Questions and answers about the School Teacher's Pay and Conditions Document (STPCD) 2013.
The School Teachers’ Pay and Conditions Document (STPCD) 2013 is now available on the department's website, setting out the new arrangements for teachers’ pay and providing details of how the 1% pay award for 2013 should be applied to teachers’ pay. Departmental advice to help schools reflect the new arrangements in their own policies is also available.
The main changes are:
The new arrangements for teachers’ pay will come into effect from September 2013. September 2013 will be the last time when annual increments are awarded to teachers based on their length of service. Pay decisions made in September 2014 will need to be linked to assessments of performance. Any reference to annual increments in existing pay policies should be removed.
By September 2013 schools need to have reviewed and revised their pay and appraisal policies, setting out how pay progression will in future be linked to a teacher’s performance and ensuring that everyone involved in the process understands why and how pay decisions are made. By giving advance notice to schools of the changes at the beginning of the summer term, including providing advice on how to develop their school’s approach to teachers’ pay, we ensured that schools had a whole term in which to revise their pay policies and prepare to implement the changes from September 2013.
Schools will have to revise their pay policies to reflect the new statutory arrangements and to ensure compliance with the revised STPCD. Maintained schools that fail to implement the new system will not be complying with the new legal requirements. In addition, schools that fail to use the staff budget to differentiate appropriately between high and low performers could receive adverse judgements from Ofsted about the quality of leadership and management in the school.
The current arrangements (as set out in the September 2012 STPCD) apply to pay decisions this September, but September 2013 will be the last time when teachers’ pay progression is based on an annual incremental system.
We know that high-performing teachers drive up pupils’ attainment and we need a system that recognises this. Strengthening the link between performance and pay is fundamental so that high-performing teachers are properly rewarded for the impact that they are having on their pupils’ achievements.
The appraisal cycle that begins in September 2013 will lead to the first performance-based pay decisions in September 2014.
The appraisal regulations and the department’s model appraisal policy, which require appraisal against the Teachers’ Standards and a teacher’s objectives, provide a framework which can be developed by individual schools to meet their specific circumstances.
It will be up to schools to decide how they link pay progression to appraisal, but we would expect teachers to be judged against a range of variables, not purely on exam results. Schools will need to set out how progression will be determined in their pay policy.
No. Nobody should have their pay cut as a result of the changes. The aim is not to cut the pay of hard-working teachers, but to create a stronger link between pay and performance that will help schools to recruit and retain the best and highest quality teachers, and to incentivise excellent teaching.
The new arrangements provide for the creation of posts that will pay salaries above the upper pay range enabling some of the very best teachers to remain in the classroom to demonstrate excellent teaching and lead the improvement of teaching skills. It will be for individual schools to decide whether or not to create such posts and whether or not to move existing ASTs and ETs into those posts.
We agree with the School Teachers’ Review Body that the focus should be on promoting the best teachers more quickly. We accepted the recommendations to replace the current threshold arrangements and to abolish the post-threshold standards.
We are giving schools maximum flexibility to make robust and transparent decisions about when a qualified teacher merits access to the upper pay range. The new criteria for accessing the upper pay range are set out in the revised STPCD.
There is already a lot of experience in the system of linking pay to performance on the upper pay scale and in relation to leadership group pay. Schools will be able to build on this. In addition, the advice we have developed will help schools to identify the areas where their policies need to change. It also includes a model pay policy, which schools can adapt if they wish.
We recognise that governing bodies and headteachers are likely to find this a challenging process. Our expectation is that all schools will need to review and revise their pay policies to reflect the changes and to clarify their approach to making pay decisions. There may also need to be changes to school appraisal policies to reflect closer links between performance and pay.
Some schools may want to review their staffing structures (changes may arise from the removal of separate Excellent Teacher and AST roles) and some schools may want to review their current arrangements for allowances to take advantage of the new flexibilities available to them.
We agreed with the review body that some schools may well welcome some central guidance to help them deal with these changes. That is why we accepted their recommendation to offer schools advice on developing their policies. That advice, which includes a model pay policy, is now available for schools.
Departmental advice to help schools implement the new arrangements is now available. This has been developed with the help of a range of partners, including representatives of employers, governors and headteachers. We are confident that this package of support will help governing bodies in exercising their responsibilities.
In addition, as Lord Nash announced on 6 July 2013, the National College for Teaching and Leadership is to expand the training it offers to governors. This will include strengthening governing bodies’ understanding of major policy developments, including on performance pay and financial efficiencies, through workshops. These workshops will be designed by system leaders with a view to their being delivered from Autumn 2013 and resulting materials being freely available from Spring 2014.
Schools will need to develop systematic and transparent arrangements for both appraisal and pay. In England, the appraisal regulations and the Department’s model appraisal policy, which require appraisal against the Teachers’ Standards, provide a framework which can be developed by individual schools to meet their specific circumstances. There will be a crucial role for governing bodies to ensure that the arrangements put in place are appropriate and to hold headteachers to account.
The STRB has recommended that the Department develops guidance or a toolkit to help schools develop systematic and transparent local approaches to pay progression. Subject to consultees’ views, we propose to accept this recommendation.
We recognise that governing bodies and headteachers are likely to find this a challenging process. Our expectation is that all schools will need to review and revise their pay policies to reflect the changes and to clarify their approach to making pay decisions. There may also need to be changes to school appraisal policies to reflect closer links between performance and pay. Some schools may want to review their staffing structures (changes may arise from the removal of separate ET and AST roles) and some schools may want to review their current arrangements for allowances to take advantage of the new flexibilities available to them. We think some schools may well welcome some central guidance to help them deal with these changes. That is why we are proposing to accept the STRB’s recommendation that we offer schools some guidance, or a toolkit to help them develop their local policies.
Far from it. This is not an attack on hard-working teachers or school leaders. Our objective is to ensure that schools and school leaders have greater flexibility to use the pay system to attract the teachers they need and to incentivise good performance to ensure pupils receive the very best education, wherever they live.
PDF, 147 Kb