Chris Ingate outlines the key changes underway for schools with the removal of performance-related pay.

Apprised about appraisals

Autumn term is a key time for employers to review their pay and appraisal policies, including other statutory requirements. This article outlines key changes in the School Teachers' Pay and Conditions Document (STPCD) and the implications these are having on changing the culture of staff appraisal. 

Since 2011, teachers and leaders have been subjected to performance-related pay (PRP), so we were delighted to see that the 2024 STPCD gave employers the option to move away from this out-dated and flawed methodology. Setting a narrow range of objectives once a year and linking this to pay progression has proven to be demotivating and fails to recognise the contribution of an employee to their organisation. ASCL's position is that all employers should move away from PRP and develop an alternative approach to appraisal that is supportive and developmental, is not linked to pay, and applies to both teachers and leaders. The arrangements for teachers' pay should be detailed separately in a school's or trust's pay policy and any concerns about performance should be dealt with separately in the capability policy. 

Maintained schools and academies following the STPCD must have an appraisal policy for teachers that is reviewed annually, in consultation with the recognised trade unions. Over the last 12 months, it has been encouraging to see that many schools, trusts, and local authorities have moved away from PRP, and have established their own supportive and developmental appraisal policies instead. This is often based on a coaching model, with a real focus on professional growth and improving practice. Employers we have been working with, including Excalibur Academies Trust in Wiltshire, have told us they are also seeing wider benefits of this change in culture, including greater engagement from support staff and better staff retention rates for teachers. CEO of Excalibur Academies Trust, Nick Lewis, said, "We recognise that if people feel happy, supported, and secure, then that creates a positive approach to training, development, and professional growth." 

But achieving this is often easier said than done. There are also some common misconceptions. For example, does the removal of PRP mean automatic progression for all? What about accelerated progression? Does appraisal have to be for 12 months? Could some objectives be for a longer or shorter period of time? 

Guidance and support 

In our work as a trade union reviewing policies, we have produced a document that sets out ASCL's positions and expectations on appraisal, which you may find useful - see www.ascl.org.uk/PayandAppraisalPolicies 

The DfE has also published some useful guidance on appraisal - see tinyurl.com/4wjwx9vx 

ASCL has also been working with The National College (www.nationalcollege.com) (formerly BlueSky) over a number of years, producing guidance to support schools and trusts in changing their approach to performance management and appraisal (see www.ascl.org.uk/appraisal). 

The 'normal' pattern of appraisal usually involves an autumn review of progress and a two-way discussion about future growth and personal development. At this point, it is common to set broad categories to help guide staff (whole-school priorities, team development, and individual goals). We are seeing, however, a variety of practices thereafter, including interim reviews, line manager 1:1s, and personal reflection. ASCL does not have a preferred appraisal policy model, but it is important that your school or trust has a system that works for your employees, both teachers and support staff. Ultimately, a well-designed appraisal system should be valued by the employee and be an effective tool for the organisation to promote school improvement, staff motivation, and individual development. 

If you are just embarking on this culture-changing process, it is important to understand it may take several years to fully achieve your goals. Those who are further down the path describe how important it is to review feedback and ensure that the wrinkles are ironed out. For example, one trust told us that their staff survey revealed that middle leaders were inconsistent with their 1:1s and coaching conversations, so they have now put in some bespoke training to address this. 

We would also like to hear from you if you have an appraisal system that is working well for your school or trust. We would like to build up a bank of case studies to help and support other schools on this transformational journey. Just let us know by emailing TellUs@ascl.org.uk using the subject heading 'Appraisal'.

Chris Ingate
ASCL Conditions of Employment Specialist: Pay
@ascl-uk.bsky.social

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