Appraisal Policy For Teachers





Performance Appraisal Policy for Teachers 

April  2016

(Review date  September 2016)


Contents Page














Roles and Responsibilities 




Role of the Governing Body




Role of the Headteacher




Role of Teachers



The Appraisal Period



Appointing Appraisers for the Headteachers



Appointing Appraisers for other Teachers



Teachers’ Standards



Setting Objectives



Reviewing Performance and Annual Assessment



Classroom Observation



Development and Support



Learning and Development



External Advice



Performance Review and Planning Meeting




Prior to Meeting




During the Meeting




Post Meeting



Making a Pay Recommendation



Moderation of Planning and Review Statements



Right of Appeal



Confidentiality and Access to Statements



Monitoring and Evaluation



Feedback and Concerns during Appraisal Period




Transition to Capability




Reverting to Appraisal process following Capability


Appendix 1

Teachers’ Standards


Appendix 2

Framework for Tracking and Judging a Teachers’ overall performance


Appendix 3

Teachers’ Standards Audit


Appendix 4

Planning and Review Statement 



Appendix 5

Questions for Mid-Year Performance Appraisal Review




1. Introduction

Revised appraisal arrangements came into force with effect from 1 September 2012. They are set out in the Education (School Teachers’ Appraisal) (England) Regulations 2012 (the Appraisal Regulations) which replace the Education (School Teacher Performance Management) (England) Regulations 2006 (the 2006 Regulations). The 2006 Regulations continue to apply to any performance management cycle which is in progress on 1 September 2012, unless the governing body decides to end that cycle early and to begin a new appraisal period starting on or after that date.

Schools must stay within the legal framework set out in the Appraisal Regulations and in other relevant legislation that affects all employers (for example legislation on equality, employment protection and data protection).

The appraisal policy covers appraisal and contains the statutory requirements contained in the Appraisal regulations or the School Staffing Regulations.

Where there are concerns relating to performance that the appraisal policy has been unable to address the School’s Capability Procedure will be applied.

This document has been updated to reflect the changes relating to performance related pay for teachers in force from 1st September 2015. 


2. Scope

This policy applies to teachers employed by schools except those teachers who are undergoing an induction period (Newly Qualified Teachers) or whilst a teacher is the subject of a formal capability procedure.

This policy does not apply to support staff in schools.  There are separate procedures in place which set out the performance appraisal process for support staff in schools.

For academies, all reference to Headteacher should, where appropriate, be replaced with Principal/Head of School, all reference to the Governing Body should, where appropriate, be replaced with the Academy Trust, and all reference to school should where appropriate be replaced with Academy.

The recognised trade unions have been consulted on this policy.

NB: Text in bold indicates statutory requirements contained in the Appraisal Regulations or the School Staffing Regulations

There are areas in this procedure where schools need to insert their locally determined  arrangements.  


3. Purpose

This policy sets out the framework for a clear and consistent assessment of the overall performance of teachers, including the Headteacher, and for supporting their development within the context of the school’s plan for improving educational provision and performance, and the standards expected of teachers. 

Appraisal is a supportive and developmental process designed to ensure that all teachers have the skills and support they need to carry out their role effectively. It aims to help ensure that teachers are able to continue to improve their professional practice and to develop as teachers.


4. Roles and Responsibilities

Governors, Headteachers and teachers all have key roles to play and responsibilities to discharge in the performance appraisal process.  Their main roles and responsibilities are as follows:-


4.1     Role of the Governing Body

  • Establish the school’s performance appraisal policy, monitor the operation and outcomes of performance appraisal arrangements, and review the policy and its operation every year.
  • Ensure the appraisal policy is available to all teachers
  • Ensure that the Headteacher is carrying out their duties in respect of appraising other teachers
  • Appoint 2 or 3 governors to review the Head teacher’s performance on an annual basis.
  • Appoint an external adviser to advise appointed governors on the Head teacher’s performance
  • Retain a copy of the Head teacher’s planning and review statement (normally the Chair of Governors)
  • Ensure that content of the Head teacher’s planning and review statement is drafted having regard to the need to be able to achieve a satisfactory work-life balance
  • Make decisions about pay and career progression based on pay recommendations made by reviewers
  • Deal with any appeals in line with the school’s procedures


4.2    Role of the Headteacher

  • Play an active role in their own performance management and professional development including taking action as agreed at review meetings
  • Act as performance appraiser and, where appropriate, delegate the role of performance appraiser in its entirety
  • Retain copies of all review and planning statements and provide others with access to statements where appropriate
  • Take account of review outcomes in school development planning and ensure the school produces and resources an effective plan for the professional development of its workforce
  • Establish a protocol for classroom observation for inclusion in the performance appraisal policy
  • Evaluate standards of teaching and learning and ensure proper standards of professional practice are established and maintained
  • Ensure that the teacher’s planning and review statement is drafted having regard to the need for a satisfactory work-life balance 


4.3     Role of Teachers

  • Play an active role in their own performance management and professional development including taking action as agreed at review meetings
  • Where the role of reviewer has been delegated to them, act as appraiser for other teachers
  • Contribute to the annual planning and assessment of other teachers where appropriate

5. The Appraisal Period

The appraisal period will run for twelve months from 1st September to 31st August. There is flexibility to have a longer or shorter appraisal period when teachers begin or end employment with a school.

Where an employee joins part way through the appraisal period their initial period should end on 31st August with the objectives set to reflect the period of appraisal. They can then be placed on the same appraisal period as other teaching staff in the following year.

Teachers who are employed on a fixed term contract of less than one year will have their performance managed in accordance with the principles underpinning this policy. The length of the period will be determined by the duration of their contract.


6. Appointing Appraisers for the Headteacher

The Headteacher will be appraised by the Governing Body, supported by a suitably skilled and/or experienced external adviser who has been appointed by the Governing Body for that purpose.

The task of appraising the Headteacher, including the setting of objectives, should be delegated to a subgroup consisting of at least two members of the Governing Body.  

The Governing Body should seek to secure a balanced representation of appraisers, taking account of such factors as gender, ethnic group and age.  The Governing Body should seek to appoint appraisers who have the knowledge and experience to carry out this role and who together reflect the profile of the Governing Body.  Persons appointed as appraisers should not have any personal or pecuniary interest.  Governors who are members of the school staff cannot be appointed as appraisers for the Headteacher.

Where the Headteacher is of the opinion that any of the governors appointed by the Governing Body is unsuitable for professional reasons, they may submit a written request to the Governing Body for that governor to be replaced, stating those reasons.

The Governing Body will appoint an external adviser to provide advice and support in relation to the management and review of the performance of the Headteacher.  The external adviser will have a proven expertise in performance management of Headteachers and will have no professional or personal connection with the Headteacher.  The external adviser is required to provide relevant high quality advice to Governing Bodies, for example about:

  • The progress the Headteacher has made towards the previous performance management objectives set by the Governing Body;
  • Suitable objectives for governors to agree with the Headteacher for the next review cycle and;
  • How the school’s performance management systems are contributing to raising attainment, achievement and pupils’ wider well-being

7. Appointing Appraisers for other Teachers

The Headteacher will appoint appraisers for all other teachers.

An appraiser will have no more than 5 staff to appraise (the head teacher may have up to 8).

If, in exceptional circumstances and for professional reasons, the appraisee wishes to request a change of appraiser, where this role has been delegated, they may ask the Headteacher to appoint an alternative appraiser of comparable or higher status in the staffing structure than the original appraiser.  Any such request from an appraisee should be made in writing stating the reason for requesting a change.  Where the Headteacher is the appraiser, any such request should be made in writing to the Chair of Governors stating the reasons for requesting a change.


8. Teachers’ Standards

All teachers must be assessed against the Teachers’ Standards.

The new Teachers’ Standards came into force on 1 September 2012 and replaced the previous standards for QTS and the core professional standards. The new standards apply to all teachers regardless of their career stage and define the minimum level of practice expected from teachers once they are awarded QTS and must be used as an integral part of the appraisal process.

All appraisers are required to assess qualified teachers against the Teachers’ Standards to a level that is consistent with what should reasonably be expected of a teacher in their relevant role and at the relevant stage of their career (whether a Newly Qualified Teacher (NQT), mid-career teacher, or a more experienced practitioner.  

The Teachers’ Standards at Appendix 1, are presented as separate heading, numbered 1 to 8 in Part One, each of which is accompanied by a number of bulleted sub-headings.  The bullets, which are an integral part of the standards, are designed to amplify the scope of each heading.  The bulleted sub-headings should not be interpreted as separate standards in their own right, but should be used by those assessing teachers to track progress against the standard, to determine areas where additional development might need to be observed, or to identify areas where a teacher is already demonstrating excellent practice relevant to that standard.

Ofsted inspectors will consider the extent to which the Teachers’ Standards are being met when assessing the quality of teaching in schools.  

A framework for tracking and judging a teacher’s overall performance against the Teachers’ Standards is given at Appendix 2.  This is given as an example for schools to consider when determining the expectations of teachers at the various pay levels.  The framework has been based on the pre-existing pay structure model of 6 reference pay points on the Main Pay Range, and three reference pay points on the Upper Pay Range.  

NB: this framework is given as an example for schools to consider when determining the pay levels and related performance criteria in their pay policies. 


9. Setting Objectives

The Head teacher’s objectives will be set by the Governing Body after consultation with the external adviser.

Objectives for each teacher will be set before or as soon as practicable after, the start of each appraisal period

The objectives set for each teacher will, if achieved, contribute to the school’s plans for improving the school’s educational provision and performance and improving the education of pupils at that school

This will be ensured by for example, quality assuring all objectives against the school development plan.

The objectives set for each teacher, will be Specific, Measurable, Achievable, Realistic and Time-bound and will be appropriate to the teacher’s role, job description, and level of experience and would need to: 

  • Be suitably challenging to take account of teacher’s career stage
  • Be subject based and reflect area of responsibility
  • Reflect Pupil achievement/progress
  • Reflect School Improvement 
  • Encourage Professional development
  • Reflect the need for a satisfactory work/life balance
  • Reflect the professional experience and aspirations of the appraisee


There should be a maximum of: 

  • 3 to 4 objectives for Headteachers (schools to determine their local arrangements)
  • 4 objectives for members of the Leadership Team (schools to determine their local arrangements)
  • 3 objectives for other Teachers (schools to determine their local arrangements)


Objectives can be set over more than one appraisal period, if this is the case, it will be appropriate to identify milestones towards progress during the initial appraisal with indicated stages for each review cycle.

The appraiser and teacher will seek to agree the objectives but, if that is not possible, the appraiser will determine the objectives. Objectives may be revised if circumstances change.  

Both appraiser and appraisee will need to ensure that for each objective they are aware what constitutes success at the end of the review cycle.

All teachers should be assessed against the Teachers Standards for England 2012 document (Appendix 1).

The employee’s personal objectives and success criteria should be entered on to the Planning and Review statement. An example Planning and Review statement is shown at Appendix 4.


10. Reviewing Performance and Annual Assessment

Each teacher's performance will be formally assessed in respect of each appraisal period. In assessing the performance of the Headteacher, the Governing Body must consult the external adviser.

This assessment is the end point to the annual appraisal process, but performance and development priorities will be reviewed and addressed on a regular basis throughout the year during interim meetings e.g., once a term.

The teacher will receive as soon as practicable following the end of each appraisal period – and have the opportunity to comment in writing on - a written appraisal report. Teachers should receive their written appraisal reports by 31 October and Headteachers by 31st December. The appraisal report should include:

    details of the teacher’s objectives for the appraisal period in question;

    an assessment of the teacher’s performance of their role and responsibilities against their objectives and the relevant standards;  an assessment of the teacher’s training and development needs and identification of any action that should be taken to address them;

   a recommendation on pay where that is relevant (NB – pay recommendations need to be made by 31st December for Headteachers and by 31st October for other teachers);

  • Any other information which the school may consider relevant 

The assessment of performance and of training and development needs will inform the planning process for the following appraisal period.

As part of the overall appraisal process it is important for all teachers, who are subject to the school’s staff appraisal policy, to be clear about the evidence that will be required by their appraiser to enable the appraiser to assess their performance and make a substantiated and evidence-based pay recommendation in accordance with the school’s pay policy.

Judgements relating to performance should be supported by evidence agreed at the beginning of the performance cycle.  

The evidence gathered should largely be determined by the nature and scope of the agreed objectives and/or the Teachers’ Standards.  Examples of evidence may include:

  • Classroom observations
  • Task observations
  • Reviews of assessment results
  • Reviews of lesson planning records
  • Moderation within and across schools
  • ‘Walkabouts/drop-ins’
  • Evidence supporting progress against Teachers’ Standards

There should be regular meetings through the year between the appraiser and appraisee to review the performance of the employee and assess whether any support or development is required to assist with achieving the objectives. These meetings can also be used to assess whether the objectives should be adjusted and the support modified. The outcomes of these meetings should be recorded and will feed into the end of year appraisal meeting.


