Performance Review and Development Scheme for Support Staff Policy

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1 Performance Review and Development Scheme for Support Staff Policy Policy Reviewed by Resource committee Autumn 2013 Reviewed policy shared with staff on: Autumn 2013 Policy to be reviewed again on: Autumn 2016 Committee responsible for review: Resources

2 CONTENTS Page PRADS Scheme 3 Appendix 1 Pre Meeting Checklist... 8 Appendix 2 Employee Performance Plan.. 9 Appendix 3 PRADS Annual Review of Performance Form. 11 Appendix Form Appendix 5 PRADS Summary Report Form. 14 Appendix 6 Meeting Learning & Development Needs 15 Appendix 7 Guidance Notes for Teams 18 2

3 CONTENTS Page PRADS Scheme 3 Appendix 1 Pre Meeting Checklist... 8 Appendix 2 Employee Performance Plan.. 9 Appendix 3 PRADS Annual Review of Performance Form. 11 Appendix Form Appendix 5 PRADS Summary Report Form. 14 Appendix 6 Meeting Learning & Development Needs 15 Appendix 7 Guidance Notes for Teams. 18 3

4 PRADS Scheme 1. Introduction 1.1 Services, vital to the running and success of the school, are delivered by our support staff and the effective management of their performance is essential for delivering and continuously improving the quality of outcomes for our pupils. The Performance Review and Development Scheme is intended to support the management of performance of all support staff. Agency workers are not employees of the school. 2. Aims of Performance Review and Development 2.1 The Performance Review and Development Scheme (PRADS) has been developed to ensure that all support staff and teams: are set clear priorities to achieve excellence in the services they deliver in support of the school s aims and objectives. receive constructive feedback about their performance to enable them to improve their contribution to the education of pupils. have an agreed plan to meet their learning and development needs related to their duties and agreed key tasks as well as their broader career development have their role in raising standards celebrated 2.3 Employees will achieve more if they feel informed, involved, supported and respected in the workplace. Management have a crucial role to play in ensuring employees receive clear direction, effective support and proper recognition for their achievements. When carrying out performance reviews, line managers/supervisors will do so in accordance with the values and ethos of the school. 3. How the scheme works 3.1 All support staff will be required to meet with the Headteacher or their supervisor/line manager as appropriate, at least once a year to formally review their performance, assess learning needs and set objectives for the coming year. In addition to these formal PRADS meetings, monitoring of progress will be an integral part of normal supervision, 1 to 1 or team meetings. The frequency of these supervision meetings will be arranged to suit the nature of the work but will usually be every 4 to 6 weeks. 4

5 3.2 It is accepted that there are practical difficulties in setting individual objectives for large numbers of employees who share the same duties. The scheme therefore allows the Headteacher, supervisors or line managers to hold group meetings to discuss and agree objectives for a group of staff at the beginning of the academic year. However, there is still a requirement for an annual meeting with each employee to review their performance at the end of the year. Guidance notes for carrying out group or team PRADS meetings are attached as Appendix Linking PRADS to the School s Improvement Plan & National Occupational Standards 4.1 It is important that the objectives of individual employees/teams are linked to the broader aims of the school s improvement plan. The Headteacher will ensure that supervisors and line managers are informed about the school s priorities and have copies of relevant documentation to enable these wider goals to inform the work programme of support staff. 4.2 PRADS will be integrated into the school improvement planning framework as appropriate. 4.3 PRADS should also be linked to the National Occupational Standards relevant the role of each employee. There are standards to cover most roles in schools and they can be used to support setting PRADS targets as well as training and development needs. 5. Preparing for the Annual Review Meeting 5.1 The aim of the annual PRADS meeting is to review the previous year s performance and set key objectives for the forthcoming year. Before the annual meeting takes place the Headteacher, supervisor or line manager will ensure that the employee understands the purpose of the meeting and has a copy of the scheme including the forms to be used. 5.2 To help the Headteacher, supervisors, managers and employees get the best out of their PRADS meeting a simple checklist has been developed to help them prepare for the meeting (Appendix1). This lists the main issues to be considered at the meeting. Employees should normally be given one week s notice of the meeting to allow for time to prepare for the review. 6. The Annual PRADS Meeting 6.1 The Annual Review Meeting will take place in a suitable location where there will be no interruptions and in an atmosphere that will encourage open and honest discussion. The structure of the meeting should be as follows: 5

