Skip to content

Teaching staff appraisal (Policy)


The purpose of performance management (appraisal) is to enable schools to work with staff to build professional practice in a constructive and informative way through professional dialogue and to make decisions about their work and contribution in an open and fair manner.

This policy sets out the framework for a clear and consistent assessment of the overall performance of the Headmaster and teachers and for supporting their development needs within the context of the school’s strategic/improvement plan and their own professional needs.  Assessment of performance throughout the cycle will be against the Teachers’ Standards (2012) Annex E, the success criteria specified in the teacher’s objectives and against their role in the school. Its aim is to provide a transparent system that enables Reviewees to reflect on their practice throughout the year, collect their evidence of success and areas for development and use this information in a constructive conversation with a Reviewer once a year, with a mid-year review meeting to check progress towards the objectives set.  It is anticipated that an outcome of such conversations result in teachers’ targets for improvement as well as recognition and celebration of successes.

The Headmaster has a duty to evaluate the standards of learning and student progress to ensure that proper standards of professional practice are established and maintained. This should involve leaders in the school and be an integral part of the school’s self-review programme and wider school improvement process.

Monitoring and evaluation

The Headmaster is responsible for:

  1. a) Ensuring appraisal is planned for and undertaken in a way that regularly allows teachers to meet with peers, or line managers, to develop their professional practice.
  2. b) Monitoring the integrity of the process through appropriate guidelines, procedures, formats, and monitoring tools.
  3. c) Organising appropriate training to ensure that the learning and the appraisal system are understood by everyone and operate with integrity, objectively and fairly in the school.
  4. d) If the Head is concerned about an appraisal statement, in discussion with the Reviewer and Reviewee, he can instruct the Reviewer to prepare a revised statement.


Performance management (appraisal) occurs as part of the professional appraisal and development programme in the school. This is in the context of an individual’s job description and the provisions of the school’s employment contract and is focused fully on assisting the development of the teacher.

  • Appraisal involves setting objectives that are rigorous, challenging, achievable, time-related, fair, measurable and equitable in relation to teachers with similar roles/responsibilities and experience. They will have regard to what can reasonably be expected of any teacher in that position given the desirability of the Reviewee being able to achieve a satisfactory balance between the time required to discharge his or her professional duties and the time required to pursue his or her personal interests outside work. They shall also take account of the teacher’s professional aspirations and should have clear success criteria. They should be such that they will contribute to improving the progress of pupils at the school.
  • The Reviewer and Reviewee will meet to agree the objectives but where a joint determination cannot be made the reviewer will make the determination.
  • It is strongly recommended that 3 objectives are set for full time teachers. These objectives are to have one focused on teaching and learning, another on student performance and one personal improvement related (relevant to departmental or whole school development and relevant to the Reviewee’s role in the school). Though appraisal is an assessment of overall performance of teachers and the Headmaster, objectives cannot cover the full range of a teacher’s roles/responsibilities. Objectives will focus on the priorities for an individual in the cycle.
  • When setting objectives it is important that they are suitably challenging and will enable the Reviewee to progress at a level that would be expected for someone of their level of experience. Middle and senior leaders should have objectives which reflect their leadership/management roles. Good progress towards the achievement of a challenging objective may be assessed more favourably than easily achieved objectives that have been met.
  • If a Reviewee is eligible to apply for Threshold, they must have completed a successful appraisal. 

Reviewing progress

  • At the end of the cycle, assessment of performance against an objective will be on the basis of the success criteria set at the beginning of the cycle.
  • At the review stage, evidence from lesson observations, performance data, work scrutiny and feedback from members of staff will also be used to assess the performance of the Reviewee. In addition, the Reviewee’s performance will be assessed against the Teachers’ Standards (2012) Annex E.
  • As part of the overall review process, reviewers are expected to make a judgement of the overall success of the Reviewee in the previous year’s cycle.
  • The appraisal cycle is annual and must be completed by the last day before the October half term holiday for the previous academic year under review.
  • 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 the provisions of this policy and determined by the duration of their contract.
  • Where a teacher starts their employment at the school or transfers to a new post part-way through a cycle, the Headmaster is to determine the length of the first cycle for that teacher with a view to bringing their cycle into line with the cycle for other teachers at the school as soon as possible.
  • The Reviewee must advise the Reviewer of any concerns they have, at the time they arise, about progress towards objectives and/or the provision of training. 


