Performance Management by 0k5z81n


									      Children and Young People’s Service – Hospital and Outreach Education

                             Performance Management Policy

The Hospital and Outreach Education team (HOE) is committed to performance
management as a process to support the development of all staff, to improve teaching and
to raise standards of achievement for all children. It is based on a commitment to inclusion
and equality of opportunity.

This policy was updated in May 04 following a training course by Mouchel, after a scrutiny
of other mainstream school’s and county council policies and in collaboration with the
senior teacher manager from the additional needs team (Children and Families Service. It
covers all permanent staff except those on contracts of less than one year and those in
their induction year. It may include supply teaching staff managed by and working long-
term with HOE as outreach teachers if they chose to do so. It sets a framework for all staff
to agree and review priorities and objectives within the context of the team’s improvement
plan and their own professional needs. Performance management and appraisal is a legal
requirement for all teachers and good practice for all staff and sets a framework for staff to
develop their effectiveness within the team. It helps focus on developing effective working
practices and monitoring to raise the quality of educational opportunity and attainment for
pupils with medical needs.

This policy should be read in conjunction with the guidance given in the IPS Performance
Management folder and guidance related to current pay and conditions for teachers. The
Northamptonshire Performance, Appraisal, Development Programme (PADP) will be
followed for all staff who are not on teachers terms and conditions.

The evidence is that standards rise when individual staff members are clear about what
they expect pupils to achieve. All staff in HOE have a shared commitment to high personal
performance and ensuring pupils achieve their maximum potential. This means we are
committed to providing appropriate and effective personal training and development to
ensure job satisfaction, a high level of professional expertise and progression of all staff. It
is a quality assurance process and will aim to reduce inequalities of access to education
for pupils with a medical need and to provide high quality teaching, interventions,
monitoring and advice to pupils, parents, carers and professionals. The process should
give the opportunity to staff to look analytically at their work, celebrate skills and
competencies and help to plan ways of improving performance.

We will implement our performance management arrangements on the basis of:

Fairness. We all need to be aware of the potential for unconscious discrimination and to
avoid assumptions about individuals based on stereotypes.

Equal Opportunity. All staff should be equally encouraged and supported to achieve their
potential through agreeing objectives, undertaking development and having their
performance assessed.
The Head of Hospital and Outreach Education is responsible for implementing the
performance management policy and ensuring that performance management reviews
take place. The leadership group will carry out the performance management monitoring

Performance management is a shared responsibility. The management committee and
the county manager for children at risk of social and educational exclusion will have a
strategic role in agreeing the team’s policy. The Head of HOE, the team leaders and other
members of staff will work together to ensure that the process works well for all staff. It is
important to ensure that objectives are discussed regularly and objective monitoring and
feedback happens, adequate coaching, training and development is provided and that the
performance review takes place. Staff themselves have a responsibility for their own
professional and career development and should ensure that they keep evidence of
professional activities undertaken and contribution towards pupil progress. This will, for
teachers include lesson planning, pupil records, assessments and other evidence to
indicate contribution to the team and their own professional development and /or career
progression. A school improvement advisor from Northamptonshire Inspection and
Advisory Service (NIAS) will provide advice on the setting of performance objectives for
the team and will help to undertake the performance management of the Head of HOE.

Responsibility for Reviews
Reviews will be conducted by team leaders who will be the Head, Assistant Heads and
teachers who presently hold a management point. Decisions about who is matched to
who is the decision of the leadership group. The Head of HOE will always review the two
Assistant Heads. Team leaders should be expected to have no more than five or six
appraisees apart from the leadership group who may have more. Team leaders will be
trained in monitoring and observation techniques.
If a member of staff has concerns about the person who is to carry out their review they
should put their concerns in writing and submit this to the Head of HOE. Each case will be
judged individually by the head. If agreement cannot be reached the case will be judged
by the line manager of the Head of HOE.

