Headteacher/Principal

Performance Appraisal
in
North Somerset

Review 2012 2013

Objective Setting 2013 2014

Documentation to Support the

Headteacher/Principal Appraisal Process in North Somerset
Document

Guidance documents for the Headteacher/Principal Appraisal

Process:

1.

Headteacher/Principal Appraisal Procedure and Guidance in North

Somerset 2013-2014

2.

Time line for Headteacher/Principal Appraisal

3.

National Standards for Headteachers 2004 (Actions)

Document

Documents for Appraisal Review Committee to complete:

4.

Appraisal of Headteacher/Principal Review and Planning Statement

5.

Governors Monitoring Log for Headteachers/Principals Appraisal (format

optional)

6.

Review of Headteachers/Principals Overall Performance (format

optional)

Document
7.

Document

Documents for Headteachers to complete:

Headteacher/Principal Self-Evaluation Form for Review of 2012-2013
Objectives (format optional)

Examples of completed proformas:

8.

Example of Appraisal of Headteacher/Principal Review and Planning

Statement

9.

Example of Governors Monitoring Log for Headteachers/Principals

Appraisal

Document 1
Headteacher/Principal Appraisal Procedure and Guidance in
North Somerset 2013-2014
The governing body is responsible for carrying out the headteachers performance
management or appraisal. The responsibilities of the governing body are set out in the
Education (School Teachers Appraisal) (England) Regulations 2012. The governing
body of all maintained schools must comply with the statutory responsibilities set out in
these regulations. Academies can determine their own appraisal process and may
adopt the requirements for maintained schools if they wish.
The key statutory responsibilities are:
1. The performance of the headteacher must be appraised by the governing body
annually. This task may be delegated to a panel of two or three non-staff
governors although this is no longer a statutory requirement. The task should
not be undertaken by all members of the governing body as a panel of non-staff
governors is needed in the event of an appeal.
2. Governing bodies are required to establish a written document setting out the
appraisal process in their school (Regulation 3). Once the appraisal policy is
established the governing body should monitor the implementation and
outcomes of appraisal arrangements and review the policy annually.
3. The governing body must appoint an external adviser to provide advice and
support in relation to the appraisal of the headteacher (Regulation 4).
4. Before each appraisal period the governing body must inform the headteacher
of the standards against which their performance will be assessed i.e. Teachers
Standards and/or the National Standards for Headteachers (Regulation 6).
5. Objectives for the headteacher must be set for the appraisal period, with advice
from the External Adviser (Regulation 6 and 7).
6. The objectives should contribute to improving the education of pupils at the
school and relate to the governing bodys plan to improve the educational
provision and performance of the school (Regulation 6).
7. The governing body must appraise the performance of the headteacher in
respect of the appraisal period and in consultation with the appointed external
adviser. The governing body should assess the headteachers performance
against the agreed standards and headteacher objectives. The governing body
should also assess the headteachers professional development needs and
identify any action that should be taken to address them (Regulation 7).
8. Recommendation about the headteachers pay should be made to the
governing body (Regulation 7).
9. As soon as practicable the governing body must provide the headteacher with a
written report of the headteachers appraisal in respect of the appraisal period.
(Regulation 8).
The Learning Exchange recommends the following practice:
1. The governing body delegates the appraisal of the headteacher to two or three
suitably skilled and trained members of the governing body (the Appraisal
Review Committee). Governors appointed to the panel should not be members
of staff at the school/academy.
2. Governors should ensure that a suitably skilled and qualified external adviser
supports them with the management and review of the performance of the
headteacher/principal. This service is available from the Learning Exchange
through the role of the Learning Exchange Adviser. The Learning Exchange
1

Adviser provides high quality advice, guidance and support to the governing
body. Governors using this service have access to best practice supporting
paperwork to guide the process, including a Review and Planning Statement
proforma (Doc. 4).
The Learning Exchange Advisers will have:

Previously worked as a School Improvement Partner/Adviser.

Attended relevant training in headteacher appraisal.
Access to national and contextualised performance data.
Access to school/academy based data and documentation to analyse the
performance of the school/academy.