  • A copy of the lesson plan (Annex A) will be made available to the Reviewer prior to the agreed lesson observation.
  • The Reviewer will spend the lesson observing and interacting with children/students in an unobtrusive way in order to judge the teaching and learning occurring in the lesson. The Reviewer will not intervene in the lesson unless a child’s health and safety is at risk
  • The process will not require additional preparation by the class teacher or learning assistant.
  • Lesson observations may be undertaken by persons with direct line review responsibility of the Reviewee or a member of the senior leadership team for the purpose of appraisal
  • All classroom observation will be undertaken in accordance with Annex B.
  • The amount of observation for each teacher is to reflect and be proportionate to the needs of the individual as determined by the Reviewer and Reviewee concerned. Though there is no limit to the number of lesson observations that may take place, the number and duration will be reasonable according to the context of the observations and the issues being addressed.
  • Where evidence emerges about the Reviewee’s teaching performance which gives rise to concern, additional classroom observations may be arranged.
  • In keeping with the commitment to supportive and developmental classroom observation, those being observed will be notified in advance.
  • Constructive oral and written feedback using the observation form in Annex B will be given as soon as possible after the observation.

Mid-cycle review

There should be a half-yearly review meeting between the Reviewer and Reviewee in January. The intention of the meeting is to refocus the Reviewee on their objectives and draw to their attention and give support to any areas where their performance could be improved. In addition, this meeting will provide an opportunity to review the relevance of the objectives set at the beginning of the cycle and provide an opportunity to change these if both parties feel this is necessary. The outcomes of the half-yearly review should be recorded on the Half Year Review Record (see Annex C).

There may be occasions when it is necessary to review what has been agreed in the review statement during the cycle e.g. where the Reviewee’s post and/or responsibilities have changed; where an objective is no longer relevant due to changes in circumstance; where the Reviewee has been on maternity or long term sickness absence; where there are concerns about the Reviewee’s performance.

Where these circumstances arise either party can request a meeting. Any proposed changes to the objectives must be recorded as a written addition to the statement (Annex D). Each party is to sign to say that the changes are an accurate reflection of what was agreed. 

Planning for the next cycle

Reviewees should reflect on their achievements in the previous cycle against the success criteria recorded. They are to bring copies of relevant documentation and evidence to support the achievement of their objectives. They should identify any issues that have affected their performance, positively or negatively. They should consider any training issues.

Reviewers and Reviewees are to consider the improvement objectives of the School and the relevant curriculum area/areas of responsibility and how these may be relevant to the Reviewee. Reviewees should identify what professional development might help them develop their practice and what their professional aspirations might be. If a Reviewee meets the criteria for threshold advancement this should be identified with the Reviewer and noted in the review meeting. In advance of the review meeting Reviewers are to consult with relevant staff (e.g. academic/boarding line manager of the Reviewee) about possible objectives for the next cycle.

Assessing performance at the end of the cycle

The purpose of the final review is to evaluate and agree on the overall professional practice for the academic year past and the effect the teacher has had on students’ learning and progress.   It is also the time to reflect on what training may be appropriate for further improvement and to set new objectives for the coming year. At the review meeting, the Reviewer and Reviewee should seek to achieve a shared understanding of the progress made towards meeting the objectives, success criteria and if appropriate, explore any issues that might have impeded the Reviewee’s performance. The review and planning statement (Annex D) should be completed.

If serious weaknesses are identified in a teacher’s or the Head’s performance which the appraisal process has been unable to address, the School’s capability procedure would be initiated.


The whole appraisal process and the review statements and targets generated under it will be treated with strict confidentiality. On completion, statements should be sent to Maggie Lawrence and a copy will be kept on the Reviewee’s file. 


Should the Reviewee have any concerns about the Appraisal process he/she must first share those directly with the reviewer and follow up in writing, seeking a review of the practice to date, and if appropriate, asking for a change of Reviewer and referring the matter to the Senior Leadership Team.

