Sir William Ramsay School Pay Policy

Transcription

1 Sir William Ramsay School Pay Policy Audience All Staff & Governors Date for renewal/updates/review September 2016 Named person responsible for monitoring Head Agreed by Personnel Committee September 2015 Agreed by Governing Body October 2015 Related Policies Related Protocols (as Appendix) Appraisal Policy 1. Introduction: This policy sets out the framework for making decisions on staff pay. In adopting this policy the aim is to maximise the quality of support and teaching and learning at Sir William Ramsay School support the recruitment and retention of a high quality workforce enable the school to reward staff members appropriately for their contribution to the school help to ensure that decisions on pay are managed in a fair, just and transparent way and are underpinned by the principles of the Equalities Policy Pay decisions at Sir William Ramsay School are moderated by a specific Appraisal Committee of the Governing Body. 2. Salary ranges With effect from 1 September 2013 the Governing Body will pay teaching staff on the following pay ranges: the Leading Practitioner pay range the main pay range the upper pay range the unqualified teacher range 3. Pay Reviews:

2 The Governing Body will ensure that each staff member s salary is reviewed annually, between the 1st September and no later than 31 st October each year, and that all staff members are given a written statement setting out their salary. This review will reflect the performance appraisal, as outlined in the Appraisal Policy. Special reviews may take place at other times in the year to reflect any changes in circumstances or job description that lead to a change in the basis for calculating an individual s pay. A written statement will be given after any review and will give information about the basis on which it was made. In the case of a change in the school organisation structure which leads to a change in the TLR structure, TLR payments will be safeguarded in accordance with the Schoolteachers Pay and Conditions Document (STPCD). Where a pay determination leads or may lead to the start of a period of safeguarding, the Governing Body will give the required notification as soon as possible and no later than one month after the date of the determination. 4. Basis of Pay Determination on Appointment: The Governing Body will determine the pay range for a vacancy prior to advertising it. On appointment it will determine the starting salary within that range to be offered to the successful candidate. In making such determinations, the Governing Body may take into account a range of factors, including: the nature of the post the level of qualifications, skills and experience required market conditions the school improvement plan There is no assumption that a staff member will be paid at the same rate as they were being paid in a previous school. 5. Pay Progression Based on Performance: At Sir William Ramsay School, all staff can expect to receive regular and frequent constructive feedback on their performance, with reference to previously agreed objectives, and are subject to annual appraisal that recognises their strengths, informs plans for their future development, and helps to enhance their professional practice. The arrangements for teacher appraisal are set out in the school s Appraisal Policy. Decisions regarding pay progression will be made with reference to the staff member s Appraisal Report and the pay recommendations they contain in accordance with the STPCD. In the case of NQTs, whose appraisal arrangements are different, pay decisions will be made by means of the statutory process. Length of service should not necessarily have an impact on the determination of pay. It will be possible for a no progression determination to be made without recourse to the capability procedure. To be fair and transparent, assessments of performance will be properly rooted in evidence. At Sir William Ramsay School, we will ensure fairness by quality assuring appraisal

3 arrangements through the Senior Leadership Team and presenting specified objectives and progress towards them, as well as pay recommendations to the Appraisal Committee, for onward recommendation to the Full Governing Body. The evidence we will use will include: analysis of outcomes by teaching group lesson observations learning walks quality assurance returns (the half termly tracking of student progress) self-assessment evidence of achievement of non-teaching objectives Appraisal Reports will contain performance recommendations. Final decisions about whether or not to implement a pay recommendation will be made by the Governing Body, having regard to the Appraisal Report and taking into account the advice of the Senior Leadership Team. The Governing Body will consider its approach in the light of the school s budget and ensure that appropriate funding is allocated for pay progression at all levels. At Sir William Ramsay School, judgments of performance will be made against specific performance measures and the relevant Teacher Standards. Therefore, teacher performance will be judged against the extent to which teachers have met specific and measurable objectives (in accordance with their three agreed objectives under the appraisal policy), and the Teacher Standards and how they may have contributed to: impact on pupil progress (measured by students reaching or exceeding target grades), including: closing the gap for students who have entered the school with lower prior attainment; those entitled to pupil premium; higher attaining students impact on wider outcomes for pupils development of good practice across the school impact on the effectiveness of other teachers and support staff the wider life of the school and its position in the community The rate of progression will be differentiated according to an individual teacher s performance and will be on the basis meeting targets against absolute criteria (in accordance with their three agreed objectives under the appraisal policy). For teachers, the evidence grid will be used to frame evidence (see Appendix One). 14. Movement to the Upper Pay Range for Teachers from 1 st September 2014: Applications and Evidence: Any qualified teacher may apply to be paid on the upper pay range and any such application must be assessed in line with this policy. It is the responsibility of the teacher to decide whether or not they wish to apply on the upper range. Applications may be made once a year. Applications should be made in conjunction with the Appraisal process and the deadline in therefore 31 October each year.

