FLEECEFIELD PRIMARY SCHOOL

Transcription

1 FLEECEFIELD PRIMARY SCHOOL PERFORMANCE MANAGEMENT POLICY FOR STAFF OTHER THAN TEACHERS Learning together and having fun; There s room here for everyone (Year 6 child) Reviewed Summer 15

2 PERFORMANCE MANAGEMENT POLICY FOR STAFF OTHER THAN TEACHERS Introduction "This policy sets out the framework for a "clear and consistent assessment of the overall performance of staff and supporting their development within the context of the school's plan for improving educational provision and performance, and the standards expected of staff." (DFE January 2012) This policy applies to all staff other than teachers, except staff on contracts of less than one term, those undergoing a probationary period and those who are the subject of capability procedures. Fleecefield Primary School is committed to performance management as a means to develop all staff and thereby raise standards of achievement for all children as well as creating an inclusive working environment for all concerned. Performance Management should:- Improve staff morale and motivation. Increase staff participation in decision making and develop a greater sense of control over their work. Encourage the development of confident and professional working practices among all staff. Be seen by staff as enabling rather than having been imposed from the top down. Be manageable and not introduce bureaucratic burdens. Guiding principles All staff are expected to undertake performance management. This process aims to provide an opportunity for staff to:- Reflect on their practice. Identify the specific contribution they make to raising pupils' achievement and to the life of the school. Identify their continued professional development (CPD) or Joint Practice Development (JPD) needs. Have their achievements acknowledged. The Performance Management cycle is designed to encourage the development of confident and professional working practices amongst staff. The process will establish that staff are meeting all reasonable expectations in respect of the discharge of their responsibilities.

3 At Fleecefield, we believe the Performance Management cycle sets a framework in which all staff other than teachers can be supported in the management of their own development within the context of their current job, the school's Development and Improvement plan (SDIP) and their own aspirations. The key elements of the Performance Management cycle are; agreeing priorities and objectives, undertaking developmental activities and monitoring progress towards objectives. Equal Opportunities The Governing Body of Fleecefield Primary School is committed to ensuring equal treatment and fairness in the operation of Performance Management. Members of staff will not be discriminated against in line with The Equality Act The Appriasal Cycle The performance review will take place annually at a mutually agreed time between the Reviewer and Reviewee (during staff working hours). This will be a formal meeting between the Reviewer and Reviewee once a year. There will also be an opportunity for a more informal Interim Meeting midway through the cycle where progress towards the agreed objectives is discussed. There will be three stages in the Performance Management cycle. Stage 1- Planning Each member of staff will meet with their Reviewer to discuss and agree objectives for improvement. The reviewer will record the objectives which will apply for the review period. These will be jointly agreed. Training opportunities and support mechanisms will be agreed and recorded at this stage. Reviewees need to use their job description specifications as a starting point for their discussion on identifying future targets. Stage 2 - Monitoring progress The Reviewer may carry out observations of the Reviewee's working practice over the year, or meet to consider evidence if appropriate, in order to make an informal judgement. A mid-year Interim Meeting will take place where progress towards agreed targets is discussed. Stage 3 - Reviewing Performance There will be an Annual Review Meeting between the Reviewee and the Reviewer which will use the recorded objectives as a focus to discuss achievements and to identify any development needed, including the proposed action, resources available within the school development and improvement plan (SDIP) and the support to be provided.

4 A record of the meeting will be made and a copy of the record will be given to the Reviewee. The Reviewer will summarise the evaluation of the meeting. The record may also indicate the training needs of the Reviewee. A copy of the CPD /JPD needs identified during the meeting will be made available to the Lead Teacher for CPD in the school. The Governing Body and the Head Teacher will ensure that CPD / JPD needs are reflected in the SDIP and opportunities for professional development are made available to all staff within the school. Complaints procedure Reviewees have the opportunity to record on their review statements any dissatisfaction they have with their review and must raise such dissatisfaction with their Reviewer within 10 working days. Where these cannot be resolved with their Reviewer, they can raise their concerns with the Head Teacher. Where the Head Teacher is their Reviewer, the Reviewee can raise the issue with the Chair of Governors. The Head Teacher/Chair of Governors will investigate the complaint and take account of comments made by the Reviewee. The Head Teacher/Chair of Governors should conduct the review of the complaint within 10 working days of the referral. She or he may decide that the review should remain unchanged or may add observations of her or his own. The Reviewer may decide with the agreement of the person responsible for carrying out the initial review, that the review statement is void and order a new review or part of the review to be repeated. Any new review, or part review, should be conducted within a further 15 days. Confidentiality The performance management policy recognises that individual reviews shall remain confidential. Copies of each staff member's review statement and individual plan will be held by the Head Teacher and each job holder only. The principles and provisions of the Data Protection Act (1998) will be followed at all times. Written Saroj Pal Ratified by Governors Reviewed (Date) Spring 2012 (Date) Summer 2012_ (Date) Summer 2015