Should the Reviewee remain unhappy with the outcome of the investigation by the Senior Leadership Team member, he/she must write formally to the governors. This matter will then be addressed through the board with the School and the School will follow the Grievance Procedure outlined in the Employee Handbook.

The Reviewee will receive formal feedback as to the investigation and the outcomes.



Box Hill School Lesson Plan        
Date: Teacher: Subject:
Year group:                              Number of students:




                     EAL                                                   G and T
CONTEXT OF THE LESSON/CURRICULUM LINKS: (the work the class has covered recently):  










Lesson Objective/s:








LEARNING ACTIVITIES: (brief plan of the lesson)



























 Lesson Observation Form

 BHS Lesson Observation Form

Date Time Class Subject Teacher Observer


Evidence Teaching
Ø  Subject knowledge

Ø  Teaching strategies

Ø  T. in full control & comfortable but not casual

Ø  Support + intervention (aware of strengths + weaknesses)

Ø  Teaching directed at the individuals who make up the group

Ø  Needs of different ability groups recognised + catered for.















Evidence Learning
Ø  Learning builds on prior knowledge

Ø  Students understand what they are learning

Ø  Students understand & can articulate why they are doing a particular thing

Ø  Students demonstrate concentration & are on task throughout lesson

Ø  Commitment to succeed.
















Evidence Behaviour
Ø  A spirit of mutual respect and courtesy pervades the class

Ø  Positive attitudes to learning demonstrated

Ø  Safe and invigorating learning environment

Ø  Strong levels of engagement

Ø  Positive participation in most/ all activities.

















Evidence Achievement / Progress
Ø  Students acquire knowledge and develop understanding

Ø  Pupils make progress in relation to prior attainment

Ø  Students develop and apply a range of skills

Ø  Spoken and written articulation

Ø  Teacher, peer & self-evaluation, AFL demonstrated.















Evidence Work scrutiny
Ø  The books are marked regularly using dept. / school policy

Ø  Marking uses consistent criteria

Ø  There is evidence of formative and summative marking

Ø  Appropriate targets are set

Ø  Quality of presentation




























Observer’s comments / General Notes































Areas for development:







At Box Hill School, we define an outstanding lesson as one where:

Students are fully engaged in the lesson activities, as evidenced by participation (and where possible enjoyment), and clearly making apposite progress in learning towards the intended articulated outcomes of the lesson.

 A lesson which is outstanding (as above) will normally evidence that :

  1. The teacher is aware of student strengths and weaknesses
  1. Learning builds on prior knowledge
  1. Teaching is not directed ‘at the group’ but ‘at the individuals who make up the group’
  1. The needs of different individual ability levels are recognised and often catered for
  1. The teacher is in full control of the class at all times, and is comfortable and at ease without being casual
  1. A spirit of mutual courtesy and respect pervades the class
  1. There is evidence of a helpful rapport between teacher and each student
  1. Students can articulate what they are learning that lesson
  1. Students understand and can articulate why they are doing a particular thing
  1. Students and teacher can reflect correctly on how far they have or have not progressed, and why

Please note;

  • The room does not have to be silent (but the class would and will fall silent when required)
  • The students do not have to be seated in any particular way
  • No specific technology or books must be used (although the teacher will possess a good knowledge of all available resources and materials)
  • No particular ‘style’ of teaching is preferred


Pupils Progress Rapid and sustained for almost all. Students are engaged in monitoring their own progress and are striving to make the best possible progress Most pupils progress well over time. Progress is broadly in line with similar students. Some pupils are making inadequate progress.
Learning Pupils show high levels of independence and resilience in their approach to their studies.  Pupils  investigate, research and problem solve highlighting their own areas for improvement Most pupils show high levels of independence and show resilience in their approach to their studies.  Pupils investigate, research and problem solve. Most pupils are able to work independently and show resilience in their approach to their studies.  Pupils investigate, research and problem solve. Pupils are not given opportunities to work independently often following instructions without question or evaluation. There is little evidence that pupils have learnt or understood the material covered.
Attitudes Very high levels of engagement, interest, resilience, confidence, independence, courtesy, collaboration and cooperation. Pupils are motivated to participate. They are resilient, confident, independent, considerate, respectful and courteous. Most pupils want to work hard and to improve. They work cooperatively. Pupils, or specific groups, are not excited, enthused or engaged by the teaching.
Behaviour and Safety Disruption to learning Lesson proceeds without interruption. Disruption to lesson is ‘unusual’. There may be occasional low-level disruption, but it is not endemic. Persistent low-level disruption occurs ‘more than occasionally’. It hinders learning.
Pupils’ response Pupils ‘make every effort’ to ensure that others learn and thrive. There is an atmosphere of respect and dignity. Most pupils are keen to participate in class discussions. Pupils respond very well to the teacher’s behaviour systems, consistently meeting expectations. Pupils respond promptly to the teacher’s directions. Nearly all students are engaged in learning. Some or all pupils are not engaged by the teaching.
Behavioural management Behavioural management is systematic and consistently applied. Behaviour management strategies are applied consistently. Clear procedures for managing behaviour; usually applied, but not always consistently. Procedures for managing behaviour are not clear or are not used consistently.
Safety Pupils understand unsafe situations and are highly aware how to keep themselves safe. Pupils understand unsafe situations and how to stay safe. Pupils know the main risks they face and understand how these may threaten their own/others’ safety. Pupils do not understand risk and may endanger themselves or others.
Teaching Subject Knowledge Excellent Well-developed Secure Limited
Learning  Objectives Lesson objectives are clearly shared and are frequently reflected on during the lesson. Pupils have a clear grasp of what they are learning. Learning objectives are discussed at the start of the lesson and are referred to at some stage during the lesson. Learning objectives are briefly discussed and there is some understanding of the learning that will take place.  Learning objectives are not referred back to at any stage in the lesson Learning objectives for the lesson are not discussed and pupils have little understanding of what they are learning.
Planning Highly effective incorporating a variety of learning activities which take account of prior assessment. ‘Effective’ with prior assessment effectively informing planning Adequate with some use of prior assessment used to inform planning. Planning fails to take account of needs
Use of Time Learning is occurring at a very fast pace. Time is used well. Little time is wasted Time is wasted by some or all pupils
Challenge  matched to needs – Differentiation Tasks are challenging; match all pupils needs ‘accurately’ Tasks are challenging; match most pupils’ needs Individual needs are ‘usually’ met. Challenge is inappropriate for some or all pupils.
Activities A variety of learning activities are employed, all of which are well –selected and often imaginative, meeting the needs of all students Good use of a variety of learning activities to encourage engagement and participation. Mostly appropriate act, but do not meet all needs. Not sufficiently well matched to pupils’ needs.
Expectations Consistently high of all pupils.


High. Sufficient for satisfactory progress. Not high enough.
Interventions Sharply focused and timely. Match individual needs accurately and has a significant impact on learning ‘Appropriate’. Good impact on learning. Additional support is deployed carefully but more tailored intervention would secure greater impact on learning. Additional support has little or no impact on learning – failing to narrow gaps.
Spiritual, Moral, Social and Cultural development and Literacy and Numeracy skills.


‘Exceptional’. Every opportunity taken to develop ‘crucial’ skills (eg Numeracy, Literacy) Very effective. A range of skills is taught. Some support for skills, but provided inconsistently. Pupils cannot use skills as well as they should.
Assessment In the lesson Understanding is checked systematically and effectively, using a number of different strategies including mini plenaries, questioning and discussion.  Assessment is used effectively in subsequent planning of lessons including the planning of necessary interventions. Progress is assessed regularly and accurately. Teacher listens astutely to pupils, observes carefully and questions reshape tasks and to improve learning.  Assessment during the lesson is used to plan subsequent lessons and interventions effectively. Work is monitored in the lesson. General misconceptions are picked up .Plans are adapted, but this is not always timely or relevant. Assessment is not used effectively to help pupils.
Homework Appropriate and regular homework contributes very well to pupils’ learning. Appropriate and regular homework contributes well to learning. Appropriate homework is set. This contributes reasonably well to learning. Homework is not set regularly or it does not contribute to learning.
Feedback and marking Marking and feedback are frequent and of a consistently high quality. Pupils know how to improve their work. Teachers provide time for pupils to reflect on, respond to and progress in their learning based on the teacher feedback. For longer term projects – regular monitoring would be expected. Assessments are discussed with pupils so that they know how well they have done and how to improve. Marking is regular. Teachers routinely provide time for students to reflect on, and respond to, written feedback Pupils are informed about their progress and how to improve. This is usually timely and encouraging. Pupils are rarely, if at all, informed about progress. Many do not know how to improve. Marking is minimal.