3. The governing body or Appraisal Review Committee should follow a cycle of

review, planning and monitoring annually. It is good practice for the Appraisal
Review Committee to meet with the headteacher/principal two or three times
during the year to monitor progress towards the set objectives. During the last
monitoring visit of the year (likely to be September/October) the progress
towards objectives should be evaluated using evidence collated during the year
and the headteachers/principals self-evaluation (Doc. 7); this should be
recorded in part 1 and part 2 of the Review and Planning Statement (Doc. 4).
Suggestions for the priorities and areas for objectives for the forthcoming
appraisal cycle from the headteacher and Appraisal Review Committee should
also be recorded on the form, drawing on the agreed standards (National
Standards for Headteachers).
4. Parts 1, 2 and suggested objectives for the next appraisal cycle should be sent
to the external adviser (Learning Exchange Adviser) at least 10 days before the
Review and Planning meeting. A secure email address must be used for this
purpose.
5. The external adviser (Learning Exchange Adviser) will contribute to parts 1 and
2, if appropriate, drawing upon the evidence and evaluations provided by the
headteacher and governors.
6. The Review and Planning meeting with the headteacher/principal and external
adviser (Learning Exchange Adviser) should be scheduled well in advance at a
mutually convenient time and have regard for a healthy work/life balance for the
headteacher/principal.
7. The Review and Planning meeting should begin with confirming the final
evaluation of the headteachers/principals performance review for the previous
year (part 1 and part 2 of Doc. 4). This should be followed by the agreeing of
objectives for the coming year, with reference to the agreed standards. The
objectives and criteria should be agreed between the headteacher/principal and
the Appraisal Review Committee, with advice from the external adviser
(Learning Exchange Adviser).
8. It is recommended that no more than three objectives per year are set;
objective one should be related to the standard Leading Learning and
Teaching and directly impact on improving pupil achievement. The other two
objectives should also be drawn from the agreed standards and relate to the
schools/academies priorities for improvement.
9. The Appraisal Review Committee should make a recommendation on pay
progression to the governing body or its pay committee (if the governing body
has approved delegated powers). The governing body or its pay committee will
consider recommendations from the Appraisal Review Committee to make
2

decisions about pay. These pay recommendations should only be rejected if

procedures and processes have not been carried out according to policy.
External advisers (Learning Exchange Advisers) must not become involved in
decisions about the headteachers/principals pay.
10. It is recommended that the outcome of the headteacher/principal performance
review should be recorded in the Review and Planning Statement (Doc. 4) by
the Appraisal Review Committee or External Adviser and a copy given to the
headteacher/principal within 5 working days. Within 10 working days of the
review meeting, the Appraisal Review Committee should prepare and sign a
final version of the statement, and make it available to the
headteacher/principal, who may add comments. The signed statement must
then be passed to the chair of the panel and the headteacher/principal.
11. If the headteacher/principal does not agree with the outcomes of the process he
or she has the right to appeal to the Chair of Governors within 10 working days
of receipt of the statement. If this situation occurs a panel of governors will be
convened to hear the appeal.
12. Details of the performance review should not be discussed openly outside of
the review group as it remains confidential. A copy of the
headteachers/principals performance review and planning statement should be
safely kept on the school/academy premises for a recommended period of six
years.
13. If a headteacher/principal leaves the school/academy mid-cycle to take up
another post, they may request an interim review meeting to conclude the
progress made to date so that he/she has a completed Appraisal record to take
to their next post. If a headteacher/principal is appointed mid-year objectives
can be agreed at the discretion of the governing body.
Summary of Roles and Responsibilities
The governing body will:

Establish Appraisal policy and procedures for the school/academy and review
these annually. (Statutory)
Appoint a panel of governors (the Appraisal Review Committee) to undertake
the appraisal of the headteacher/principal. (Optional)
Appoint a suitably qualified external adviser to support them with the
management and review of the performance of the headteacher/principal.
(Statutory)

The governing body or Appraisal Review Committee will:

Meet with the headteacher/principal during the year to monitor progress

towards the objectives set (Doc. 5 is recommended). (Best practice)
Give the headteacher/principal the opportunity to self-review (use of optional
self-evaluation form (Doc. 7) is recommended) and share with Appraisal Review
Committee at the final monitoring meeting of the year. (Best practice)
Record evaluations in part 1 and part 2 of the Review and Planning Statement
(Doc. 4) during the final monitoring meeting of the year (prior to the Review and
Planning meeting with external adviser (Learning Exchange Adviser)).
(Statutory to record/Best practice to use Doc. 4)

Send the Review and Planning Statement with parts 1, 2 and suggested
objectives for the next appraisal cycle completed to the external adviser
(Learning Exchange Adviser) at least two weeks before the Review and
Planning meeting. (Best practice)
Hold a Review and Planning meeting with the headteacher/principal and
external adviser (Learning Exchange Adviser) to finalise the review of the
headteachers/principals performance for the previous year and agree
performance objectives and criteria for the coming year. (Statutory)
Complete the draft Review and Planning Statement during/following the review
meeting if external adviser not asked to do this. (Statutory to produce a written
record)
Give a copy of the draft Review and Planning Statement (Doc. 4) to the
headteacher within 5 working days. (Statutory to provide written statement/Best
practice time frame)
Prepare and sign a final version of the statement within 10 working days.
(Statutory to give documentation/Best practice time frame)
Give a copy of the final statement to the headteacher/principal. (Statutory)

The headteacher/principal will:

Self-review against previously agreed criteria (can use optional self-evaluation

form Doc. 7). (Best practice)
Meet with governors/Appraisal Review Committee and the external adviser
(Learning Exchange Adviser) to review and plan objectives. (Statutory)
Agree draft statement. (Statutory)
Sign final version of the statement. (Statutory)

External Adviser (Learning Exchange Adviser) will:

Agree a date/time for the Review and Planning meeting (up to 2 hours) at a
time convenient to all parties.
Provide high quality advice, guidance and support to the Appraisal Review
Committee in relation to the Appraisal of the headteacher/principal.
Analyse national, local and school/academy performance data alongside other
relevant school/academy documentation.
Complete the draft Review and Planning Statement during/following the review
meeting if this service is purchased by the governing body.

Governor Services will:

Provide appraisal training for governors.

Offer legal and procedural advice to governors and headteachers/principals.

References:
The Education (School Teacher Appraisal) (England) Regulations 2012
The Education (School Teachers' Appraisal) England Regulations 2012
The Governors Handbook, May 2013 (pages 59-60)
Governors' Handbook May 2013
National Standards for Headteachers, October 2004 DfES/0083/2004
National Standards for Headteachers
Teachers Standards in England, May 2012, DfE
Teachers Standards

Document 2
Best practice guidance
Time line not statutory

Reviewers prepare
draft Review and
Planning statement
(within 5 days of
meeting)

Review
and
Planning
Meeting
(Doc 4)

Copy passed to
headteacher/principal
Send part 1
and part 2
(draft) of
Review and
Planning
Statement
(Doc 4) to
Learning
Exchange
Adviser
(10 working
days before
meeting)

Time line for

Headteacher/Principal
Appraisal

5 days
10 days
(within 10 days of meeting)