6 Introduction and overview by Headteacher, supervisor or line manager Review of performance over last year Setting Key Tasks for the new year Identifying learning and support needs 6.2 Depending on the complexity of the job and the time required to complete the Annual Review Meeting, the parties may agree to hold 2 separate meetings; one to review the previous year and one to deal with the forthcoming year. 6.3 The Headteacher, supervisor or line manager will begin the meeting by explaining the purpose of the PRADS and the main issues for consideration. An important part of the process is that employees understand how their work links to the wider objectives of the school. 6.4 The discussion about performance will generally be based upon the questions set out in the Pre Meeting Checklist (Appendix 1). The checklist provides a general guide but it is not essential to use every question for every employee. 6.5 The Headteacher, supervisor or line manager will lead the discussion by inviting the employee to give a self-assessment of their performance for the previous year and the impact of any learning and development activity received. The intention is to have an open two-way discussion about performance, to assess whether work was completed to the required standard, and to find out whether any training the employee has participated in had an impact of their performance. 6.6 The next stage is to agree Key Tasks and the Outcomes to be delivered during the coming year. Attention will be focused on delivering improved services for the benefit of pupils. No employee or team should be set more than 6 key tasks for the year ahead. Some of these will relate to the main responsibilities contained in job descriptions. In addition there will be other tasks arising from the school improvement plan. 6.7 While it is usually possible to identify Key Tasks for senior staff, which are directly linked to the school improvement plan, it is sometimes more difficult to do this for employees who carry out a standard range of duties over which they have less discretion. For these employees it will be more important to identify Key Tasks that are related to their main duties but to specify the quality and standards required. It will remain vitally important to ensure that the employee is aware of how their role fits into the school improvement plan. 6

7 6.8 All management posts will have some Key Tasks set that relate to their responsibility for managing finance and staffing including managing sickness and complaints and PRADS. 6.9 The Key Tasks that are set must meet the SMART criteria i.e. Specific Measurable Agreed with the employee Realistic Time targeted 6.10 Once Key Tasks have been set, it is essential to agree how success will be assessed. This will be done by agreeing Outcomes that are measurable. For example, a Key Task may need to be completed within a certain timescale, within a specific budget and meet particular quality standards. In some jobs this may include targets for the volume of work to be completed within timescales. For some jobs/projects there will already be agreed performance indicators Outcomes will often be expressed in terms of numbers, percentages or time. It is essential to describe the planned or desired outcome e.g. new records system implemented by a specified date. Evidence will then demonstrate whether the system has been implemented by the agreed date Once Key Tasks and Outcomes have been agreed then consideration will be given to the learning and development needs of the employee. Priority learning needs, how it is proposed they be met and timescales should be agreed and recorded. Guidance on how best to meet learning needs is set out in Appendix Completing the paperwork 7.1 After the meeting the Headteacher, supervisor or line manager will record the Key Tasks and Outcomes and priority learning needs on the Employee Performance Plan (Appendix 2). At the end of the year the Headteacher, supervisor or line manager will record their assessment by completing the Annual Review of Performance form (Appendix 3). Both forms contain sections for recording Headteacher, supervisor or line manager and employee comments. 7.2 Sometimes it will be simpler and quicker to complete the forms during the meeting. In other cases the Headteacher, supervisor or line manager may prefer to write it up afterwards. If the form is not completed and signed at the meeting then this must be completed and signed and a copy given to 7