5 FLEECEFIELD PRIMARY SCHOOL SUPPORT STAFF PERFORMANCE MANAGEMENT FORM Children First Part A: About You Name: Job Title: School: Reviewer s Name: Review Period: Review Date: To be completed by the Reviewee before the Performance Appraisal meeting. This form is designed to help you make the most of your appraisal meeting. About You - Activities and Achievements 1. What did you personally contribute to the life of the school over the last year? 2. What has been you r impact on delivering aspects of the School Development and Improvement Plan (SDIP)? 3. How have you contributed to the Raising Achievement agenda of the school? 4. Around which aspect of the job are you the least confident? 5. What causes you the most frustration in being successful in your job?

6 Part B: INDIVIDUAL WORK PLAN At the Performance Appraisal meeting reviewers should discuss with the reviewee how their work contributes to the School s aims and performance targets. Performance Target 1: How will this be achieved? What will it look like? How can this be measured? Performance Target 2: How will this be achieved? What will it look like? How can this be measured? Performance Target 3: How will this be achieved? What will it look like? How can this be measured?

7 Part C: INDIVIDUAL DEVELOPMENT PLAN To be agreed jointly between Reviewer and Reviewee. Think about how Training and Development will impact on performance. Comments/assessment to be completed for End Year Review meetings. Continued Professional Development / Joint Practice Development: Identify your CPD / JPD for the coming year (in the case of JPD indicate who else will benefit from the exercise) : Indicate how this will be achieved: End of Year Assessment of knowledge / skills gained and any outstanding CPD / JPD Optional Comments Reviewee s Comments Reviewer s Comments Signed (Reviewer) Date. Signed (Reviewee) Date..

8 Support Staff Appraisal Guidelines for Support Staff Appraisal Appraisal of the support staff in our school is guided by two Children First documents: The Performance Management Policy for Staff other than Teachers and Support Staff Standards agreed ; within the priorities established in the School Development and Improvement Plan and the current School Priorities. The initial meeting will be set up by the Reviewee with the Reviewer. The Reviewee will bring Data from any interventions they carried out last year A copy of the School support staff standards A completed copy of part A of the Fleecefield Primary School Performance Management Form A completed copy of the Support Staff Standards Assessment Sheet The Reviewer and Reviewee will discuss the information brought by the Reviewee, in particular the School Support Staff Standards Assessment Sheet and Part A of the Performance management form. Bullet point notes need to be made during this discussion as part of the evidence for targets. These notes will be included as part of the Performance Management Review pack for the Reviewee and the Reviewee should be given a copy of them. Targets: Targets are identified that apply across groups of support staff in the school each year. These are designed to further the school priorities as detailed in the School Development and Improvement Plan. There will also be other, personal targets which the reviewer will agree with the reviewee. These should be relevant to the reviewee s role in school and sufficiently specific to require some form of evidence. At the review meetings in Spring and Summer terms, reviewers will require reviewees to bring evidence of their progress with each target. Reviewees must be made aware as soon as possible if the reviewer thinks that they may be heading for an unsatisfactory review at the end of year and provided with clear instructions, in writing, detailing what they must do to ensure a satisfactory appraisal. SLT members will support Senior Leaders of Learning new to this process. Collecting Evidence: It is the responsibility of the Reviewee to present their collected evidence to the Reiewer. It is not the responsibility of the Reviewer to provide the evidence but to signpost their Reviewee where necessary. Meetings for planning targets and reviewing evidence for each reviewee should not take more than 3 hours across the academic year.