Reviewers
prepare and
sign final
version

Submit the
signed
statement to
reviewers

Headteacher/Principal
may add
comments

Document 3
National Standards for Headteachers
(Full version available by following link)
Shaping the Future
Actions
Ensures the vision for the school is clearly articulated, shared, understood and acted upon
effectively by all
Works within the school community to translate the vision into agreed objectives and
operational plans which will promote and sustain school improvement
Demonstrates the vision and values in everyday work and practice
Motivates and works with others to create a shared culture and positive climate
Ensures creativity, innovation and the use of appropriate new technologies to achieve
excellence
Ensures that strategic planning takes account of the diversity, values and experience of the
school and community at large
Leading Learning and Teaching
Actions
Ensures a consistent and continuous school-wide focus on pupils achievement, using data and
benchmarks to monitor progress in every childs learning
Ensures that learning is at the centre of strategic planning and resource management
Establishes creative, responsive and effective approaches to learning and teaching
Ensures a culture and ethos of challenge and support where all pupils can achieve success and
become engaged in their own learning
Demonstrates and articulates high expectations and sets stretching targets for the whole school
community
Implements strategies which secure high standards of behaviour and attendance
Determines, organises and implements a diverse, flexible curriculum and implements an
effective assessment framework
Takes a strategic role in the development of new and emerging technologies to enhance and
extend the learning experience of pupils
Monitors, evaluates and reviews classroom practice and promotes improvement strategies
Challenges underperformance at all levels and ensures effective corrective action and follow-up
Developing Self and Working with Others
Actions
Treats people fairly, equitably and with dignity and respect to create and maintain a positive
school culture
Builds a collaborative learning culture within the school and actively engages with other schools
to build effective learning communities
Develops and maintains effective strategies and procedures for staff induction, professional
development and performance review
Ensures effective planning, allocation, support and evaluation of work undertaken by teams and
individuals, ensuring clear delegation of tasks and devolution of responsibilities
Acknowledges the responsibilities and celebrates the achievements of individuals and teams
Develops and maintains a culture of high expectations for self and for others and takes
appropriate action when performance is unsatisfactory
Regularly reviews own practice, sets personal targets and takes responsibility for own personal
development
Manages own workload and that of others to allow an appropriate work/life balance
Managing the Organisation
Actions

Creates an organizational structure which reflects the schools values, and enables the
management systems, structures and processes to work effectively in line with legal
requirements
Produces and implements clear, evidence-based improvement plans and policies for the
development of the school and its facilities
Ensures that, within an autonomous culture, policies and practices take account of national and
local circumstances, policies and initiatives
Manages the schools financial and human resources effectively and efficiently to achieve the
schools educational goals and priorities
Recruits, retains and deploys staff appropriately and manages their workload to achieve the
vision and goals of the school
Implements successful Appraisal processes with all staff
Manages and organises the school environment efficiently and effectively to ensure that it
meets the needs of the curriculum and health and safety regulations
Ensures that the range, quality and use of all available resources is monitored, evaluated and
reviewed to improve the quality of education for all pupils and provide value for money
Uses and integrates a range of technologies effectively and efficiently to manage the school

Securing Accountability
Actions
Fulfils commitments arising from contractual accountability to the governing body
Develops a school ethos which enables everyone to work collaboratively, share knowledge and
understanding, celebrate success and accept responsibility for outcomes
Ensures individual staff accountabilities are clearly defined, understood and agreed and are
subject to rigorous review and evaluation
Works with the governing body (providing information, objective advice and support) to enable it
to meet its responsibilities
Develops and presents a coherent, understandable and accurate account of the schools
performance to a range of audiences including governors, parents and carers
Reflects on personal contribution to school achievements and takes account of feedback from
others
Strengthening Community
Actions
Builds a school culture and curriculum which takes account of the richness and diversity of the
schools communities
Creates and promotes positive strategies for challenging racial and other prejudice and dealing
with racial harassment
Ensures learning experiences for pupils are linked into and integrated with the wider community
Ensures a range of community-based learning experiences
Collaborates with other agencies in providing for the academic, spiritual, moral, social,
emotional and cultural well-being of pupils and their families
Creates and maintains an effective partnership with parents and carers to support and improve
pupils achievement and personal development
Seeks opportunities to invite parents and carers, community figures, businesses or other
organisations into the school to enhance and enrich the school and its value to the wider
community
Contributes to the development of the education system by, for example, sharing effective
practice, working in partnership with other schools and promoting innovative initiatives
Co-operates and works with relevant agencies to protect children

Taken from: National Standards for Headteachers Department for Education and Skills, October 2004 DfES/0083/2004 8