Timing of Reviews
The one year performance management cycle will link with the HOE self evaluation
cycle (attached), the Northamptonshire Education Plan, any OFSED action plans, our own
PRU improvement plan and action plans. We will take account of any national or local
C+FS initiatives. The Senior Education Officer (Children at risk of social and educational
exclusion), as line manager, needs to ensure that objectives have been agreed or set for
the head in the Autumn term of each year. The head will ensure that all other staff have
also agreed objectives during this term.

Each cycle will last twelve months. Three targets will normally be set, except for those
with management responsibility points, who may have four, one of which will be based
around his/her leadership and management roles.

The Performance Management Cycle
Performance is an ongoing cycle, not an event

Stage 1 – Planning
Objectives will normally be set in the Autumn term
After an evaluation of the Improvement Plan in teams and considering the Education Plan
and other C+FS initiatives, discussions about the team’s focuses for the year will take
place. A period of self-review and individual self evaluation will follow and then each
member of staff will meet with the team leader at an initial planning meeting. Self
evaluation, job descriptions, roles and responsibilities, performance and areas for
development will be discussed and a minimum of three targets agreed with the team
leader. There should be no more than six. These will be recorded as an individual action
plan. They will then inform and support our team management policies for the next
financial and academic year.

Every teacher will have one objective about pupil progress, one objective around
their contribution to the HOE Improvement Plan and HOE development in general
and one objective on ways of developing and improving teachers’ professional

Objectives will cover pupil progress in the widest sense. Contributing to pupil progress in
our context is valid as we are in partnership with the pupil’s own school as well as social
care and health professionals. Progress for our pupils will include not only academic
achievement but also emotional progress, self-esteem and integration back to school. It
will involve self-assessment by the pupils, the views of families, schools and other
professionals. Very small steps towards a target may count as good progress as long as
there is evidence to prove as much. However pupil progress needs to be measurable so
evidence is required. The individual staff action plans therefore become important in being
the method for documenting evidence. They should have success criteria/outcome
statements attached.

Other objectives should involve the development of professional practice and leadership
and management. The range of objectives should match the nature of the job being done,
while stretching the post holder to improve professional practice.

The objectives of the leadership group will cover school leadership and management as
well as pupil progress

One objective at least should be observable. Observation of teaching and learning is
becoming part of the culture of the team and will take place according to our agreed
protocol for self-evaluation.

The following principles will apply in discussing objectives:

     Objectives will be written in a precise way, be challenging, motivating, but realistic
      and recognise the stage of development of the appraisee.

     They should reflect the impact the outcomes will have on the progress of individual
      or groups of pupils and on the development of the team as a whole.

     They will make something happen that may not have happened without them and
      will stimulate thinking and discussion.

     They should focus on matters over which the staff member has direct influence and
      take into account fully the wider socio-economic, cultural, health and other external
      influences on pupils.
     They should relate to the job description and other specific responsibilities as well as
      being determined by the staff member’s existing skills and knowledge base.

The team leader should ensure that the staff member understands what his or her
objectives/targets involve, knows what they need to achieve them and understands when
and how they will be reviewed.

In summary, objectives should be
 Clear
 Concise
 Measurable
 Challenging

Factors used to inform the objectives will be:
 Lesson planning and preparation
 Evidence of subject and wider curriculum knowledge and awareness of current
   curriculum developments
 Presentation and delivery of materials to pupils and strategies used for differentiation
   for and engagement of different ages and abilities.
 Assessment and record keeping
 Implementation of team roles and responsibilities, including liaison with schools, health
   and other professionals
 Evidence of good, effective interpersonal skills with pupils, parents, and other
 Additional responsibilities as specified

The methods of evidence collection should be recorded.

The team leader will record the initial meeting and the agreed objectives, which will
apply for the review period. These should be jointly agreed if possible. If there are
any differences of opinion about the objectives the member of staff may add
comments to the written record of objectives.

Professional development opportunities should be offered and used to support objectives,
to develop strengths and address area for development or professional growth.

Stage 2 – Monitoring and Feedback
The member of staff and the team leader will keep progress under active review
throughout the rest of the academic year, i.e. throughout the Spring and Summer terms.

Classroom observation is accepted as good practice with a minimum of one
observation each year required by regulations (for teachers).

