Additional Threshold Guidance 2012/13:
Round 13, England Introduction
This guidance is directly applicable to teachers in England who are subject to the School Teachers’
Pay and Conditions Document 2012 [“the Document”], by statute. It may be extrapolated in respect of
teachers in other settings and contexts.
The arrangements for assessments against the Threshold standards since Round 10 have been
significantly different to those in previous rounds:
Eligibility
To be eligible to apply for Threshold Assessment, a teacher must:




hold Qualified Teacher Status on the date of submission of their application;
be employed as a teacher by the LA or the governing body of a LA Maintained School;
be on the top point of the qualified classroom teacher pay scale – M6 – at the time of their
application; and
submit a statement that the teacher wishes to be assessed against the post-threshold
teacher standards.
Evidence that is permitted to be submitted by a teacher in support of an
application
A teacher who was subject to the 2006 PM Regulations or is subject to the 2012 Appraisal
Regulations may only submit the results of reviews under those regulations covering the “relevant
period”: See below.
If the results of the reviews are “not available”, the teacher may submit a summary of the evidence
the teacher wishes to rely on in order to demonstrate that the post-threshold standards have been
met throughout the relevant period.
A teacher who is employed on a contract of less than one term or who has not completed an induction
period or is the subject of capability procedures is NOT subject to the 2006 PM Regulations or the
2012 Appraisal Regulations, so may submit a summary of the evidence the teacher wishes to rely
on in order to demonstrate that the post-threshold standards have been met throughout the relevant
period.
“Relevant Period” from which evidence must be drawn
Teachers who are subject to the 2006 PM Regulations or the 2012 Appraisal Regulations: the 2 year
period covered by the teacher’s most recent performance reviews, preceding the date of application
for assessment
However, where a teacher has not been engaged in the provision of education to children of school
age throughout the 2 year period covered by the teacher’s most recent performance reviews,
preceding the date of application for assessment, the “relevant period” is the most recent aggregate
period of 2 years when they were so engaged in the 5 years immediately preceding the date of
application.
Additional Threshold Guidance 2012/13
October 2012
1 The latter provision will apply in circumstances, principally, where a teacher has been absent for work
due to: paternity or paternal leave, sickness or maternity leave, provided that the teacher is not
thereby disadvantaged.
Deadlines for applications
A teacher who is subject to the 2006 or 2012 regulations may apply in the period 1st September 2012
to 31st October 2013.
A teacher who is not subject to the 2006 or 2012 regulations may apply in the period 1st September
2012 to 31st August 2013.
Payment date for successful applicants in Round 13
Successful applicants will be placed on scale point U1 wef 1 September 2013, except as provided for
in paragraphs 19.4.2, 19.4.3 or 19.4.4 of “the Document”.
1. Therefore, in general, where a teacher has been subject to the 2006 and/or 2012
regulations for the 2 years prior to making an application to be assessed against the postthreshold standards, the ONLY evidence that he/she may submit in support, will be the
review statements that relate to the relevant 2 year period.
However, if those statements are “not available”, the teacher may provide a summary of evidence
that they wish to rely on, in order to demonstrate that the post-threshold standards have been met
throughout the relevant period.
It remains the case that any evidence, submitted in relation to an Assessment against the
Threshold Standards, must demonstrate that the teacher has met all 10 of the post threshold
standards during the relevant period.
Paragraph 69 of Section 3 of “the Document” states that the performance reviews should “clearly
demonstrate that the teacher has worked at the level indicated by the post-threshold standards for
a sustained period covering the relevant period before the application is submitted.”
Despite any possible assertion to the contrary it does not say, or imply, some standards.
2. The revised Threshold application forms, are available on the web-site www.education.gov.uk
and should be used for round 13.
Revised application forms for Round 13, available on the web-site www.education.gov.uk and
should be used.
Prior to carrying out the assessment against the post-threshold standards the person to whom the
task of assessing the application has been delegated must be satisfied that the applicant meets
the Teachers’ Standards (see Section 2, Annex 2 of The Document 2012). Irrespective of the
supporting evidence that the teacher is permitted to submit, regard must be taken of the most
recent appraisal carried out in accordance with the 2002 or 2011 regulations [which apply in
Wales] and/or of that carried out in accordance with the 2006 or 2012 regulations [which apply in
England]. If the person making the assessment is not satisfied that the teacher meets the
Teachers’ Standards, he shall reject the application and inform the applicant, giving reasons.
 if the person making the assessment is satisfied that the teacher meets the Teachers’
Standards he must go on to carry out the assessment against the post-threshold teacher
standards.
 any assessment of whether the teacher has met the 10 post-threshold standards, during the
relevant period must have regard to the evidence contained in the review statements or that
cited in the application, whichever applies.
 it is necessary for the application to provide evidence that the teacher has met all 10 of the
post-threshold standards during the relevant period.
 The completed form should be returned to the teacher (a copy should be retained). If the
teacher has been judged to have “not yet met” either the Teachers’ Standards or the postthreshold standards, the reasons for that decision should be explained on the form.
 where an application is successful, oral feedback should be provided;
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2

a teacher whose application is unsuccessful may make a fresh application in the next round,
provided that he/she remains eligible. Otherwise he/she may choose to appeal against that
determination, using the mechanism established by the relevant body.
Post Threshold Round 13 Pay Table
Table to determine when a teacher will be paid as a post threshold teacher if he/she meets the post
threshold standards in Round 13
Were you paid on the
Leadership pay spine
before 31/08/12?
Were you teaching
outside the maintained
sector on or after
01/09/11 but on or
before 31/08/12 and
taught for 6 years as a
qualified teacher?
Were you already on,
or first placed on M6,
on or after 01/09/12
but on or before
31/08/13?
If you are eligible and
apply in Round 13 and
are assessed as meeting
the standards
If you are eligible and
apply in Round 13 and
are assessed as
meeting the standards
You will move to U1 with
effect from 01/09/12
You will move to U1
with effect from
01/09/13
An eligible application means one that met all the relevant eligibility criteria of the previous round, e.g.
having QTS, paid on M6, providing a minimum of two years of evidence or reviews statements, etc.
An application that was rejected on the grounds of eligibility, or one that is subsequently found to have
been ineligible, even if it met all the standards applicable to that round, or one that was submitted to a
head teacher but never assessed or processed – even though it met all the eligibility conditions and
therefore should have been assessed/processed – means you did not technically apply.
For the Head Teacher/Service Manager – Threshold Assessment
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3
Beginning Threshold Assessment
Have you:

looked at the current threshold application form? *

read the DfE Round 10 guidance* to ensure you are familiar with any changes from previous
rounds?

noted the criteria for eligibility?

In general, reminded teachers that if they want to apply in Round 13 they must apply from 1
September 2012, but no later than 31 October 2013?

given teachers access to appropriate training and support for the application process?

reminded teachers of the need for their application to provide evidence that they have met the
10 post-threshold standards during the 2 years prior to the date of application?

for a teacher who is employed in more than one school decided which head teacher is going
to complete the assessment form?

ensured that all eligible staff have an equal opportunity to apply, irrespective of sex, sexual
orientation, religion and belief, race, age, disability, part-time working, fixed term contracts or
trade union activities?
*The application forms and guidance can be downloaded from the DfE website:
www.education.gov.uk
Assessing the standards and completing the application form
STOP!
- Before you begin to assess the application, have you satisfied yourself that the applicant
meets the Teachers’ Standards, as set out in the “Document”?
- In deciding this, you must have regard to the most recent appraisal or review carried out
in accordance with the 2006 or the 2012 Regulations in England [or the 2002 or 2011
Regulations in Wales] as the case may be.
- If you are satisfied that the teacher has not continued to meet the Teachers’ Standards
you must reject the application and inform the applicant, giving reasons.
If you are satisfied that the teacher meets the Teachers’ Standards you must now reach
judgements in each of the 10 post-threshold standards that apply in Round 13. [See Annex 1 of
“The Document”]
If the teacher has been subject to the 2006 and/or 2012 Regulations during the 2 years prior to
their application, you must decide whether the Review Statements from those 2 years provide
evidence that all 10 of the post-threshold standards have been met.
If the teacher has not been subject to the 2006 or 2012 Regulations throughout the 2 years
prior to their application for assessment, the teacher should have identified/cited evidence to
show that he/she has worked at each standard during those 2 years. If new to the school the
teacher should have indicated verifiable evidence covering the last 2 years (up to and
including the date of application) from his/her previous school(s).
The statement by the head teacher should:
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4

indicate if the Teachers’ Standards are all “met”;

indicate if the post-threshold standards are all “met” or some are “not yet met”;
 where any standard is judged not to have been met, provide sufficient detail to show why the
standard is “not yet met”;
 in the case of an unsuccessful applicant, provide clear advice about how he needs to develop
in order to reach the standards. Such advice could be used to inform the next Appraisal planning
meeting.
Preamble
Until Round 7, versions of the threshold support pack contained detailed guidance for head
teachers/service managers and for teachers on the assessment and completion of threshold
application forms, respectively. This was broken down into the separate standards. Subsequent
guidance did not continue to provide this level of support.
Therefore NAHT has produced such guidance for use by its members. This has been developed from
the documentation published by the (then) DCSF for round 7 but takes account of the shift from the 8
threshold standards to 10 post-threshold standards. In doing so, there has been a conscious attempt
to leave the “height of the bar” unaltered, to reduce the likelihood of any challenge by the teacher
trade unions.
Professional attributes
Frameworks: Standard P1
This standard requires evidence that teachers:
Contribute significantly, where appropriate, to implementing workplace policies and practice
and to promoting collective responsibility for their implementation
Does the evidence, for example, show how he/she:

contributed to the School Development/Improvement Plan/self evaluation?

contributed to the departmental plans/schemes of work?

contributed to the building of team commitment with colleagues?

contributed to the implementation of school policies?

helped to promote pupils’ understanding of the wider aspirations and values of the school?

promoted high levels of behaviour and discipline within the school?
Sample Statements
Where there is insufficient evidence to show that the standard has been met:
Don’t just say:

The teacher does not meet the required standard.
You could say:
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
The review statements provided with the application do not provide any evidence in support of
this standard.
 He conscientiously attends team and staff meetings but makes little contribution to these and has
not been active, either in the workshops on School Improvement Plan priorities or in the important
discussions on the implementation of our new behaviour and attendance policy. He does not yet meet
the standard.
(Reminder – these sample statements are examples, not exemplars.)
Professional knowledge and understanding
Teaching and learning: Standard P2
This standard requires evidence that teachers:
Have an extensive knowledge and understanding of how to use and adapt a range of teaching,
learning and behaviour management strategies, including how to personalise learning to
provide opportunities for all learners to achieve their potential
Does the evidence, for example, show that he/she:
 has a sound and up-to-date knowledge of good practice in teaching techniques relevant to his/her
subjects/pupils?
 uses knowledge of pupils’ learning needs to plan lessons and sequences of lessons for groups
and individuals?

communicates learning objectives clearly to pupils?

he/she uses homework and other learning opportunities outside the classroom?

knows his/her subject/specialism in sufficient depth to teach effectively?
 takes account of curriculum developments outside his/her immediate area of interest which are
relevant to his/her own work, e.g. awareness of Learning Goals of teachers at Key Stage 1 or 2?
 took account of relevant national strategies, e.g. literacy, numeracy, ICT, and used them
appropriately in his/her teaching?
 demonstrated effective lesson structures, organisation and teaching strategies which motivate
pupils and enable them to make good progress?

promoted positive targeted support for pupils’ particular learning needs?
 took positive steps to improve the quality of pupils’ learning – anticipating difficulties, resolving
problems, improving resources?
 engages and motivates pupils – has clear expectations, creates interesting learning opportunities,
encourages all pupils to learn?

thinks analytically and plans lessons on the basis of analysis of pupil performance?
 the teacher has effectively planned, prepared and assessed pupils’ work, taking account of their
individual needs?
Sample Statements
Where there is insufficient evidence to show that the standard has been met:
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Don’t just say:

The overall quality of the teacher’s planning does not meet this standard.
You could say:
 The teacher’s good planning for literacy is not replicated for other subjects of the curriculum. She
needs to take greater account of IEPs to ensure that lessons meet pupils’ individual learning needs.
This area for development has also been identified in observations of her lessons by her team leader.
(Reminder – these sample statements are examples, not exemplars.)
Assessment and monitoring I: Standard P3
This standard requires evidence that teachers:
Have an extensive knowledge and well-informed understanding of the assessment
requirements and arrangements for the subjects/curriculum areas they teach, including those
related to public examinations and qualifications.
Has the application showed that, for example:
 as a result of the effectiveness he/she has demonstrated in the other standards, his/her pupils
make good progress?
 illustrated the progress made by pupils by the end of the review period and and compared this
with national levels of achievement?
 evaluated the progress of all his/her pupils, whatever their background or ability on basis of value
added?

that progress has been evaluated in relation to national, local and school targets?

he/she sets realistic and challenging targets for improvement?
 he/she uses assessment information to monitor pupils’ progress and appropriately structures
teaching approaches?
 he/she used assessment information to report clearly (to pupils, parents, other staff) and in detail
on progress achieved and action required?
 the teacher has made effective use of strategies such as “assessment for learning” or “assessing
pupil progress”.
Sample Statements
Where there is insufficient evidence to show that the standard has been met:
Don’t just say:

The higher attaining pupils do not make sufficient progress.
You could say:
 The teacher has taught a mixed ability class over the last 3 years but has not differentiated work
in lessons or in homework. Training and support have not resulted in improvement. Consequently, the
higher attaining pupils are not challenged appropriately, targets set for them are low and too few
attain at the higher levels in the end of year tests. Most pupils in this class make progress lower than
is expected on the basis of prior attainment.
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(Reminder – these sample statements are examples, not exemplars.)
Assessment and monitoring II: Standard P4
This standard requires evidence that teachers:
Have up-to-date knowledge and understanding of the different types of qualifications and
specifications and their suitability for meeting learners’ needs
Does the evidence show, for example:

that he/she evaluates progress in relation to national, local and school targets?
 that the teacher has a sound and up-to-date knowledge of good practice in teaching techniques
relevant to his/her subjects/pupils?
 that the teacher has taken account of curriculum developments outside his/her immediate area of
interest which are relevant to his/her own work, e.g. awareness of Learning Goals of teachers at Key
Stage 1 or 2?
 that the teacher has taken account of relevant national strategies, e.g. literacy, numeracy, ICT,
and used them appropriately in his/her teaching?
 the teacher has effectively planned, prepared and assessed pupil’s work, taking account of their
individual needs?
Sample Statements
Where there is insufficient evidence to show that the standard has been met:
Don’t just say:

This teacher has not met the standard.
You could say:
 I am unable to verify the evidence cited by the teacher, since it refers to his previous post. The
previous head teacher has been contacted but has retired and is unable to provide information with
accuracy. The LA has undergone reorganisation and is unable to help currently.
(Reminder – these statements are examples, not exemplars.)
Subjects and curriculum: Standard P5
This standard requires evidence that teachers:
Have a more developed knowledge and understanding of their subjects/curriculum areas and
related pedagogy including how learning progresses within them
Does the evidence show, for example, that the teacher has:
 shown a sound and up-to-date knowledge of good practice in teaching techniques relevant to
his/her subjects/pupils?

shown that he/she knows his/her subject/specialism in sufficient depth to teach effectively?
 taken account of curriculum developments outside his/her immediate area of interest which are
relevant to his/her own work, e.g. awareness of Learning Goals of teachers at Key Stage 1 or 2?
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 taken account of relevant national strategies, e.g. literacy, numeracy, ICT, and used them
appropriately in his/her teaching?
 identified and pursued opportunities for his/her professional development to improve his/her
teaching and pupils’ learning?
Sample Statements
Where there is insufficient evidence to show that the standard has been met:
Don’t just say:

This teacher has not yet met the standard.
You could say:
 The teacher is aware of wider curriculum developments, for example he attended whole staff
training on the Key Stage 3 Strategy. Departmental review shows that he has yet to apply any of the
outcomes of this INSET in his lessons.
(Reminder – these statements are examples, not exemplars.)
Health and well-being: Standard P6
This standard requires evidence that teachers:
Have sufficient depth of knowledge and experience to be able to give advice on the
development and well-being of children and young people
Does the evidence show, for example, that the teacher has:

demonstrated an effective understanding of social, emotional and behavioural skills?

provided relevant advice to school colleagues and other professionals?

counselled groups of/individual children and young people to further the development of their
health or well-being?

provided good quality advice to parents/guardians?

been effective in planning with and working with groups, or as group facilitator, to develop
their individual and/or collective health and well-being?

liaised with other adults in school to make sure that the learning of the most vulnerable
pupil(s) is followed up by everyone who has contact with the child / children?

identified those anxious or quiet children, or children that have irregular attendance and
implement appropriate support?

considered risk and resilience factors that undermine or support wellbeing and initiate
strategies to: build relationships; increase empathy and/or facilitate conflict resolution,
focused on learning and capacity building?

demonstrated the ability to develop objectives / targets for individual children?

shown an awareness of the benefits of group work, and the composition of the groups, so that
individuals can work effectively together?
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
dealt appropriately with issues like bullying that might include racial, disability or sexual or
sexual orientated harassment?

effectively promoted the values and ethos of the school in the classroom and beyond?
Sample Statements
Where there is insufficient evidence to show that the standard has been met:
You could say:

This teacher has an excellent academic knowledge of child development but has not yet
demonstrated the ability to apply it in order to impact on the development of individuals or groups
of children.
(Reminder – these statements are examples, not exemplars.)
Professional skills
Planning: Standard P7
This standard requires evidence that teachers:
Be flexible, creative and adept at designing learning sequences within lessons and across
lessons that are effective and consistently well-matched to learning objectives and the needs
of learners and which integrate recent developments, including those relating to
subject/curriculum knowledge
Does the evidence show, for example, that the teacher has:
 shown that he/she uses knowledge of pupils’ learning needs to plan lessons and sequences of
lessons for groups and individuals?

shown that he/she communicates learning objectives clearly to pupils?

shown that he/she uses homework and other learning opportunities outside the classroom?
 utilised effective lesson structures, organisation, teaching strategies which motivate pupils and
enable them to make progress?

provided positive targeted support for pupils’ particular learning needs?

promoted high levels of behaviour and discipline?

efficiently and creatively used time and resources (including support staff and other adults)?
 shown that he/she uses assessment information to monitor pupils’ progress and appropriately
structures teaching approaches?
 engaged and motivated pupils – had clear expectations, created interesting learning
opportunities, encouraged all pupils to learn?

thought analytically and planned lessons on the basis of analysis of pupil performance?

taken positive steps to improve the quality of pupils’ learning?

provided sufficient evidence to show why standard met/not yet met?
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
effectively planned, prepared and assessed pupil’s work, taking account of their individual needs?
Sample Statements
Where there is insufficient evidence to show that the standard has been met:
Don’t just say:

The overall quality of the teacher’s planning does not meet this standard.
You could say:
 The teacher’s good planning for literacy is not replicated for other subjects of the curriculum. She
needs to take greater account of IEPs to ensure that lessons meet pupils’ individual learning needs.
This area for development has also been identified in observations of her lessons by her team leader.
(Reminder – these sample statements are examples, not exemplars.)
Teaching: Standard P8
This standard requires evidence that teachers:
Have teaching skills which lead to learners achieving well relative to their prior attainment,
making progress as good as, or better than, similar learners nationally
Has the teacher demonstrated effective classroom management strategies through, for
example:

effective lesson structures, organisation, and teaching strategies?

promoting positive targeted support for pupils’ particular learning needs?

promoting high levels of behaviour and discipline?

efficient and creative use of time and resources (including support staff and other adults)?

making accurate comparisons between the progress of their learners and similar pupils
nationally?
which motivate pupils and enable them to make progress as good as, or better than, similar
learners nationally.
Sample Statements
Where there is insufficient evidence to show that the standard has been met:
Don’t just say:

The teacher has poor classroom management skills.
You could say:
 Lesson observations undertaken by senior staff over the last 2 years show that the teacher
employs a narrow range of teaching strategies and uses few resources to enliven teaching. Despite
the help and advice given by senior staff to support this teacher’s planning and practice, pupils
become bored with work not matched to their needs or interests. Behaviour, at times, has been
unacceptable in the class.
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(Reminder – these sample statements are examples, not exemplars.)
Teamwork and collaboration I: Standard P9
This standard requires evidence that teachers:
Promote collaboration and work effectively as a team member
Does the evidence show, for example, that the teacher:

inspires trust and confidence in pupils and colleagues?

contributes to the building of team commitment with colleagues and in the classroom?
 engages and motivates pupils – has clear expectations, creates interesting learning opportunities,
encourages all pupils to learn?

contributes to the School Development/Improvement Plan?

contributes to the implementation of whole school policies?

helps to promote pupils’ understanding of the wider aspirations and values of the school?

promotes high levels of behaviour and discipline across the school?

shares the outcomes of professional development with professional colleagues

works effectively and in co-operation with relevant external agencies
Sample Statements
Where there is insufficient evidence to show that the standard has been met:
Don’t just say:

The teacher does not participate effectively in the department.
You could say:
 The teacher attends meetings and policy groups but makes few contributions. He shows limited
initiative in motivating and engaging the pupils. He does not carefully or regularly analyse pupils’
performance. His work has not improved even after providing him with focused support in these
areas. Consequently his lessons are ill-matched to pupils’ interests or needs.
(Reminder – these sample statements are examples, not exemplars.)
Teamwork and collaboration II: Standard P10
This standard requires evidence that teachers:
Contribute to the professional development of colleagues through coaching and mentoring,
demonstrating effective practice, and providing advice and feedback
Does the evidence show that the teacher, for example:
 identified and pursued opportunities for his/her professional development to improve his/her
teaching and pupils’ learning?

made effective use of outcomes of professional development?
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
where appropriate, shared outcomes from professional development with colleagues?

contributed to the preparation and/or delivery of school-based INSET sessions?

engaged in coaching and/or mentoring of professional colleagues?

provided model lessons for observation by colleagues?

contributed effectively to assessment processes, such as key stage or departmental moderation
Sample Statements
Where there is insufficient evidence to show that the standard has been met:
Don’t just say:

The teacher does not yet meet this standard.
You could say:
 The teacher is keen to attend courses or observe the work of other teachers to further her
professional development. However, she is hesitant in putting her experience to good use in her
teaching or in sharing the knowledge gained from courses with colleagues. For instance, her
attendance at the series of courses on the teaching of science and her planned observations of model
lessons in numeracy have made little impact, despite extra coaching, on her practice.
Feedback
The sample statements provided are examples, not exemplars. Where the evidence results in an
assessment that the standard is “not yet met” it is important to include sufficient contextual detail to
allow the teacher to understand that decision.
In the case of an unsuccessful applicant it is in the interests of all parties for the teacher to be
provided with clear advice about how he/she needs to develop in order to reach the standards. Such
advice should be provided in writing and could be used to inform the next Appraisal planning meeting,
if the teacher wishes.
Frequently Asked Questions
What should happen if a teacher has been subject to the 2006 or 2012 regulations but does not
have Review Statements which cover the whole of the relevant period?
A teacher in this situation may apply by the “traditional” route, citing a summary of evidence to
demonstrate that the P standards have been met throughout the relevant period.
Can the same evidence in a Review Statement count towards more than one standard?
If it is relevant: yes.
What happens if the Review Statements do not contain sufficient evidence on which to base
an assessment?
Such an application must be assessed as “not yet meeting” the standards where there is a lack of
evidence. However the Document does not prohibit evidence additional to that contained in the
application to be taken into account.
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What are the differences between “Threshold” and progression from UPS1 to UPS2 and from
UPS2 to UPS3?
An application for assessment against the Post-Threshold standards may only be carried out by the
head teacher and must have regard to the evidence in the application.
Progression on the Upper Pay Spine does not require an application or request; teachers become
eligible to be considered as part of the normal pay review process. The decision maker [e.g. the Pay
Committee] must take into account the recommendation from the performance Appraiser, which must
be contained in the Review Statement for all eligible teachers.
You may refer to the NAHT guidance document “UPS3 and all that” for further detailed information on
UPS progression.
How long have I got to assess an application?
It would not be reasonable to delay an assessment much beyond 10 working days, or so, but as the
payment date is unaffected there is no loss in remuneration for a teacher if pressure of other work
leads to a delay.
There is no statutory timescale, however the teacher should be notified within 20 working days of the
relevant committee of the governing body receiving notification.
When do any successful applicants get paid UPS1?
Most successful applicants will be placed on UPS1 with effect from 1 September 2013. A governing
body has no discretion in this timing. You can refer to the Pay Table on page 4 of this document to
determine the date from which a successful applicant will be paid as a post-threshold teacher.
What happens if the applicant has been on maternity leave or long term sick leave during the 2
year evidence period?
For the purposes of threshold assessment, any periods of sick leave or maternity leave [i.e. the
applicant was employed during such periods] count towards the period of 2 years.
Therefore a teacher who has been on maternity leave, long term sick leave etc…. will have been in
service BUT not been engaged in the provision of education and MAY:
•
Treat the 2 year evidence period as having been reduced by his/her absence[s] and submit
the relevant Performance Reviews
BUT
•
MAY CHOOSE to cite additional evidence from that shorter timeframe if Review Statements
are not available
•
MAY CHOOSE to present Review Statements and/or cite evidence which aggregates to 2
years [drawn from a period of 5 years immediately] before the date of their application.
OR
What grounds might be cited in an appeal?
It is possible that some “sets of” Review Statements will not contain sufficient evidence to allow a
secure assessment to be made, of whether the teacher has met all 10 of the P standards during the
relevant period. Such an application should not be successful.
An appellant might assert that the assessment would have been positive if the PM planning meetings
had been more effective in leading to the collection of sufficient evidence. The appeal might lead to a
recommendation that the Reviewee and Reviewer seek to plan more effectively in future, but the
Threshold Assessment must only be based on the evidence available at the time.
Additional Threshold Guidance 2012/13
September 2012
14
Similarly, any attempt to blame the school or the Reviewer should also be rejected as the Reviewee
had ample scope to take steps at an early stage if he believed that his planning statement was not “fit
for purpose”.
The only proper question for an appeal panel to determine is: whether or not the evidence contained
in the application demonstrated that the teacher had met all 10 post-threshold standards during the
relevant period [usually 2 years].
Additional Threshold Guidance 2012/13
September 2012
15