Document 4

Appraisal of Headteacher/Principal
Review and Planning Statement
Review 2012-2013
Objective setting 2013-2014
School
Headteacher/Principal
Appraisal Review Committee
Learning Exchange Adviser
Date of Review and Planning meeting
Part 1: Review of 2012-13 objectives (add or delete according to number of objectives set)
Previous objectives
Evaluation of the progress based on evidence (to be completed
by the Appraisal Review Committee)
1.
This objective has been met/partially met/not met.
2.
This objective has been met/partially met/not met.
3.
This objective has been met/partially met/not met.
Part 2: Review of overall performance and professional development of
headteacher/principal, with reference to the National Standards for Headteachers (to be
completed by the Appraisal Review Committee)

Priorities and areas for objectives for the 2013-2014 cycle, drawing on the National
Standards for Headteachers (to be completed by all parties prior to the review meeting)
The School Teachers Appraisal Regulations 2012 (page 3, section 5) state that the objectives
set, if they are achieved, will contribute to improving the education of pupils at that school and
the implementation of any plan of the governing body designed to improve that schools
educational provision and performance.
Headteacher suggestions:

Appraisal Review Committee suggestions:

External Adviser suggestions:

Parts 3 and 4 will be agreed at the Review and Planning meeting.

Part 3: Objectives 2013-2014 (add or delete according to number of objectives set)
Objectives and
Success Criteria
Governor monitoring
related
Headteacher
Standard
1.
2.
3.

Part 4: Professional Learning and Development for 2013-14 (including the well-being of
headteacher/principal)
Learning and development
How the agreed needs will be met
Timescale
need

Dates of interim meeting/s to review

progress towards objectives
Headteacher/principal signature
Chair of Appraisal Review Committee
signature
Date
This form is confidential. A copy should be kept by the headteacher/principal and the governors should keep a copy on the school
premises.

10

Document 5

Governors Monitoring Log for Headteachers/Principals Appraisal

Objective:
Related Headteacher Standard:
Evaluation
Success Criteria

Qualitative

Quantitative

Date

11

Document 6

Review of Headteachers/Principals Overall Performance

Key areas

Strengths

Areas for Improvement

Shaping the future

Articulates vision; translates vision
into agreed objectives and
operational plans; demonstrates
vision in everyday work; motivates
and works with all stakeholders

Leading learning and

teaching
Ensures consistent school wide
focus on achievement, using
relevant data; puts learning at the
centre of strategic planning;
monitors, evaluates and reviews
classroom practice and promotes
improvement strategies; challenges
underperformance

Developing self and

working with others
Maintains positive relationships;
builds a learning culture for all;
establishes effective staff related
policies and procedures; manages
underperformance effectively;
manages own workload and that of
others to ensure work-life balance

12

Managing the
organisation
Establishes and sustains
appropriate systems; ensures
efficient day to day management;
delegates, prioritises, plans and
organises work effectively; thinks
creatively to solve problems

Securing
accountability
Ensures systematic and rigorous
self evaluation; collects and uses a
rich set of data; combines the
outcomes of self-review with
external evaluations; presents
appropriate information to
governors, parents and others

Strengthening
community
Takes account of the richness and
diversity of school communities;
builds partnerships through shared
values; listens to and acts on
community feedback; builds and
maintains effective relationships
with parents, carers, governors and
other community partners

Summary of discussion of overall performance and any actions identified:

13

Document 7

HEADTEACHER/PRINCIPAL SELF-EVALUATION FORM FOR REVIEW OF

2012-2013 OBJECTIVES
Use of this form is optional. It is provided to enable Headteachers/Principals to
contribute a personal perspective or additional information to the review process.
Information supplied on this form will be shared with Appraisal Review Committee in
the review meetings.
Name of Headteacher/Principal
Name of School

Objectives for 2012-13

Objective 1
Areas covered by objectives:

Self-evaluation of progress towards objectives or additional information:

Objective 2
14

Areas covered by objectives:

Self-evaluation of progress towards objectives or additional information:

15

Objective 3
Areas covered by objectives:

Self-evaluation of progress towards objectives or additional information:

16

Overall performance (relate to agreed standards)

Any additional information to contribute to review of overall performance:

Possible areas for 2013-2014 objectives:

Signature of Headteacher/Principal:
Date:

