Appraisal Policy

Sunny
Meadows
Nursery
Appraisal policy
To be reviewed February 2025

The governing body of Sunny Meadows Nursery have adopted this policy and
will be reviewed in February 2025.
Purpose
This policy sets out the framework for a clear and consistent assessment of the
overall performance of teachers, including the headteacher, and all other staff
for supporting their development within the context of the school’s plan for
improving educational provision and performance, and the standards expected
of all staff including teachers.
Application of the policy

This policy covers appraisal, applies to the headteacher and to all teachers
employed by the school, trust or local authority and all other staff; except
those on contracts of less than one term, those undergoing induction (i.e.
NQTs) and those who are subject capability. In reference to capability
Wentworth Nursery School and Children’s Centre will be following Hackney
Learning Trust Capability Procedures as outline the HLT Capability Policy. See
Appendix 1 for pro forma on the implementation of the Appraisal process for
all staff except Headteacher, the Headteacher will follow the same principles
but in a different format. See Appendix 2.
Appraisal
Appraisal in this school will be a supportive and developmental process
designed to ensure that all staff have or fully develop the skills and access to
support they need to carry out their role effectively. It will help to ensure that
staff are able to continue to improve their professional practice within their
respective roles. The appraisal period The appraisal period run from
September to July. Teachers and any other staff 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. There is flexibility to
have a longer or shorter appraisal period when teachers/other staff begin or
end employment with a school or local authority.
Appointing appraisers
The headteacher will be appraised by the governance board, supported by a
suitably skilled and/or experienced external adviser who has been appointed
by the governance board for that purpose. In this school the task of appraising
the headteacher, including the setting of objectives, will be delegated to a
subgroup consisting of the following governors:
xxxxx, xxxxxx and xxxxx. There will be a maximum of two governors at the
Headteacher’s performance management review. The performance
management review is to ensure the Headteacher has met her/his targets.
Setting objectives
The headteacher’s objectives will be set by the governance board after
consultation with the external adviser and Headteacher. The governance board
has a duty to have regard to the work-life balance of the headteacher and
objectives will reflect this. The headteacher will decide who will appraise other
staff.
Objectives of all other staff will be set before, or as soon as practicable after,
the start of each appraisal period. The objectives set for each member of staff,
will be Specific, Measurable, Achievable, Realistic and Time-bound and will be
appropriate to the staff member’s role and experience. Objectives and
performance management discussions will not be based on generated data
and predictions. Objectives can be set in relation to robust assessment data,
however, these will not be used in isolation and other factors will also be
considered when making decisions about pay progression. The appraiser and
staff member will seek to agree the objectives but, if that is not possible, the
appraiser will determine the objectives. Objectives should be revised if
circumstances change. The objectives set for each staff member 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 and/or contributing to key priorities of the school. Before, or as
soon as practicable after, the start of each appraisal period, each staff member
will be assessed in accordance with their job description for teachers
assessment will be based on the “Teachers’ Standards” published in July 2011.
Reviewing performance Observation

This school believes that observation of classroom practice and other
responsibilities is important as a way of assessing staff’s performance where
applicable, in order to identify any particular strengths and areas for
development they may have, gaining useful information which can inform
school improvement more generally and enabling teachers to learn from each
other and collaborate. All observation will be carried out in a supportive
fashion and not add to workload. Development and support Appraisal is a
supportive process which will be used to determine decisions on pay
progression and inform continuing professional development for teachers.
Appraisal will not be used as a means of determining staff’s pay for non
teachers. The school wishes to encourage a culture in which all staff take
responsibility for improving their skills through appropriate professional
development. Professional development will be linked to school improvement
priorities and to the ongoing professional development needs and priorities of
individual staff as far as possible.
Feedback of staff 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 require further development. Where
there are concerns about any aspects of the staff’s performance the appraiser
will meet the staff member formally to:
• give clear feedback to the teacher about the nature and seriousness of
the concerns;
• give the staff member the opportunity to comment and discuss the
concerns; • set clear objectives for required improvement;
• 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 it will be necessary to allow sufficient
time for improvement. The amount of time will be based on both the degree
of the issues and in agreement between the appraiser and the appraisee;
• Explain the implications and process if no, or insufficient, improvement
is made – e.g., impact on pay progression (for teachers) and potential move to
formal capability. When progress is reviewed, if the appraiser is satisfied that
the staff member has made, or is making, sufficient improvement, the
appraisal process will continue as normal, with any remaining issues continuing
to be addressed though that process.
Evidence
The range and level of evidence collected for appraisal and pay determination
purposes will always be proportionate and minimise workload. All staff are
expected to have or signpost where the evidence is in relation to targets.
Transition to capability
If a member of staff demonstrates serious underperformance, and has not
responded to support provided within the appraisal process, the member of
staff will be notified in writing that the appraisal system will no longer apply
and that their performance will be managed under the capability procedure as
outlined in Hackney Learning Trust Capability Procedures.

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To be reviewed February 2025

Application of the policy

Reviewing performance Observation

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