Appraisal model policy

The aim of this model policy on appraisal is to provide a supportive and developmental procedure designed to ensure that all teachers have the skills and support they need to carry out their role effectively.

Published:
Model policy
Model policy England Wales Performance management

Our model policies and policy checklists are designed to assist NEU reps in negotiating the best employment policies on behalf of our members.

Reps should strive to ensure policies are compliant with the NEU models.

Reps should consult members before agreeing new policies or changes to existing policies and should not agree policies that do not meet member expectations, any statutory requirements and NEU minimums.

Reps should always seek to work collaboratively with other unions. 

Policy checklists should be used in conjunction with our model policies and can be used as a guide for reps when communicating with members over whether a proposed policy is acceptable.

If a policy is unacceptable, members should consider a collective response that may include taking industrial action. For further advice contact your branch.

Policy checklist

Pay model policy

The aim of this model policy on pay is to provide a framework that schools can adopt to ensure teachers are paid fairly and in line with the provisions of the School Teachers’ Pay and Conditions Document.

Model pay letter

A model letter you can use to raise pay implementation and any other pay issues with your head.

Graphic of files saying quality teaching, planning, data, marking

Appraisals

The need to secure fair and reasonable objectives for teachers at the start of the appraisal process.

Find out more

Appraisal policy checklist

This checklist is provided to help you assess whether your employer’s appraisal policy is compliant with the NEU position.

Scope

  • Policy is applicable to all teachers at the school/trust/college, except for those on contracts of less than one term, Early Career Teachers (ECTs) undergoing induction, or teachers on capability procedures.
  • The length of the appraisal period for teachers on fixed-term contracts of less than one year determined by the length of their contract.

NB: The head teacher/appraiser should determine the length of the first cycle for newly appointed teachers starting midway through a cycle, aiming to bring their cycle in line with that of other teachers as soon as possible.

Appointing appraisers

  • All appraisers will be qualified teachers with current or recent teaching experience.
  • The head teacher is responsible for choosing each teacher’s appraiser.
  • Appraisees will have the opportunity to object to their appointed appraiser.

Objectives

  • There will be a maximum of three objectives per academic year.
  • Objectives will be set at the start of each appraisal period.
  • Objectives will be specific, measurable, achievable, realistic, and time-bound (SMART), and appropriate to the appraisee’s role and experience.
  • Objectives will be mutually agreed between the appraiser and appraisee.
  • Objectives will not include the use of raw numerical targets.
  • Appraisers must take account of an individual teacher’s circumstances, including any disability, when agreeing objectives.
  • The Teachers’ Standards (England) or the Professional Standards for Teaching and Leadership (Wales) will not be used as a ‘tick list’ against which the teacher’s performance is assessed.

NB: Appraisal should start from the premise that all teachers are meeting the Standards, unless clear, written evidence to the contrary is provided.

Observations & review meetings

  • Total time occupied by all observations/classroom visits does not exceed three hours per year, with a maximum of three observations for all purposes.
  • All appraisal activities will take place within a teacher’s directed time, excluding protected PPA time.
  • Appraisees will receive a written appraisal report at the end of each appraisal period including the teacher’s objectives, an assessment of the teacher’s performance against these objectives and the relevant standards, an assessment of the teacher’s training and development needs, and a space for the teacher’s comments.
  • Pay and appraisal will not be linked. Pay progression will be automatic across all pay ranges.
  • Teachers making an application to move to the Upper Pay Range will have a progression recommendation in their appraisal report based on the criteria set out in the school’s pay policy.

Additional support

  • Includes provision for resolving any concerns about a teacher’s performance informally.

NB: The NEU position is that informal support should take place during the appraisal rather than the capability process.

  • Recognition that teachers may experience performance issues at work for a variety of reasons, including mitigating circumstances (e.g. menopause, bereavement, disability related issues etc.)
  • Where additional support is required, a suitable action plan should be drawn up (e.g. coaching, in-class support, mentoring, visits to other classes/schools etc.) to help the teacher address the specific concerns.

NB: The NEU position is that the programme of support should be provided for up to 13 weeks (i.e. around a term in length), with the option of ending support early should performance improve sooner.

  • Employees have the right to be accompanied to meetings with management by a trade union representative or work colleague during the period of additional support.

NB: An employee has the statutory right to be accompanied by a trade union representative or work colleague to formal meetings with their employer, however the NEU position is that this right should be extended to informal meetings.

Policy monitoring & review

  • The policy will commit to annual equality monitoring of its operation and the sharing of results with the recognised trade unions.
  • The policy will be reviewed regularly (e.g. biennially).
  • Employees and representatives of recognised unions will always be consulted on any proposed changes to the policy.
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