8 the employee within 2 weeks of the meeting. There is a section on the form to enable employees to add any comments before signing the form. 7.3 Once the Headteacher, supervisor or line manager and employee have signed the form, they should be countersigned by the grandparent. Any unresolved disagreement should be referred to the grandparent. A copy of the signed form will be placed on the employee s personal file and kept by the Headteacher, supervisor or line manager for the purpose of ongoing supervision. This will be the only record of the meeting. 8. Regular Supervision 8.1 It is essential that progress is regularly monitored and reviewed as part of ongoing supervisory, one to ones or team meetings. 8.2 In addition to the formal PRADS form it is also important that Headteachers, supervisors or line managers maintain a record of supervisory, one to ones or team meetings. This is to ensure an evidential trail of the process as well as a record of employee feedback and agreed action/discussion points arising from the meetings. An example of a suitable format is attached as Appendix Grandparent Role 9.1 Grandparents are generally responsible for ensuring that all Headteachers, supervisors or line managers reporting to them effectively operate the scheme and provide effective supervision and support to their employees. 9.2 The role of the grandparent is to Countersign the Employee Performance Plan and Annual review of Performance Form. Deal with any disagreement or disputes that may arise during the process Ensure that PRADS are being carried out, on time and to the required standards. Monitor how the scheme is working and whether corporate targets are being met in their service area Ensure that effective one to one/supervision arrangements are in place to monitor ongoing progress against PRADS targets. 10. Monitoring 10.1 The governing body of the school will monitor whether all employees are receiving PRADS. The head teacher is required to complete a PRADS Summary Report (Appendix 5) reporting on the number of PRADS completed and summarising priority learning needs. This information will be used to monitor PRADS and develop learning plans, programmes and budgets. 8

9 10.2 The PRADS Summary Report should be presented to the governing body at an appropriate time. 11. Equal Opportunities 11.1 The school values the diversity of our workforce and has a strong commitment to providing equal opportunities for all employees. All performance review meetings and assessments will be undertaken in an objective and consistent manner that is free from bias. All employees have a right to know what is expected of them, how they are doing and to be treated in a fair and consistent manner. 12. Confidentiality 12.1 All information recorded as part of the PRADS process is confidential. PRADS Forms will be stored in a secure location. Forms will be retained and disposed of taking into account the Data Protection Act and relevant Royal Borough/School Policy. Appendix 1 Pre Meeting Checklist - Performance Review and Development Scheme A. Review of Performance 1. What key tasks and outcomes were agreed at the last Annual PRADS meeting? 9

10 2. What is your assessment of each task i.e. did performance reach requested standard? 3. What evidence supports this? 4. What has not been achieved? 5. What factors contributed to objectives not being achieved? 6. What additional learning or development activity might help improve performance? 7. What management action might assist in improving performance? B. Setting Objectives and Identifying Learning Needs 1. What are the main duties of the post as set out in job description? 2. How should the post contribute to school aims and objectives? 3. Are there other key tasks which should be undertaken because they have been identified in school plans? 4. What outcomes could be used to measure effective performance of each key task? 5. What competencies, knowledge and skills are required to perform the duties and tasks? 6. Are there any learning or development needs in relation to the agreed tasks? If so how could they be met? For guidance on various ways of meeting learning and development needs see Appendix 6. 10

11 Appendix 2 EMPLOYEE PERFORMANCE PLAN Personal Details Name School Person conducting the review Job Title Review Period 1. KEY TASKS OUTCOMES TO BE DELIVERED 11

12 2. DEVELOPMENT NEED HOW IT WILL BE MET TARGET DATE 3. HEADTEACHER/SUPERVISOR/LINE MANAGER AND EMPLOYEE COMMENTS Headteacher/Supervisor/Line Manager s Comments Employee s Comments 4. SIGNED Employee: Headteacher/Supervisor/Line Manager:.. 12

13 Date:. Date:.. Key Tasks and Outcomes should be SMART: Specific Measurable Agreed Realistic and Time targeted Appendix 3 PRADS Annual Review of Performance Employee Headteacher/Manager Job Title Review Period 1. KEY TASKS PERFORMANCE ASSESSMENT 13