There will be at least one professional observation for each member of staff but usually a
cycle of observations will be appropriate (maximum of three hours per year) and evidence
will be sought from other sources. Successful observation requires a clear understanding
of its purpose on the part of the member of staff and on-going training will be provided.
There are particular forms that can be used and these are attached as an annex to this
policy. There is also a protocol and further detailed guidance on observation attached to
this policy and in the IPS handbook on Performance Management (Section 9)
In planning observation we will follow the following principles:

   The nature of the observation will depend on its purpose.
   It is important that the observer ensures that the teaching session proceeds in as
    normal as atmosphere as possible and staff do what they would normally do
   Full, constructive and timely feedback offers an opportunity to discuss what went well,
    what might be done better or differently next time.
    When giving feedback, the team leader should take into account the group of pupils,
    the range of activities carried out by the member of staff, the time spent on each activity
    and the circumstances in which the lesson is delivered. The OfSTED criteria will be
    used in observations of teaching and learning.
   Scrutiny of pupil’s work will also be carried out on a regular basis, with agreed focuses.

(See also the policy and protocols for observation of teaching and learning)

Staff will work on their objectives and monitoring discussions will take place at regular
intervals. Record keeping will be important, as it is this that will often provide evidence of
progress for individual pupils. All staff have Personal Professional Profiles which they will
keep up to date and will be made available to team leaders and the Head of HOE.

Stage 3 - Reviewing Performance
The annual review meeting, which will take place at the end of the Summer term, will use
the recorded objectives as a focus to discuss the member of staff’s achievements and
identify any development needs. It will be combined with discussing possible objectives for
the following performance management cycle.

The focus of the review is on how to raise performance and improve effectiveness. It will

   reviewing, discussing and confirming the member of staff’s essential tasks and
   recognising strengths and achievements and taking account of factors outside the staff
    member’s control
   confirming action agreed with the member of staff at other reviews
   identifying areas for development and how these will be met in the following year
   recognising personal development needs
   discussing possible new objectives and discussing ideas for an individual plan for the
    year ahead

We will take into account a range of indicators when considering pupil progress and staff
effectiveness, including the particular context in which individual staff members have been
working and the physical and mental health and circumstances of the pupils. We will take
account of the outcome of the reviews in setting the team’s overall policies for leadership
and management for the following year and priorities and financial implications for staff

Within 10 days of the review meeting, the team leader will prepare a written review
statement recording the main points made at the review and the conclusions reached,
including any identified development needs and activities recorded in a separate annex
(but forming part of) the review statement. Once written, the team leader will give the staff
member a copy of the statement. The member of staff may, within 10 days of first having
access to the statement, add to it comments in writing.

Managing Weak Performance
Good management, with clear expectations and appropriate support, will go a long way
towards identifying and handling weaknesses in performance.

The review meeting and review statement do not form part of any formal disciplinary or
capability procedures. However, relevant information from review statements may be taken
into account by those who have access to them in making decisions and in advising those
responsible for taking decisions, or making recommendations about performance, pay,
promotion, dismissal or disciplinary matters.

The individual plan and the review statement are personal and confidential documents and
should be kept in a secure place. The principles and provisions of the Data Protection Act
1998 should be followed at all times by those who have access to the documents.

Access to Outcomes
There will only be 3 copies of the review statement — one held by the member of staff,
another held by the team leader and one held by the Head of HOE in a central file to which
those responsible for making decisions regarding pay could request access. A copy of the
head’s review statement should go to the manager of Children at Risk of Social and
Educational Exclusion.
The Head of HOE should keep review statements for a least 3 years and report annually to
the Management Committee on the performance management process, including the
effectiveness of the procedures and the training and development needs of the staff.

Complaints Procedure
Within 10 days of receiving the review statement staff can record their dissatisfaction with
aspects of the review on the review statement. Where these cannot be resolved with the
team leader they can raise their concerns with the Head of HOE. Where the head is the
team leader the member of staff can raise their concerns with his/her line manager. A
review officer (who could be the head or the SEO) will be identified who will take account
of complaints and may conduct a review of the complaint. The review officer may decide
to amend the review statement or order a new review. In this case the head will identify a
new team leader for the member of staff. Any new review should be conducted within a
further 15 days.