17

Document 8

Appraisal of Headteacher/Principal
Review and Planning Statement
Review 2012-2013
Objective setting 2013-2014
School
Headteacher/Principal
Appraisal Review Committee
Learning Exchange Adviser
Date of Review and Planning meeting

EXAMPLE

Part 1: Review of 2012-13 objectives (add or delete according to number of objective set)
Previous objectives
Evaluation of the progress based on evidence
1. Create a shared
The schools vision has been shared and discussed within the context
vision and strategic plan of national and local priorities, and school self-evaluation outcomes.
to sustain school
The vision has been communicated in a variety of ways and is evident
improvement to benefit
around the school and on key documentation. The headteacher
pupils. (Shaping the
invited all stakeholders to contribute their views on the strengths and
Future)
weaknesses of the school. Key priorities for improvement to benefit
provision and outcomes for pupils have been established for a three
year period based upon data analysis over time, stakeholders views
and national/local initiatives. A three year strategic plan and a more
detailed one year plan, with success criteria, have been written.
Analysis from recent questionnaires shows that most stakeholders
know the schools vision and priorities.
This objective has been met.
2.

This objective has been met/partially met/not met.

3.

This objective has been met/partially met/not met.

18

Part 2: Review of overall performance and professional development of headteacher

(with reference to the National Standards for Headteachers)
The headteacher/principal has demonstrated high standards in all of the six key National
Standards for Headteachers. This year the headteacher/principal has been particularly
successful in raising the quality of teaching and learning throughout the school. She sets high
expectations and has created a learning culture where pupils and staff are enthusiastic and
engaged in learning.
Part 3: Objectives 2013-2014 (add or delete according to number of objective set)
Objectives
Success Criteria
Governor monitoring
(with reference to the National
Standards for Headteachers, as
applicable)
1. Improve the
Quality of teaching has
Headteachers Report to
quality of
increased to 90% good or better
Governors.
teaching and
in all KS2 classes.
Mathematics subject leaders
learning in
Mathematics subject leader is
end of year report to the
mathematics in
undertaking an increased
governing body.
KS2 to good
amount of monitoring of teaching
End of year pupil outcomes
overall by July
and learning.
in mathematics and mid-year
2014. (Leading
Teaching shows an increased
progress towards these.
Learning and
range of strategies for active
Forthcoming OfSTED report.
Teaching)
learning in mathematics.
Pupils in all classes have a wider
range of mathematics resources
to support learning.
2.
3.
Part 4: Professional development needs and activities for 2013-14 (including
headteacher/principal well-being)
Training and developmental needs
How the agreed needs will be met
Development of distributed leadership.
Attend LA training day for distributed
leadership.
Visit a school with effective distributed
leadership.
Complete the e-learning module on National
College website.
Build in more time for review and reflection.

Attend Headteacher Well-Being Conference in

July.
Six coaching sessions with leadership coach.
Regular use of dedicated leadership time (0.5
days per week).

Dates of interim meeting/s to review

progress towards objectives

April 6th and September 30th.

Headteacher/Principal signature
Chair of Review Committee signature
19

Date
This form is confidential. A copy should be kept by the headteacher/principal and the governors should keep a copy on the school
premises.

20

Document 9

Example of Governors Monitoring Log for Headteachers/Principals Appraisal across a range of five example objectives
Objective: Improve the quality of teaching and learning in English and mathematics from requires improvement to good.
Related Headteacher Standard: Leading Learning and Teaching.
Evaluation

Success Criteria
Qualitative
Teaching is at least good in 80%
of literacy and mathematics
lessons.

Lesson observations carried out by staff

members and reported to governors show:
Excellent lesson planning.
Sharper questioning skills and higher
expectations of pupils.
Emphasis on use of key subject specific
vocabulary.
Greater use of discussion, group activities
and talk partners in lessons.
Setting of interesting tasks.
Better differentiation.
Clear assessment/tracking structures and
processes.
Monitoring and feedback in lessons
focuses more closely on learning (and the
IMPACT of teaching on learning), rather
than assessing teachers skills in lesson
delivery.
Clear objectives for teachers in order to
improve quality of teaching.

Quantitative

80% of lessons are good or better in

English.
84% of lessons are good or better in
mathematics.
No lessons judged inadequate.

Objective: Throughout the school ensure that all pupils make expected or accelerated progress from their starting point in
order to narrow the gap for vulnerable learners in English and mathematics.
21

Related Headteacher Standard: Leading Learning and Teaching.

Evaluation
Success criteria

Pupils make good progress and

the schools end of key stage
targets are met. At least 70% of
pupils in each class make 2/3 of a
level (4 APS) progress during
every academic year.

Qualitative

Pupil progress is identified in teachers

appraisal.
Effective use of assessment for learning
including accurate tracking and
intervention.
SLT hold pupil progress meetings to
identify under-performing pupils and why
they are making better progress.
The parents of those children whose
progress is slow are informed promptly and
asked to support as necessary.
The headteacher/principal and staff talk to
under-performing pupils to ask their
opinions about what would help them to
learn better.
Pupils have enough time to practice their
skills during lessons.
A focus on clearly assessing the impact of
pupils involvement in intervention and
catch-up programmes.
The school works closely with LA
consultants on targeted areas for
development.
The Appraisal process for teachers focuses
on under-performing groups of pupils.

Quantitative

75% of pupils in each class make good

progress in English and mathematics
when compared to national expectations.
The gap between non FSM and FSM
pupils has narrowed from 30% to 24% in
English and 33% to 27% in mathematics
at the end of Key Stage 2.

22

Objective: Further develop the overall curriculum to make it increasingly broad, interesting, and relevant to pupils.
Related Headteacher Standard: Leading Learning and Teaching.
Evaluation

Success criteria
Qualitative
Lesson observations, teacher
planning and pupil surveys
provide evidence of enjoyment,
challenge, and engagement.
Pupils make good progress
towards their targets.

Developments to the curriculum across the

board, to meet the needs of all pupils.
More evidence of lessons and choice of
activities reflecting pupils wide ethnic
diversity.
Teachers make better use of relevant links
between subjects.
Better use of extra curricular and extended
schools opportunities.
More cultural activities.
Dedicated subject specific weeks, aimed at
raising the profile of a specific subject,
providing challenging and exciting activities
and involving external professionals.
The use of ICT and functional skills is
embedded to support work across the
curriculum.
The school learns from local and national
good practice.

Quantitative

Pupil survey shows that 94% of pupils

enjoy school.

23

Objective: Strengthen leadership at all levels; SLT, core subject leaders, foundation subject leaders and teachers, so as to
ensure a greater level of accountability and strengthen the schools capacity for improvement.
Related Headteacher Standard: Developing Self and Working with Others.
Evaluation
Success criteria

Leaders at all levels will be clear

about their roles and
responsibilities as leaders and will
contribute to whole school
monitoring and evaluation and
improvement.
Monitoring and evaluation
processes, including work
sampling, are focused on specific
issues, and tackle known and
identified weaknesses.

Qualitative

Appraisal systems are in place and

effective.
Leaders at all levels understand their roles,
responsibilities and accountability.
Job descriptions reviewed as appropriate.
Support and training for leaders at all levels
is provided, recognising importance of
succession planning.
Key leaders and subject leaders evaluate
work in their subjects effectively,
particularly the impact of priorities for
improvement.

Quantitative

In staff questionnaire 95% of leaders have

a clear understanding of their role.

24

Objective: Improve use of data and assessment for learning throughout the school.
Related Headteacher Standard: Leading Learning and Teaching.
Evaluation

Success criteria
Qualitative
Regular assessment is in place
and the information gained from
these feeds into teaching and
learning to ensure all pupils make
good progress.

Marking is consistent and constructive.

Assessment takes place regularly.
Regular formative assessment pinpoints
areas of strengths and weaknesses that
feed into teaching and target setting.
Pupils are involved in peer assessment and
self-assessments.
Pupils have greater involvement in
assessing their work.
Pupils have clear targets for improvement,
are involved in reviewing these, and can
articulate what they must do to achieve
their targets.

Quantitative

75% of pupils in each class make good

or better progress in English and
mathematics.

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