacy, numeracy and ICT C17 teaching and wider professional activities.
Understand how children and young people develop and how the
Achievement and diversity C18 progress, rate of development and well-being of learners are affected
by a range of developmental, social, religious, ethnic, cultural and
Know how to make effective personalized provision for those they
C19 teach, including those for whom English is an additional language or
who have special educational needs or disabilities, and how to take
practical account of diversity and promote equality and inclusion in
Understand the roles of colleagues such as those having specific
responsibilities for learners with special educational needs, disabilities
C20 and other individual learning needs, and the contributions they can
make to the learning, development and well being of children and
C21 Know when to draw on the expertise of colleagues, such as those with
responsibility for the safeguarding of children and young people and
special educational needs and disabilities, and to refer to sources of
information, advice and support from external agencies.
Know the current legal requirements, national policies and guidance
Health and well-being C22 on the safeguarding and promotion of the well being of children and
Know the local arrangements concerning the safeguarding of children
C23 and young people.
Know how to identify potential child abuse or neglect and follow
C24 safeguarding procedures.
Know how to identify and support children and young people whose
C25 progress, development or well-being is affected by changes or
difficulties in their personal circumstances, and when to refer them to
colleagues for specialist support.
Have sufficient depth of knowledge and experience to be able to give
P6 advice on the development and well being of children and young
Professional skills Check
Plan for progression across the age and ability range they teach,
Planning C26 designing effective learning sequences within lessons and across
series of lessons informed by secure subject/curriculum knowledge.
Be flexible, creative and adept at designing learning sequences within
P7 lessons and across lessons that are effective and consistently well
matched to learning objectives and the needs of the learners and
which integrate recent developments, including those relating to
Design opportunities for learners to develop their literacy, numeracy,
C27 ICT and thinking and learning skills appropriate within their phase and
Plan, set and assess homework, other out-of-class assignments and
C28 coursework for examinations, where appropriate, to sustain learners’
progress and to extend and consolidate their learning.
Teach challenging, well-organised lessons and sequences of lessons
Teaching C29 across the age and ability range they teach in which they:
(a) use an appropriate range of teaching strategies and resources,
including e-learning, which meet learners’ needs and take practical
account of diversity and promote equality and inclusion
(b) build on the prior knowledge and attainment of those they teach in
order that learners meet learning objectives and make sustained
(c) develop concepts and processes which enable learners to apply
new knowledge, understanding and skills
(d) adapt their language to suit the learners they teach, introducing
new ideas and concepts clearly, and using explanations, questions,
discussions and plenaries effectively
(e) manage the learning of individuals, groups and whole classes
effectively, modifying their teaching appropriately to suit the stage of
the lesson and the needs of the learners.
Teach engaging and motivating lessons informed by well-grounded
C30 expectations of learners and designed to raise levels of attainment.
Have teaching skills, which lead to learners achieving well relative to
P8 their prior attainment, making progress as good as, or better than,
similar learners nationally.
Make effective use of an appropriate range of observation,
Assessing, monitoring and C31 assessment, monitoring and recording strategies as a basis for setting
giving feedback challenging learning objectives and monitoring learners’ progress and
levels of attainment.
Provide learners, colleagues, parents and carers with timely, accurate
C32 and constructive feedback on learners’ attainment, progress and
areas for development
Support and guide learners so that they can reflect on their learning,
C33 identify the progress they have made, set positive targets for
improvement and become successful independent learners.
Use assessment as part of their teaching to diagnose learners’ needs,
C34 set realistic and challenging targets for improvement and plan future
Review the effectiveness of their teaching and its impact on learners’
Review teaching and C35 progress, attainment and well being, refining their approaches where
Professional skills cntd Check
Review teaching and C36 Review the impact of the feedback provided to learners and guide
learning learners on how to improve their attainment.
(a) Establish a purposeful and safe learning environment, which
Learning environment C37 complies with current legal requirements, national policies and
guidance on the safeguarding and well being of children and young
people so that learners feel secure and sufficiently confident to make
an active contribution to learning and to the school.
(b) Make use of the local arrangements concerning the safeguarding
of children and young people.
(c) Identify and use opportunities to personalise and extend learning
through out-of-school contexts where possible making links between
in school learning and learning in out-of-school contexts.
(a) Manage learners’ behaviour constructively by establishing and
C38 maintaining a clear and positive framework for discipline, in line with
the school’s behaviour policy.
(b) Use a range of behaviour management techniques and strategies,
adapting them as necessary to promote the self-control and
independence of learners.
Promote learners’ self-control, independence and cooperation through
C39 developing their social, emotional and behavioural skills
Work as a team member and identify opportunities for working with
Team working and C40 colleagues, managing their work where appropriate and sharing the
collaboration development of effective practice with them.
P9 Promote collaboration and work effectively as a team member.
Ensure that colleagues working with them are appropriately involved
C41 in supporting learning and understand the roles they are expected to
Contribute to the professional development of colleagues through
P10 coaching and mentoring, demonstrating effective practice, and
providing advice and feedback.
1 September 2010 1 September 2011 1 September 2012
M4 M5 M6 UPS1
Eligible to apply for
threshold to take
PM statement must effect on If their application
reflect evidence 01.09.2012. The was successful
needed to support school will use two teacher crosses
application to cross performance threshold and moves
the threshold management to UPS1
reviews to inform
M5 M6 UPS1 UPS1
No movement (2
Eligible to apply for
PM statement years must elapse
threshold to take
must reflect before eligible to
effect on If their application
evidence progress) however
01.09.2011. The was successful
needed to PM statement
school will use two teacher crosses
support should reflect the
performance threshold and moves
application to need for pay
management to UPS1
cross the progression
reviews to inform
threshold recommendation to
UPS2 in 2013
M6 UPS1 UPS1 UPS2
Eligible to apply No movement (2
for threshold to years must elapse
If teacher has two
take effect on before eligible to
If their application successful
01.09.2010. progress) however
was successful performance
The school will PM statement
teacher crosses management
use two should reflect the
threshold and moves reviews over past
performance need for pay
to UPS1 two years should
progress to UPS2
reviews to recommendation to
inform decision UPS2 in 2012
UPS1 UPS1 UPS2 UPS2
No movement (2
No movement (2
years must elapse
If teacher has two years must elapse
If their before eligible to
successful before eligible to
application was progress) however
performance progress) however
successful PM statement
management PM should reflect
teacher crosses should reflect the
reviews over past need for pay
threshold and need for pay
two years should progression
moves to UPS1 progression
progress to UPS2 recommendation
UPS2 in 2011