4 If a teacher is simultaneously employed at another school, they may submit separate applications if they wish to apply to be paid on the upper pay range in that school or schools. Sir William Ramsay School will not be bound by any pay decision made by another school. All applications should include the reviews or appraisals under the 2011 or 2012 regulations, including any recommendation on pay. Applications should contain evidence from two years. The Assessment: An application from a qualified teacher will be successful where the Governing Body is satisfied that: (a) the teacher is highly competent in all elements of the relevant standards; and (b) the teacher s achievements and contribution to the school are substantial and sustained. For the purposes of this pay Policy: highly competent means consistently high quality performance which has had an impact on the practice of other teachers and outcomes for pupils across the school. substantial means of real importance and value to the school; playing a critical role in the life of the school; making a distinctive contribution to raising pupil standards; taking advantage of opportunities for professional development and using outcomes to improve pupils learning. sustained means continuously striving for excellence and improvement over a period of at least 2 school years. The application will be assessed by the line manager and moderated by the Head prior to the recommendation being made to the Governing Body, who will make the final decision. Processes and Procedures: At 1 September 2013, arrangements for movement onto the Upper Pay range will take place in accordance with the STPCD 2012 For movement from 1st September 2014: The assessment will normally be made by 31 October each year before the applicant will receive a response to their application. If successful, applicants will move to the upper pay range from 1 September As part of the final determination, the Governing Body will decide where on the upper pay range a successful teacher is placed. If unsuccessful, feedback will be provided by the Head normally within 10 days of the final decision. Any appeal against a decision not to move the teacher to the upper pay range will be heard under the school s appeals arrangements. 15. Part-time Teachers:

5 Teachers employed on an on-going basis at the school but who work less than a full working week are deemed to be part-time. The Governing Body will give them a written statement detailing their working time obligations and the standard mechanism used to determine their pay, subject to the provisions of the statutory pay and working time arrangements and by comparison with the schools timetabled teaching week for a full-time teacher in an equivalent post. 16. Short Notice/ Supply Teachers: Teachers employed on a day-to-day or other short notice basis will be paid on a daily basis calculated on the assumption that a full working year consists of 195 days; periods of employment for less than a day being calculated pro-rata. 17. Pay increases arising from changes to the document: All teachers are paid in accordance with the statutory provisions of the Document as updated from time to time. 18. Monitoring the Impact of the Policy: The Governing Body will monitor the outcomes and impact of the policy on a regular basis (each year), including trends in progression across specific groups of teachers to assess its effect and the school s continued compliance with equalities legislation.

6 Appendix One: Evidence will be weighed against the following five criteria, to inform the decision as to whether the specific targets have been reached, as referenced to the Teacher Standards: Evidence Source A Outcomes for Students High B Lesson Observations High C Learning Walks Medium D Quality Assurance Returns Medium E Self-Evaluation Low Significance Rating: A Teacher must: Meeting the Teachers Standards at Sir William Ramsay School: Set High Expectations which inspire, motivate and challenge (A) Establish a safe and stimulating environment for pupils, rooted in mutual respect. (B) Set Goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. (C) Demonstrate consistently the positive attitudes values and behaviour which are expected of pupils. Q2 Promote good progress and outcomes by pupils (A) Be accountable for pupils attainment, progress and outcomes (B) Be aware of pupils capabilities and prior knowledge and plan teaching to build on these. (C) Guide pupils to reflect on the progress they have made and their emerging needs (D) Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching. (E) Encourage pupils to take a responsible and conscientious attitude to their own work and study. Demonstrate good subject and curriculum knowledge (A) Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings. (B) Demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship (C) Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher s specialist subject. Q4 Plan and teach well-structured lessons (A) Impart knowledge and develop understanding through effective use of lesson time. (B) Promote a love of learning and pupils intellectual curiosity. (C) Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired. (D) Reflect systematically on the effectiveness of lessons and approaches to teaching. (E) Contribute to the design and provision of an engaging curriculum within the relevant subject area(s) Evidence Source A, B, C A,B,C A,B A,B,D

