Finally, schools are free from the requirement to operate performance-related pay and can break those chains!
For many years now, there have been calls for the removal of performance-related pay in schools. These calls have come from a variety of stakeholders, perhaps not unsurprisingly driven by the teaching unions, including us at the Association of School and College Leaders. More recently, the School Teachers’ Review Body (STRB) itself has made similar observations.
One of the recommendations from the Workload Reduction Taskforce (set up under the previous government) was for performance-related pay (PRP) to be removed from the School Teachers’ Pay and Conditions Document (STPCD) from September 2024.
Disappointingly, this was not actioned before the general election was called. So, it was pleasing to see that the new secretary of state for education, Bridget Phillipson, made it one of her first priorities after taking up office under the Labour government.
Until now, maintained schools have been bound by the STPCD to base pay progression decisions on performance. But finally, this is no longer the case.
All schools and trusts now have the freedom to move away from PRP, and instead adopt a more supportive and developmental appraisal system. This is often based on a coaching model, with a real focus on professional growth and improving practice, or on action research.
Support and guidance
The Department for Education has updated its guidance on appraisal and capability (DfE, 2024) and, as part of this, has separated these areas out into two model policies rather than one, something which ASCL welcomes.
ASCL has been working with BlueSky Education for several years, producing information and guidance papers and delivering webinars to support schools and trusts in changing their approach to performance management/appraisal. In light of the removal of the requirement to operate PRP, we have updated our guidance paper which can be found here.
We have also reviewed and updated its position statement on this: “ASCL believes that employers should move away from performance-related pay and develop an alternative approach to appraisal which is supportive and developmental, is not linked to pay, and applies to both teachers and leaders.”
There is no evidence to show that PRP has a positive impact on student outcomes. It doesn’t work in education in the same way as it can in business. There is also growing evidence that it can have a negative impact on both workload and retention, two major issues in education – so this must beg the question as to why employers would want to continue with it.
Empowerment
Breaking the link between performance and pay is a very powerful way to shift the focus around staff performance. This is often viewed in a punitive way, where staff must meet a set of objectives, often including arbitrary numerical targets which are beyond their control, to receive pay progression.
Removing that link gives staff the power and autonomy to embrace their own professional development and work to improve their own practice, rather than produce excessive evidence to support what can be seen as a tick-box exercise at the end of each annual cycle.
Over time, it can create an environment of trust, which empowers staff to take risks and try new ideas to improve their practice. Part of the learning might be that something didn’t work, so they can adapt it and try again, or can decide that it isn’t right for their particular situation, or the context of their school and students, and they can try something else.
It also allows schools to adopt more agile timeframes and milestones within their appraisal system, rather than the rigid cycle that has previously been required.
Short-term goals could be set for a specific purpose, or a longer goal, perhaps covering more than one academic year, could be set for something more substantial.
Policies and procedures
Schools will need to review their pay and appraisal policies in line with the STPCD 2024. We would strongly encourage all schools and trusts to take advantage of the removal of the requirement to operate PRP, this is something that trusts have been doing for a number of years now and they are reaping the benefits.
The pay policy needs to be clear on how pay progression decisions will be made and the circumstances in which pay progression may be withheld, which should only be if the member of staff is subject to formal capability procedures.
It is important to review the pay and appraisal policies together and ensure that any changes in one are reflected in the other. Employers should also involve staff and recognised unions in discussions around these changes and consult with them on the revised policies.
Trade unions have been encouraging trusts to decouple pay from performance for a number of years now and have worked through the various changes required and different options to suit the specific context and ethos of a particular trust.
As the guidance (DfE, 2024) states: “No single approach will suit all schools.”
So, take advantage of the wealth of experience and knowledge which can help inform your thinking on this, and you will also be able to learn from the experiences of others who are already a considerable way along this journey.
Final thoughts
What are you waiting for? Break free! Start your journey today, talk to your staff and unions, get out your policies, and look at the wealth of guidance available in making the move away from PRP.
See your staff flourish and grow professionally, help to reduce workload for all involved and improve retention. You could also include it in your job adverts to help with recruitment. Help your staff become the very best they can be – after all, it is what they and their students deserve.
- Louise Hatswell is a pay specialist at the Association of School and College Leaders. Read her previous articles for Headteacher Update via www.headteacher-update.com/authors/louise-hatswell
Further information & resources
- DfE: Teacher appraisal and capability, 2024: www.gov.uk/government/publications/teacher-appraisal-and-capability-model-policy
- DfE: School Teachers’ Pay and Conditions Document: www.gov.uk/government/publications/school-teachers-pay-and-conditions