Effective PRP Decisions and the Appeals Process Gary Edwards Training and Consultancy Manager 1 st May 2014 What Dynamic Governance Looks Like

There is a positive correlation between efforts and performance Favourable performance will result in a desirable reward The reward will satisfy an important need The desire to satisfy the need is strong enough to make the effort worthwhile. Victor Vroom’s expectancy theory (1964) on motivation and management Key Principles in Effective PRP

A Dynamic Approach to Pay Policy Mission or Vision Business Strategy HR StrategyFinance StrategyMarketing Strategy Pay PolicyAppraisalCapabilityRecruitment

Progression Linked to Performance A decision whether or not to award pay progression must be related to the teacher’s performance as assessed through the school’s appraisal arrangements A recommendation on pay must be made in writing as part of the appraisal report and the relevant body must have regard to it in making their decision Pay decisions must be clearly attributable to the performance of the teacher Continued good performance as defined in the school’s pay policy should give a teacher the expectation of progression to the top of their respective pay range A decision may be made not to award progression whether or not the teacher is subject to capability proceedings Paragraph 21.2

Teachers Salary 2013 – £31,868Main Pay Range£21,804£37,124Upper Pay Range£34,523 The Leadership Group Pay increases must be differentiated – clearly attributable to performance DISCRETIONARY 2 points for “sustained high quality of overall performance …” Assessed as ‘highly competent & achievements and contributions substantial and sustained Successful Application Teaching and Learning Responsibility Allowances, SEN, Recruitment & Retention Incentives Individual

The Appraisal Process AppraiserAppraisee Appraisal Statement Overall Assessment of Performance Including: responsibilities, standards and appraisal objectives Pay recommendationPay Decision Stage 1 PLANNING Agree Objectives and complete a Planning and Review Statement Stage 2 MONITORING Including Observation Stage 3 REVIEW End-of-year Review of progress

New Standards - Preamble Teachers make the education of their pupils their first concern and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills up-to-date and are self critical; forge positive professional relationships; and work with parents in the best interests of their pupils

DfE Teachers’ Standards 2013 PART ONE: TEACHING 1Set high expectations which inspire, motivate and challenge pupils 2Promote good progress and outcomes by pupils 3Demonstrate good subject and curriculum knowledge 4Plan and teach well structured lessons 5Adapt teaching to respond to the strengths and needs of all pupils 6Make accurate and productive use of assessment 7Manage behaviour effectively to ensure a good and safe learning environment 8Fulfil wider professional responsibilities PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

What is an Appeal? Purpose and status Who takes part? Possible decisions Procedures and ground rules ……. and what happens afterwards?

Allowable Grounds for Appeal Incorrectly applied national or local term Failed to have proper regard to statutory guidance Failed to take proper account of relevant evidence Took account of irrelevant evidence Unlawfully discriminated Was biased

Issues Considered by the 2014 PRB Leadership pay ranges TLRs and all other allowances PPA time Arrangements for cover Working time and 1265 hours Salary protection General issues in STPCD

Sources of benchmarking data Salary inclusive of all other allowances R + R limited to housing or relocation Payment for other duties by exception Problems in recruiting to small Primary schools Fixed-term contracts in some situations Headteacher’s Pay

Need to incentivise able deputies to step up Need for more flexible, performance-based progression – removal of spine points No prescribed differential Application of a similar 3 step approach where a vacancy arises Basic criterion of ‘leadership responsibilities across the whole school’ Document all decisions Equal pay considerations Pay issues for the wider Leadership Group

Those on the leadership spine play a critical role in the life of the school. They inspire confidence in those around them and work with others to create a shared strategic vision which motivates pupils and staff They take the lead in enhancing standards of teaching and learning and value enthusiasm and innovation in others Their achievements and their contribution to the school should have been substantial and sustained The performance review will need to assess the teacher has grown professionally by developing their leadership and (where relevant) their teaching expertise Current Progression Criteria

Consider: The values and ethos in your school management culture What are the key factors that you think should be considered when assessing performance in leadership posts An Opportunity to Improve

Increasing school autonomy New demands on governing bodies Use of Pay Policy as a strategic tool OFSTED inspecting LA support for Governors Role of the clerk Audit process for all pay decisions Governance and benchmarking  What are the broad criteria and policies for pay decisions?  What professional independent input has been used?  What benchmarking data has been used?

A Strategic Approach to Pay Policy Mission or Vision Business Strategy HR StrategyFinance StrategyMarketing Strategy Pay PolicyAppraisalCapabilityRecruitment

Action Planning and Conclusion Further information STRB Report and Government Response body-23rd-reporthttps:// body-23rd-report; SPS Consultancy advice Kings Hill: Brook House: