Staff Handbook 2018 - 2019 FINAL

Appraisal
All staff complete an annual appraisal and will review this with their line manager prior to the meeting that takes place
in October with their SLT Appraiser. It is the member of staff’s responsibility to keep a file or update SIMs with
evidence of the Basic Teacher Standards, as well as any further evidence in order to qualify for Upper Pay Ranges.
Appraisal reviews are completed electronically using SIMS. UPR forms are available in J:/Appraisal, where you will also
find our Appraisal and Pay policies. If you are considering making an application for UPR, it is advised that you speak to
your Line Manager and Tom Grey first, in order to check that you are eligible under the school’s criteria.
Behaviour management
Relationships are everything….
“Members of Staff who treat their students with discourtesy, impatience or contempt, or are late for those from whom
they demand punctuality, who scribble illegibly on words which they insist must be impeccably clear and tidy, who will
not listen to those from whom they demand absolute attention, who bawl their heads off at those from whom they
demand soft and respectful speech, who hold up to ridicule those whom they instruct to treat all men with respect, or
who treat any of their own colleagues with anything but courtesy and respect in the presence of any students, are
suffering a painful and obvious discontinuity of logic.“
Lord Elton
Our school core values are:
Respect
Aspiration
Creativity
All staff need to understand that the only behaviour they can control is that of themselves.
Behaviour at our school is generally outstanding, and we operate a non‐exclusion policy where possible. Creating and
maintaining a calm, orderly ethos is important to us. We believe that effective learning cannot take place without it.
We therefore place a strong emphasis on respect, courtesy and personal responsibility.
Our ‘house style’ of behaviour management has, at its core, 4 principles:
We aim to:
set out our expectations clearly
model the behaviour and language we expect from students.
In responding to challenging behaviour, we
give students choices, rather than box them into a corner
avoid public confrontation where necessary by being prepared to defer issues to the end of a lesson.
In practice this means …
1. You create the climate for behaviour: the way you greet students, where you stand to speak to them, the
seating plan, the air temperature, the pace, the sense of structure and order … all of these are important
2. Emotional feedback is the most powerful type: smiles, “well done”, thumbs‐up, using names
“How we do things here”: King Edward VI School Staff Handbook 2018-19 18