7 Q5 Adapt teaching to respond to the strengths and needs of all pupils (A) Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. (B) Have a secure understanding of how a range of factors can inhibit pupils ability to learn and how best to overcome these. (C) Demonstrate and awareness of the physical, social and intellectual development of pupils and know how to adapt teaching to support pupils education at different stages of development. (D) Have a clear understanding of the needs of pupils including those with special educational needs; those with EAL; those with disabilities and be able to use and evaluate distinctive teaching approaches to engage and support them. Q6 Make accurate and productive use of assessment (A) Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements. (B) Make use of formative and summative assessment to secure pupils progress. (C) Use relevant data to monitor progress, set targets and plan subsequent lessons. (D) Give pupils regular feedback, both orally and through accurate marking and encourage pupils to respond to the feedback. Q7 Manage behaviour effectively to ensure a good and safe learning environment (A) Have clear rules and routines for behaviour in classrooms and take responsibility for promoting good and courteous behaviour both in the classroom and around the school in accordance with the schools behaviour policy. (B) Have high expectations of behaviour and establish a framework for discipline with a range of strategies using praise sanctions and rewards consistently and fairly. (C) Manage classes effectively using approaches which are appropriate to pupils needs in order to involve and motivate them. (D) Maintain good relationships with pupils exercise appropriate authority and act decisively when necessary. Q8 Fulfil wider professional responsibilities (A) Make a positive contribution to the wider life and ethos of the school (B) Develop effective professional relationships with colleagues knowing how and when to draw on advice and specialist support (C) Deploy support staff effectively. (D) Take responsibility for improving teaching through appropriate professional development responding to advice and feedback from colleagues. A,B A,B,D A,B,C B, E

8 Appendix Two Pay Appeal process for teaching staff Right of appeal The School Teachers Pay and Conditions document states that a teacher may appeal against any determination in relation to their pay or any other decision that affects their pay. Teachers should understand that any decision made under this formal appeals procedure is final and there is no further right of appeal or recourse to the grievance procedure. Decisions on pay determination and the basis on which the decision has been made will be confirmed in writing. Reason for appeal This must be based on the criteria set out in the School Teachers Pay and Conditions document :.. that the person or committee making the decision.. Incorrectly applied the provisions of the pay and conditions document Failed to have proper regard for statutory guidance Failed to take proper account of relevant evidence Failed to take proper account of performance management evidence Took account of irrelevant or inaccurate evidence Was biased Otherwise unlawfully discriminated against the teacher Staff can appeal against any entry to their performance management statement. Appeal committee A Teachers Pay Appeals Committee comprising not less than 3 governors (not involved in the original pay determination and who are not employees of the school) will hear formal appeals. Appeal process In all cases of appeals against pay decisions the teacher should attempt to resolve the situation informally before starting the formal process.

9 Informal On receipt of written confirmation of the pay determination if the teacher is not satisfied they may approach the decision maker informally to seek to resolve the matter within 10 working days of receipt of the decision. The decision maker will Deal with any issue raised promptly Ensure that the teacher is given the opportunity to explain their dissatisfaction fully and the basis under which they feel the decision should be reviewed. Ensure that the teacher is kept informed of what may be done to resolve the situation Explain the decision and any reasons why the decision may not be changed. Formal Applies where the matter has not been resolved informally or the informal route has not been applied in the 10 day period. Teacher sets out in writing grounds for appeal (which must relate to the grounds set out above) Written appeal to be sent the person or committee making the determination within 10 working days of pay decision or outcome of informal discussion. Hearing of the Teachers Pay Appeal Committee to be convened within 10 working days of receipt of the written appeal. Teacher to be notified of their right to be represented by another person or professional/trade union representative at the hearing. Appeal hearing to take place within 20 working days of receipt of written appeal notification. Appeal decision to be confirmed within 5 working days.the decision of the committee is final and binding.