Addressing underperformance takes empathy and directness. Treat it as a chance for the teacher to develop, not as a failure, and start by finding the cause.

Understanding the Root Causes of Underperformance

Underperformance is often a symptom of underlying issues rather than a lack of ability or effort. Potential factors may include:

  • Workload pressures leading to burnout
  • Lack of clarity around expectations
  • Personal challenges impacting well-being
  • Limited access to professional development or training opportunities
  • Gaps in subject knowledge or pedagogy

By identifying the root cause, leaders can develop effective support strategies rather than resorting to punitive measures.

For additional performance management resources, explore:

Headteacher Performance Management Evidence Record

A Framework for Constructive Performance Conversations

Questions for each stage of the process:

1. Informal Support Conversations

At this stage, the focus should be on early intervention, support, and professional development.

Key Questions to Ask:

  • What challenges are you currently facing in your role?
  • What support do you feel you need to overcome these challenges?
  • How can I best support you in achieving the objectives we have outlined?
  • Are there any professional development opportunities that would help you develop in this area?
  • How do you feel about your current workload and responsibilities?

For leadership development courses, visit:

MasterClass on Leadership and Change Management

2. Formal Procedures: Capability or Review Meetings

If concerns persist, a structured performance improvement plan may be required. Conversations at this stage must be clear, fair, and solutions-driven.

Key Questions to Ask:

  • I want to ensure you understand the performance concerns. Can you summarise them in your own words?
  • What are your thoughts on the evidence presented?
  • What factors do you think have contributed to these performance issues?
  • What strategies have you tried to address these issues, and what were the outcomes?
  • How do you feel about the proposed performance monitoring and review period?
  • What support do you need from me or the school during this period?

For templates and checklists, visit:

Headteacher Performance Management Evidence Record

3. Ongoing Support and Follow-Up

Keep checking in after formal reviews.

Key Questions to Ask:

  • Is there anything else you would like to share or discuss?
  • How are you feeling about this process?
  • What are your goals for your professional development?

For well-being support and resources, visit:

Leading on Well-Being MasterClass

Best Practices for Managing Underperformance

  • Active listening matters. Pay attention to both verbal and nonverbal cues. Acknowledge concerns and avoid immediate judgement.
  • Maintain a respectful and supportive tone. The goal is growth, not blame. Create a safe space for professional reflection.
  • Use clear, evidence-based feedback. Avoid vague comments and reference specific examples. Keep discussions objective and solutions-focused.
  • Document all conversations and agreements. Maintain a record of discussions for clarity and accountability. This protects both leaders and teachers during the process.

For guidance on managing staff performance, visit:

School Improvement and Leadership Resources

Updated 12/03/25