The Education (School Teacher Performance Management) (England) Regulations 2006

Interpretation

2.  In these Regulations—

“the Act” means the Education Act 2002;

“authority”, in relation to a teacher to whom Part 3 applies, means the local education authority by which he is employed;

“appeal”, in relation to a teacher to whom Part 2 applies, means raise a grievance in accordance with the procedure established by the governing body of the school for dealing with such matters and, in relation to a teacher to whom Part 3 applies, means raise a grievance in accordance with the procedure laid down by the authority for dealing with such matters;

“capability procedures” means the procedures established by the governing body pursuant to regulation 7 of the School Staffing (England) Regulations 2003(1);

“classroom” in relation to “classroom observation” means any type of setting where teaching and learning takes place;

“cycle” means the performance management and review cycle referred to in regulations 12 and 26;

“day” means any day in the school year on which a teacher is required to be available for work;

“the Document” means the document referred to in any order made under section 122 of the Act for the time being in force;

“nursery school” means a nursery school maintained by a local education authority;

“pay progression criteria” means the criteria referred to in the Document for determining whether a teacher is eligible for a pay award of one or more scale or spine points;

“performance criteria” means the criteria against which the reviewee’s performance will be judged in relation to the matters referred to in regulations 13(1)(a) to (c) or 27(1)(a) to (c), as the case may be;

“plan” means the plan for managing and reviewing the reviewee’s performance referred to in regulations 14(1) and 28(1);

“qualified teacher” means a person who satisfies requirements specified in regulations made under section 132 of the Act:

“school” means a community, voluntary, foundation, community special or foundation special school or a nursery school;

“school development planning” means the process of putting in place a plan which specifies the actions needed to bring about school improvement as part of the school improvement process;

“school improvement” means the processes put in place by the governing body of the school to improve standards at the school;

“school improvement partner” means any person appointed by the local education authority for the purposes of providing advice to the governing body and head teacher of the school with a view to improving standards at the school and who is for the time being accredited for those purposes by the Secretary of State or by a person authorised by the Secretary of State to accredit persons for those purposes;

“School Improvement Plan” means the strategic plan setting out the objectives to improve the school’s provision and performance;

“school self-evaluation” means the arrangements put in place by the governing body of the school to evaluate the quality of school provision as part of the school improvement process;

“school which has a religious character” means a foundation or voluntary school designated as a school having such a character under section 69(3) of the School Standards and Framework Act 1998(2);

“statement” means the planning and review statement referred to in regulations 14(1) and 28(1);

“teacher” means a school teacher as defined in section 122 of the Act;

“unattached teacher” means—

(a)

a teacher not attached to a particular school;

(b)

a teacher employed otherwise than at a school; or

(c)

a teacher at a pupil referral unit (including a teacher in charge of a unit).

(1)

S.I. 2003/1963.

(2)

1998 c.31.