Appraisal – Half Year Review

Reviewee ………..…..…..…..…….Reviewer….…….………..………… Date:……….

Objective  Progress towards achieving Objectives


Review against Teachers’ Standards:

Please tick the following box to confirm that the Reviewee’s performance has been reviewed against the Teachers’ Standards:

Are any of the Teachers’ Standards not being met? If so which ones are they and why?




Please list any extra contributions made to the life of the school:






Please Comment on Overall Performance






  Reviewee………………………..    Reviewer………………..…..            Date ………..




 Name of Reviewee:                           Name of Reviewer:                                                                                      

Period of New Planning Cycle:                    from                                        to                                            



Assessment of performance for the cycle just ended:

Review of Objectives: Objective met?
Objective 1   Y / N




Objective 2   Y / N




Objective 3   Y / N




Review against Teachers’ Standards:

Please tick the following box to confirm that all the Teachers’ Standards are being met:

Are there any of the Teachers’ Standards that are not being met? If so which ones are they and why?





Please comment on an any additional contributions made to the school in the last year:




Please record the lesson observations in the last year:
Subject (eg Maths) Year Group Observer  
Overall Review of Performance:







Eligibility for threshold:


                   (Yes/No)  …………..…






Objectives for the next cycle including any relevant departmental/ whole school objectives and success criteria:
Objective 1:


Success Criteria:



Objective 2:



Success Criteria:



Objective 3:



Success Criteria:



Extent, pattern and focus of planned classroom observation





Other evidence





Support, training and development needs








Signatures and date:


Reviewee:                                                            Reviewer:                                               


Date:                                                                     Date:                                                              

Reviewee’s comments














  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.


  1. This section contains the standards that all teachers must achieve when planning and delivering lessons.
  2. Set High Expectations Which Inspire Motivate and Challenge Pupils.
    1. Establish a safe and stimulating environment for pupils, rooted in mutual respect.
    2. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.
    3. Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
  3. Promote Good Progress and Outcomes by Pupils.
    1. Be accountable for pupils’ attainment, progress and outcomes.
    2. Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these.
    3. Guide pupils to reflect on the progress they have made and their emerging needs.
    4. Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.
    5. Encourage pupils to take a responsible and conscientious attitude to their own work and study.
  4. Demonstrate Good Subject and Curriculum Knowledge.
    1. Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings.
    2. Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship.
    3. 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.
  5. Plan and Teach Well-Structured Lessons.
    1. Impart knowledge and develop understanding through effective use of lesson time.
    2. Promote a love of learning and children’s intellectual curiosity.
    3. Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.
    4. Reflect systematically on the effectiveness of lessons and approaches to teaching.
    5. Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
  6. Adapt Teaching to Respond to the Strengths and Needs of All Pupils.
    1. Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.
    2. Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.
    3. 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.
    4. 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.
  7. Make Accurate and Productive Use of Assessment.
    1. Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.
    2. Make use of formative and summative assessment to secure pupils’ progress.
    3. Use relevant data to monitor progress, set targets, and plan subsequent lessons.
    4. Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
  8. Manage Behaviour Effectively to Ensure a Good and Safe Learning Environment.
    1. 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.
    2. Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.
    3. Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.
    4. Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
  9. Fulfil Wider Professional Responsibilities.
    1. Make a positive contribution to the wider life and ethos of the school.
    2. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.
    3. Deploy support staff effectively.
    4. Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
    5. Communicate effectively with parents with regard to pupils’ achievements and well-being.


  1. 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.
  2. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
    1. Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position.
    2. Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions.
    3. Showing tolerance of and respect for the rights of others.
    4. 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.
    5. Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
  3. 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.
  4. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.



%d bloggers like this: