Appraisal season can be a stressful time for teachers and school leaders.
Even the most experienced and confident teachers can feel nervous when it's time to review their performance. However, appraisals shouldn't be viewed as a tick-box exercise or a process designed to catch people out. Instead, they should form part of a wider conversation about professional development, school improvement and supporting staff to develop their skills and progress in their careers.
A well-structured appraisal process helps schools recognise achievements, identify development opportunities and ensure teachers have the support they need to perform at their best.
For many teachers, appraisals are also closely linked to career progression and earning potential. Whether it's moving up the pay scale, progressing to the Upper Pay Range or taking on additional responsibilities through a TLR, appraisal discussions often help shape the next steps in a teacher's career. Understanding how appraisals influence pay can help schools create a fair and transparent process that supports both staff and school improvement.
Teacher appraisals should be carried out by a trained member of staff who understands the school's performance management process and can set clear, realistic objectives.
As part of the appraisal, evidence is reviewed to assess progress against objectives set during the previous cycle. This may include lesson observations, pupil outcomes, professional development activities and wider contributions to school life.
Where objectives have not been met, the discussion should consider any relevant circumstances, such as illness, changes in responsibilities or other factors that may have affected performance.
The appraisal should conclude with clear objectives for the coming year, aligned to both school priorities and the individual's professional development goals. These targets should be realistic, measurable and supported by appropriate training.
Schools should ensure their appraisal arrangements are clearly documented within their Performance Management Policy and aligned with their Pay Policy.
While appraisal processes vary between schools and trusts, most follow a similar structure. At the start of the cycle, objectives are agreed between the teacher and appraiser and reviewed throughout the year using evidence such as lesson observations, pupil outcomes, professional development records and contributions to wider school life.
At the end of the cycle, progress against objectives is reviewed, achievements and challenges are discussed, and objectives for the following year are set. The outcome of this discussion may also contribute to decisions around career progression and pay.
Teacher appraisals can influence salary progression, although schools now have greater flexibility in how pay decisions are made than they did previously.
Pay progression decisions are typically informed by a teacher's performance, professional development and wider contribution to school life. Appraisals provide an important opportunity to identify the steps required to progress within the pay framework.
Pay recommendations are typically made following the appraisal process and are considered in line with the school's Pay Policy, with final decisions often involving senior leaders and governors.
For teachers seeking progression to the Upper Pay Range or leadership roles, appraisals provide an opportunity to demonstrate sustained performance and professional expertise.
For some teachers, this may mean progressing through the pay range. For others, it could involve taking on additional responsibilities or preparing for leadership roles.
Teachers applying to move onto the UPR are usually expected to demonstrate sustained, high-quality teaching, a commitment to professional development and a significant contribution to the wider life of the school.
Schools should ensure the criteria for progression are clearly communicated and consistently applied, helping to create a transparent process that staff understand and trust.
Beyond pay progression, teachers may increase their earnings by taking on additional responsibilities through Teaching and Learning Responsibility (TLR) payments.
TLRs are awarded to teachers who undertake significant leadership or management responsibilities alongside their teaching role.
The School Teachers' Pay and Conditions Document (STPCD) sets out three broad bands for TLR payments:
| TLR Band | Current payment range |
| TLR3 | £702 - £3,487 |
| TLR2 | £3,527 - £8,611 |
| TLR1 | £10,174 - £17,216 |
TLR3 payments should only be used for specific, time-limited projects and should not form part of a permanent role.
Although TLRs play an important role in recognising additional responsibilities, schools should maintain a balanced staffing structure. A mix of experienced teachers, aspiring leaders and Early Career Teachers (ECTs) creates valuable opportunities for mentoring, professional development and knowledge sharing across the organisation.
Not every teacher will wish to move into senior leadership, and appraisal discussions should recognise that different teachers have different career goals. Supporting experienced teachers who choose to remain in classroom-focused roles is just as important as preparing future leaders.
School leaders are under increasing pressure to reward and develop staff while managing tight budgets.
Staffing costs often represent the largest area of school expenditure, making workforce planning one of the biggest considerations when managing a school budget.
Schools need to balance rewarding and developing staff with ensuring budgets remain sustainable and focused on improving outcomes for pupils.
Staffing costs are often the largest area of school expenditure, so schools need to ensure pay progression and workforce planning remain financially sustainable. Tools such as Integrated Curriculum and Financial Planning (ICFP) can help leaders understand whether resources are being deployed effectively while continuing to support staff development and pupil outcomes.
Schools should also pay close attention to consistency when making appraisal and pay decisions. Inconsistent approaches can lead to grievances, appeals and, in some cases, discrimination concerns. Particular care should be taken when considering staff who have been absent due to maternity leave, disability-related absence or long-term sickness, as schools must ensure these teachers are not disadvantaged when appraisal and pay progression decisions are made.
Appraisals shouldn't simply be viewed as a gateway to pay progression. When done well, they help schools retain talented teachers, identify future leaders, and ensure staff receive the support they need to continue developing throughout their careers. Keystone Knowledge supports schools and trusts through expert internal scrutiny and operational reviews designed to identify opportunities for improvement.
Our tailored reviews examine both financial and non-financial controls, helping school leaders strengthen governance, improve efficiency and ensure resources are being used effectively. To learn more about how we can support your school or trust, get in touch with our team today.
Schools have their own pay and appraisal policies, but appraisal outcomes may be considered when making decisions about pay progression. Where concerns about performance have been identified, schools should ensure teachers receive appropriate support and development opportunities to help them improve.
Evidence can vary between schools but often includes progress against previous objectives, lesson observations, pupil outcomes, professional development activities and contributions to the wider school community. The aim should be to build a balanced picture of a teacher's performance throughout the appraisal cycle.
Yes. Early Career Teachers take part in a structured induction programme that includes regular reviews and assessments. While the process differs slightly from that of more experienced teachers, it is designed to provide support, feedback and professional development throughout the early stages of a teacher's career.