11. Classroom Observation

This school believes that observation of classroom practice and other responsibilities is important both as a way of assessing teachers’ performance in order to identify any particular strengths and areas for development they may have and of gaining useful information which can inform school improvement more generally. All observation should be carried out in a supportive fashion. 

Teachers’ performance will be regularly observed but the amount and type of classroom observation will depend on the individual circumstances of the teacher and the overall needs of the school. Classroom observation will be carried out by those with QTS. In addition to formal observation, Headteachers or other leaders with responsibility for teaching standards may “drop in” in order to evaluate the standards of teaching and to check that high standards of professional performance are established and maintained. The length and frequency of “drop in” observations will vary depending on specific circumstances.

Teachers, including the Headteacher, who have responsibilities outside the classroom should also expect to have their performance of those responsibilities observed and assessed.

All those who act as observers for classroom observation purposes should have adequate preparation and the appropriate skills to undertake observation and to provide constructive feedback and support.

Verbal feedback by the appraiser should be given immediately and in any case no later than the end of the next school day.

The appraiser should complete a written record of the observation, feedback and any subsequent follow up work. It should summarise the focus, what was learned from the observation, the feedback given and any subsequent or other follow up. The record of the observation should be made available to the appraisee within 5 working days of the observation.  The appraisee should make and where necessary record any comments they may have on the record of the observation.

At times a classroom observation may be carried out by more than one person.  Where this is the case it would be reasonable to expect feedback from both the observers.  In addition, the written classroom observation record that is provided to the teacher should reflect the assessment of both observers. 

Classroom observations should:-

  • Be undertaken with professionalism, integrity and courtesy
  • Involve objective evaluation
  • Be reported honesty and fairly
  • Involve accurate communication about its purpose and outcome
  • Be conducted in the best interests of the pupils at the school

The feedback from the observation should:

  • Identify the positive points arising from the lesson 
  • Provide constructive advice on any areas for improvement

Meadow High School will conduct observations in the following way:

The observations will be undertaken by a member of the middle and senior leadership team and will focus on the quality of teaching, learning and assessment.

  • In addition there will be drop-ins conducted by middle and senior leadership team to evaluate the standards of teaching and that professional standards are being achieved.  Where there are concerns noted during a drop-in, the teacher should be informed of the concerns noted and agree ways to address the concerns.
  • If the teacher is being assessed under the Capability Procedure the drop-ins will be limited to 2 per term
  • The length of any classroom observation will be no longer than one hour
  • The frequency of classroom observations will be 3 in any given year unless there are causes for concern or observations graded as less than good
  • Written feedback on all observations to be provided within 5 days of the observation, and included on the appropriate documents

The arrangements for classroom observation will be included in the planning and review statement at the start of the cycle and will include:

  • the amount of observation and specify 
  • its primary purpose 
  • any particular aspects of the teacher’s performance to be assessed 
  • the duration of the observation 
  • when during performance appraisal cycle the observation will take place and 
  • who will conduct the observation


12. Development and Support

Appraisal is a supportive process which should be used to inform continuing professional development. The school should encourage a culture in which all teachers take responsibility for improving their teaching through appropriate professional development. Professional development will be linked to school improvement priorities and to the on-going professional development needs and priorities of individual teachers. 


13. Learning and Development

All employees have a right to Continuing Professional Development (CPD).

CPD can happen through a variety of means, for example:

  • Team development events

Management or peer coaching

  • Mentoring
  • Shadowing
  • Use of ICT Learning packages
  • Short term secondments/placements
  • Specific CPD to maintain professional knowledge
  • Participation in internally or externally provided training

The school’s continuing professional development (CPD) programme will be informed by the training and development needs identified in the appraisee’s planning and review statements.


14. External Advice

Specialist external advice can be sought at any stage during the review cycle where it is considered that this would provide further advice and support to the appraisee achieving the objectives, or to the appraiser in assisting with reviewing performance against the objectives.

The use of an external adviser should, where possible, be agreed with the appraisee prior to use, however any final decision regarding this provision would rest with the Headteacher.


15. Performance Review and Planning Meeting

Each teacher’s performance will be formally assessed at the end of the appraisal period.

The review meeting should be planned in advance with both parties given time to prepare.

In the case of the Headteacher, the external advisor must be consulted prior to the planning and review meeting. The Headteacher must also be provided with the opportunity to meet with the external adviser prior to the meeting.


15.1       Prior to the Meeting

The Appraiser should:

  • Encourage employee to complete self-assessment form (Appendix 6)
  • Gather evidence e.g. notes of previous meetings, job description, previously agreed objectives, lesson observations, pupil progress data, wider contribution to the school etc.
  • Ensure that they consider outcomes in the light of any known disabilities and any reasonable adjustments that have been agreed to support the employee

Consider what objectives would be appropriate for the next cycle and what success criteria would look like for these objectives. In doing this the appraiser should consider the School Development Plan, the school priorities and the service requirements

  • Consider development needs and how they could be met
  • Audit against the Teacher Standards

The Appraisee should:-

  • Prepare evidence for the planning and review meeting including achievement against objectives and any factors that have influenced success or failure. (Self-assessment Form at Appendix 4)
  • Consider any objectives that they consider may be appropriate for the next cycle
  • Consider any development requirements in regard to their career aspirations.


15.2       During the Meeting

The Appraiser should:-

  • Identify areas of clear agreement, focusing initially on positive outcomes
  • Discuss other areas and identify clearly the basis on how the assessment has been made
  • Identify the objectives for the next cycle and agree how a successful outcome will be measured
  • Agree priorities for development for next cycle and how they will be implemented
  • Agree what support can be identified
  • Discuss audit of Teachers’ Standards


15.3       Post Meeting

The Appraiser should:-

  • Complete the Planning and Review Statement within one week of the meeting and pass to the appraisee for any additional comments. This time frame can be extended if there is a dispute between the two parties.
  • Ensure form is signed off by both parties 
  • Forward form to the Headteacher for moderation if appropriate and for information to be included in the Headteacher’s report to Governors
  • Ensure that any pay progression recommendations are passed through the Headteacher.
  • Send details of identified learning and development needs to the schools designed person for coordinating training


16. Making a Pay Recommendation

Revised pay progression arrangements for teachers came into force from 1st September 2013.  September 2013 was the last time that annual pay increments were awarded to teachers based on the length of their service.  Thereafter, decisions about teachers’ pay progression should be linked to performance. 

Appraisers will be required to make a pay recommendation for all teachers (those on the Main Pay Range, Upper Pay Range, Leading Practitioner Pay Range, and Leadership Pay Range).  When making a pay recommendation appraisers should give consideration to the requirements of the school’s Whole School Pay Policy.

Appraiser’s pay recommendations should be passed to the Headteacher as part of the Planning and Review statement.  The Headteacher may wish to undertake a moderation process to ensure fairness and consistency following which they will pass the pay recommendations on to the Governing Body for ratification.


17. Moderation of Planning and Review Statements

The Headteacher has a duty to ensure that these procedures and processes are applied fairly and consistently across the school and with regard to equal opportunities considerations.  For this purpose the Headteacher may review Planning and Review Statements, within 10 working days of their completion, and where necessary instruct the appraiser to prepare a new statement prior to it being finalised and retained. 

Headteachers are under no obligation to review planning and review statements and it is for them to decide whether they wish to do so.  They may wish to moderate a sample of statements rather than all statements from the school.

The grounds on which a Headteacher may change the statement are that the statement was not consistent with those for other teachers with similar experience and/or who had similar levels of responsibility; or that the statement was not in line with the school’s performance appraisal policy or school improvement plan.

If a Headteacher is concerned about a statement, following discussion with the appraiser and appraisee, a revised statement may be prepared.  The appraiser and appraisee should produce a revised statement within 10 days of being instructed by the Headteacher to do so.  The appraisee can also add any comments at this stage.


18. Right of Appeal

Governing Bodies are required by law to establish procedures for dealing with any grievance teachers may have at work.  The appraisee can use these procedures to appeal against any entry on their Planning and Review Statement, including any changes made to the statement during the cycle and against any pay recommendation.  Where the appraisee wishes to appeal on the basis of more than one entry, this would constitute one appeal hearing.  Any appeal should be deferred until after the moderation process is complete where the Headteacher has indicated an intention to moderate the statements.  Efforts should be made to resolve the matter informally without the need to resort to formal appeal procedures set out in the school’s Whole School Pay Policy.  


19. Confidentiality and Access to Statements

The appraisal process will be treated with confidentiality. However, the desire for confidentiality does not override the need for the Headteacher and governing body to quality-assure the operation and effectiveness of the appraisal system.  For example, the Headteacher might review all teachers’ objectives and written appraisal records personally in order to check consistency of approach and expectation between different appraisers. The Headteacher must be aware of any pay recommendations.


20. Monitoring and Evaluation

Headteachers should provide the Governing Body with a written report every year on the operation of the school’s performance appraisal policy, the effectiveness of the school’s performance appraisal procedures and teachers’ training and development needs.  As part of this annual monitoring and reporting process, governing bodies should examine the equal opportunities implications at each stage of the process.


21. Feedback and Concerns during Appraisal Period

Teachers will receive constructive feedback on their performance throughout the year and as soon as practicable after observation has taken place or other evidence has come to light. Feedback will highlight particular areas of strength as well as any areas that need attention.  Where there are concerns about any aspect of the teacher’s performance the appraiser should meet the teacher formally to:

  • give clear feedback to the teacher about the nature and seriousness of the concerns;
  • give the teacher the opportunity to comment and discuss the concerns;
  • agree any support (e.g. coaching, mentoring, structured observations), that will be provided to help address those specific concerns;
  • make clear how, and by when, the appraiser will review progress (it may be appropriate to revise objectives and modify support, and it will be necessary to allow sufficient time for improvement. The amount of time is up to the school but should reflect the seriousness of the concerns and should be no more than 30 working days);
  • explain the implications and process if no or insufficient improvement is made.


When progress is reviewed, if the appraiser is satisfied that the teacher has made, or is making, sufficient improvement, the appraisal process will continue as normal, with any remaining issues continuing to be addressed through that process.

21.1       Transition to Capability

If the appraiser is not satisfied with progress, the teacher will be notified in writing that the appraisal system will no longer apply and that their performance will be managed under the school’s Capability Procedure.

21.2       Reverting to the Appraisal Process following Capability

The Capability Procedure will end if the Headteacher is satisfied that the employee is at the desired standard of performance and the appraisal process will recommence.  Warnings within the Capability Procedure are time limited e.g., 12 months for a written warning and two years for a final written warning.  Where a warning has been issued and there are further concerns around the employee’s performance within the period of warning, the feedback stage of the Performance Appraisal Procedure must be followed before reverting to the Capability procedure. Where this is the case, it is expected that the next stage of the Capability Procedure will apply.



Appendix 1    



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 as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.


A teacher must:

1. Set high expectations which inspire, motivate and challenge pupils

  • establish a safe and stimulating environment for pupils, rooted in mutual respect;
  • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions;
  • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2. Promote good progress and outcomes by pupils

  • be accountable for pupils’ attainment, progress and outcomes;
  • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these;
  • guide pupils to reflect on the progress they have made and their emerging needs;
  • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching;  encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge

  • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings;
  • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship;
  • 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;
  • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics;
  • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4. Plan and teach well structured lessons

  • impart knowledge and develop understanding through effective use of lesson time;
  • promote a love of learning and children’s intellectual curiosity;
  • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired;
  • reflect systematically on the effectiveness of lessons and approaches to teaching;
  • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5. Adapt teaching to respond to the strengths and needs of all pupils

  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively;
  • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these;
  • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development;
  • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

  • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements;  
  • make use of formative and summative assessment to secure pupils’ progress;
  • use relevant data to monitor progress, set targets, and plan subsequent lessons;
  • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment

  • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy;
  • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly;  
  • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them;
  • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8. Fulfil wider professional responsibilities

  • make a positive contribution to the wider life and ethos of the school;
  • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support;
  • deploy support staff effectively;
  • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues;
  • communicate effectively with parents with regard to pupils’ achievements and well-being.



A teacher is expected to demonstrate consistently high standards of personal and professional conduct.  The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

  • Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
  • reating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position;
  • Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions;
  • Showing tolerance of and respect for the rights of others;
  • Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
  • Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
  • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
  • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.


The Appendices to this document are not available in a translatable format at the moment.  Please refer to the attachment below.