14 2. DEVELOPMENT NEEDS OUTCOME 3. COMMENTS Headteacher/Supervisor/Line Manager s Comments Employee s Comments 4. SIGNED Employee: Manager:..Grandparent:.. 14

15 Date:.Date: Date:.. Key Tasks and Outcomes should be SMART : Specific Measurable Agreed Realistic and Time targeted 15

16 SCHOOL Form Appendix 4 Record of Between: (Headteacher ) and: (Employee ) On: KEY TASKS ACTION REQUIRED ACTION Who When 16

17 School Support Staff PRADS Summary Report Appendix 5 PRADS Summary Report No. of Staff in School: For the period: No. of PRADS Completed: Summary of Training requirements (Please see guidance notes before completing this section) Identified Learning Need Proposed Method of Meeting Need Target Group (Including numbers) Resources/Budget Required Priority Level & Explanation (High, Medium, Low) Headteacher s Signature:.. Date:. 17

18 Appendix 6 PRADS Meeting Learning & Development Needs Training isn t just about attending formal courses. Learning and development needs can be met in a wide variety of different ways. So when you are considering how best to meet these needs try to think about what will be the most effective method of learning and applying new knowledge and skills in the workplace. Some of the options are:- 1. Coaching 1.1 If the learning need is very specific to a job then coaching may be the best way of meeting the need. This involves direct discussion and guided activity with a senior member of staff or an experienced colleague. This needs to be carefully planned and evaluated. 2. Projects and assigned tasks 2.1 Undertaking a specific project to be completed within a definite time limit can provide a very effective developmental opportunity. The project must have clear objectives and the employee will usually require additional guidance and management support to succeed. 2.2 Staff can also be asked to take on additional tasks for the specific purpose of meeting their development needs. Swapping tasks or jobs is one way of broadening the knowledge, skills and competence of employees in the workplace. 3. Work Shadowing 3.1 Arranging for employees to spend a short period observing a colleague who is considered to be very effective in using particular skills, knowledge or competencies can be an effective development tool. 4. Guided Reading 4.1 Training needs related to knowledge and information can often be met by guided reading of relevant books, articles, audio tapes, DVD s, videos and use of the internet. 5. Open Learning 5.1 Flexible modular self instruction packages allow employees to study at their own pace and at a time and a place to suit them. Many are now computer based.

19 6. Meetings/Discussions 6.1 Meetings can be arranged to meet learning needs. It is important to ensure that the group or team already has some knowledge of the subject or to provide this for them e.g. video/dvd, speaker, article etc. Meetings must be planned and structured to enable them to be an effective learning method. 7. Networking 7.1 Encouraging staff to set up internal and external contacts to share experience and knowledge can be an effective learning method if this is clearly related to an employee s agreed development needs. 8. Secondments 8.1 A temporary transfer to another area of work can help an employee gain new knowledge, skills and experience by undertaking a different type of work. There needs to be a clear understanding about what development needs are being met by the secondment. Adequate supervision and support are essential during the period of the secondment. 9. Mentoring 9.1 Mentoring is a special type of coaching where an employee is paired with a more experienced or senior employee from another area of work, department or other school. They meet on a regular basis and the mentor helps the employee to develop by sharing knowledge, insights and experience to help the employee develop. Can be very useful in developing less experienced staff who are keen to progress their career. 10. Short Courses 10.1 Attendance on formal training courses still provides a useful way of learning in a structured environment away from the workplace. However, this is one of the more expensive types of training and employees do not always find it easy to transfer learning back to the workplace. Care must be taken to only select courses with objectives that are relevant as well as cost effective. Headteachers/Supervisors/Line Managers must always discuss course objectives and their learning needs with employees before they attend any course. When the employee returns to work there should be a discussion with them about the key learning points and how these can be applied at work. 11. Qualification Courses 19