Copies of all standard documents, which will be used – the self-evaluation form, the
individual action plan, the review statement and the classroom observation forms, can be
found in a master file held at the administrative base. There will also be a timetable sheet
that will enable staff to plot the cycle and keep track of meetings. At the end of the annual
cycle staff will be asked to provide a brief evaluation of the process and give this to the
head. This will provide information for reviewing the policy, which will be done at the end
of the review period each year. All individual action plans should be submitted to the head
who will check that all objectives and methods of monitoring fulfill the above criteria and
that all reviews are completed on time. The assessment of performance will be
consistently applied across the team.
The documentation may be up-dated or amended as required in consultation with the
management committee, the manager of Children at risk of Social and Educational
Exclusion and other C+FS teams, or to incorporate any changes introduced by the DfES or
local IPS initiatives.

Statutory Information for Teachers - Links Between Pay, Career Stages and
Performance Management
Information from the performance review statement will be used to inform aspects of the
pay structure for teachers employed under the terms and conditions of the School
Teachers’ Pay and Conditions Document.

The DfES explains that teachers can continue to expect an annual increment up to
threshold level if they perform satisfactorily. Teachers above the threshold will need to
demonstrate their performance through the annual review process in order to access
higher pay levels. (See the linked Pay Policy)

The final review meeting of the year can be used to
a) agree objectives and professional development opportunities as the first stage of a
   teacher’s subsequent performance management cycle
b) Discuss opportunities for the teacher to request to move through the threshold or to the
   next appropriate point on the Upper Pay Spine during the following year.

Up to the Threshold — teachers can expect an annual increment if they are performing

Threshold – evidence from reviews will be used to inform applications by teachers and
assessment by the Head of HOE.

Performance Pay Points above the threshold and teachers in the leadership group —
performance reviews will form part of the evidence which can be used to make decisions
about awarding performance pay points to eligible teachers. See the related HOE Pay
Policy for more information on the process of applying to move from Upper Pay Spine 1 to
upper Pay Spine2 and 3.

Additional Information for the Performance Management of the Head of HOE
As HOE is a Pupil Referral Unit, the responsibility for reviewing the head’s performance
will lie with the Manger of Children at Risk of Social and Educational Exclusion. He/she
may ask the NIAS inclusion advisor (SEN) to assist.

The two processes of performance management and pay review will be linked and
objectives agreed will be reviewed for pay purposes. Where objectives are satisfactorily
met and the head has fulfilled his/her professional duties satisfactorily over the year, a pay
point (or two) will normally be awarded with effect from each September. See the HOE
Pay Policy for further details.

Complaints Procedure
Should the Head have any complaints to make about the process and/or the review
statement, these should be made within 10 days of receipt of the review statement. The
complaint should be made to the Senior Education officer in the first instance. In this case
a Review Officer should be appointed and this must be someone who has not participated
in the review process and cannot be a member of staff (teaching or support) of the team.
The Review Officer considers the way that the review process was undertaken and takes
account of the Head’s complaint.

There are three possible outcomes to the Review Officer’s investigation:

   The review statement stands
   The review statement is amended
   The review officer decides that a new review (or part review) should take place, with
    different Appraiser undertaking it.

Any new review or part review ordered should be conducted within a further 15 working

Evaluation of the Policy
The Head of HOE will provide an annual report to the management committee and line
manager from Children and Families Service on how effective the performance
management procedures have been in supporting the achievement of the priorities of the
team. In this way assessment of performance can also be consistently applied in the

In order to ensure that individual teachers, teams and C+FS continue to improve, the Head
will check that effective and challenging objectives are set and that all reviews are
completed on time. This evaluation will also help to improve standards of teaching and

This policy, the process and the documentation will be reviewed annually (in July) and
updated or amended as required after consultation with all staff, to incorporate any
changes as required by the STPCD, the DfES or C+FS and to ensure that the policy
remains effective.

LMM/ updated November 04

To top