20 11.1 There are a range of job related qualifications which are able to help meet the longer term career development needs of some employees. These are often the most expensive type of training course and there is a very limited budget for this type of training. However, the school may need a supply of qualified support staff and there may be a need to support some employees in gaining relevant qualifications National Vocational Qualifications (NVQs) have opened up the possibility of gaining qualifications without attending college Studying by distance learning or correspondence is another way of obtaining a recognised qualification without attending a traditional college course The School Workforce Team develops a programme of training and development opportunities each year. For more information, contact them at 20

21 Appendix 7 Guidance Notes for Teams 1. Introduction 1.1 The Performance Review and Development Scheme (PRADS) has been introduced to ensure that all employees know what is expected of them and receive effective direction and support from the appropriate person in the school. For most employees this will involve individual meetings with their immediate supervisor/line manager. However, the school recognises that where there are a large number of employees carrying out the same duties but reporting to one supervisor or line manager this many not be feasible. The scheme therefore allows for an initial meeting to be carried out as a group or team activity. At the end of the year there must be an Annual Review Meeting between each individual employee and their supervisor/line manager to review performance. 1.2 These guidance notes are intended to assist mangers in carrying out group or team PRADS meetings. This should help in the facilitation of meetings to: Set realistic and achievable tasks and outcomes which are owned by the team Agree action to improve team performance Identify learning and development needs to improve outcomes 1.3 Holding team meetings to agree Key Tasks and Outcomes to be delivered has a number of benefits Effective use of time the ability to agree Kay Tasks and outcomes with the whole team at the same time Consistency in performance standards for all members of the team Teams can identify practical action to improve performance to achieve objectives Improvement in team working and communications will come from clarifying roles, priorities and objectives Achievement of team objectives will improve commitment and motivation within a team Development of an open and honest working environment where employees are encouraged to support each other through change and development. 2. Preparing for Team PRAD Meeting 2.1 Before the Team PRADS meeting takes place the Headteacher/supervisor/line manager will ensure that employees understand the PRADS scheme and are given relevant information e.g. Job 21

22 Descriptions, school plans and any agreed standards or agreed competencies that have been approved for their area of work. 3. Conducting an effective team PRAD Meeting The following guidance will assist in running effective sessions: 3.1 The recommended structure is: Introduction by Headteacher/supervisor/line manager: outlining purpose and structure of meeting Discussion about any concerns Discussion about the Key Tasks and outcomes that will measure their effectiveness Discussion about current strengths and weaknesses and action/training required to improve performance Headteacher/supervisor/line manager gives summary of action be taken 3.2 Introduction The meeting should begin with an explanation of the purpose and benefits of the PRADS and describing its main elements, including the forms that are used, and outlining the structure and aims of the meeting. Everyone should be made to feel welcome and able to openly participate in the meeting. The Headteacher/supervisor/line manager should emphasise that a productive session will require everyone to respect each other s views and values. Team members should be encouraged to actively listen to each other, without interrupting, and to focus on achievable outcomes. A record must be kept of those in attendance. 3.3 Headteacher s/supervisor/line Manager s Overview The Headteacher/supervisor/line manager will lead the session by giving their overview of the future of the school. This will be based on relevant school plans. The focus should then be on the job description and duties for posts in the team and list the key tasks on a flip chart. Team members should be asked to add any tasks that they feel should be included. 3.4 Discussion about key priorities for the team The team should be divided into groups of two or three and each group asked to rank the tasks in terms of priorities for their team. The groups should be asked to report back to the rest of the team and to explain why they ranked their top two activities as team priorities. This process will enable the team to have some clarity about the key activities of the team and their relative importance. 22

23 Once all the groups have reported back, the Headteacher/supervisor/line manager should then summarise the Key Tasks for the team and list these on a flip chart. There should not be more than six. 3.5 Measuring Outcomes The Headteacher/supervisor/line manager will lead this session by explaining the importance of measuring Outcomes for each of the Key Tasks. Looking at the Key Tasks listed on the flip chart, the team should be asked to measure success. Any existing quality standards for these tasks or activities should be listed. If there are more than 6 employees at the team meeting then it may be best to split the team into groups for an initial discussion and then ask them to report back for a whole team discussion. At the end of this discussion the Headteacher/supervisor/line manager will summarise the outcomes that will be used to measure performance and list these on flip chart. 3.6 Developing the team Looking at the Key Tasks and Outcomes the team should now be asked to discuss What the team currently does well? What they do least well? What changes could help them improve? What learning or development would assist? If there are more than 6 employees in the team meeting then this exercise will best be done in small groups followed by a full team discussion. At the end of the full team discussion the Headteacher/supervisor/line manager should summarise by listing on a flip chart The learning and development needs of the team Any other action required to improve performance 3.7 Completing the paperwork Within two weeks of the meeting the Headteacher/supervisor/line manager should summarise the outcome of the meeting on a Team Performance Plan and circulate this form to team members along with a list of those who attended the meeting. Each member of the team should be asked to sign their copy of the form and add any comments. The Performance Plan provides a clear statement of the Key Tasks and Outcomes to be delivered by the team. Progress should be 23

24 4. Trouble Shooting monitored and discussed in team meetings and during individual supervision. 4.1 Agreeing and setting Key Tasks and identifying appropriate learning and development activity is always going to be a challenge. There will be different personalities with varied views and opinions, some may be new employees and others very experienced. These natural differences may on occasions lead to disagreements and deadlock in decision making. To assist in prevention and resolving issues the following are common scenarios and possible solutions: Scenario Team are disinterested in PRADS Team has difficulty in meeting together due to shift work or service delivery There are some challenging members of the team who may want to sabotage the process Possible solutions Hold a pre meeting outlining the benefits for employees, bring concerns into the open and be honest in responding to questions Give examples of how the scheme has benefited other sections Praise the team for past and current achievement, make it a positive change not a negative one Arrange for phones cover for a couple of hours Organise a focus group that is representative of the group and then share the results through normal supervision and communication arrangements Hold two session instead of one and share results from both session to all employees via notes / Seek support from a senior member of staff Speak to them individually before hand and find out what their concerns are, get them involved in helping the session go well, encourage them to use the opportunity to gain positive results for themselves and the team Agree clear ways of working together at the start of the session; talk about helpful and unhelpful behaviour If undesirable behaviour occurs draw the group back to the original agreement and suggested outcomes of the session, try and move on If behaviour becomes very challenging, express your concerns, summarise what you see as happening, ask for suggestions to resolve issues, have a 15 minute cool off period If one individual is causing the difficulties and all above has been tried, ask the individual to leave 24

25 Some of the team are very quiet and don t say much at meetings but arrange to meet them later to discuss the issues Structure the meeting so that there is lots of group work. Sort the people into groups carefully, so that everyone feels they can have a say Ask individuals to write or beforehand to identify issues of concern Scenario You are not confident about running a team PRADS Team priorities and objectives that are inconsistent with service needs or are unrealistic/undesirable Time runs out and only a few Key Tasks are agreed Learning and development needs are different for individuals within the team Possible solutions Prepare well and ensure you understand the scheme Seek training in facilitation skills Be clear about the desired outcomes Ask a senior member of staff to assist you Contact HR for advice, they may also be able to co facilitate Co facilitate with another manager in a similar / same role Ensure all staff understand the school s aims and objectives, resources available and future changes to the service needs Bring team back to the above and show why their priorities/tasks do not fit in Try to compromise and use some of the team wants in Key Tasks that meet service/school needs This is fine, six Key Tasks are the maximum You can add objectives at a later date if necessary You could suggest a few more and ask team to give you some feedback on them in week or two Acknowledge there will be different needs Identify 1 or 2 activities that could benefit all Ask employees to list their individual needs for you to take away from the meeting and agree with them in a supervision meeting. 25

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