Reducing Unnecessary Workload The workload challenge In October

Reducing Unnecessary Workload

The workload challenge In October 2014, the DFE launched the workload challenge. This was a month-long survey where we asked teachers for their views on how to reduce unnecessary workload. The survey asked about: • unnecessary or unproductive tasks • strategies that work in schools to manage workload • what government and schools can do to minimise workload More than 44, 000 people responded to the workload challenge. 3 • • • biggest concerns that teachers raised were Marking Planning and Teaching Resources Data Management 2

3 independent review groups to look at these areas (marking, planning and resources, data management). The groups were asked to create principles for practice and to make specific recommendations for action. Their independent reports were published on March 2016. • Marking • Planning and Teaching Resources • Data Management

A further Teacher Workload Survey was undertaken in 2016. The findings can be found here. Key findings: • Primary classroom teachers and middle leaders self-reported higher total working hours than teachers in secondary schools • Secondary school senior leaders reported longer total working hours than those in primary schools • Almost a third of part-time teachers reported that 40% of their total hours were worked outside of school hours (i. e. in the evening, early mornings and weekends) in the reference period, compared to almost a quarter of fulltime teachers • The majority (93%) of respondents stated that workload in their school was at least a fairly serious problem; just over half of those surveyed (52%) cited workload as a very serious problem. In addition an action plan has been produced. This shows the Df. E’s ‘continued dedication to solving this problem’.

Discussion questions… • Did your school use working groups to discuss proposed changes? Were all involved? • What changes have been made (if any) in policy and practice? Were there any unexpected implications (financial)? • Do the changes impact upon all staff equally? Should they? • Is there any capacity or appetite for further changes? • How did you share these reports with trainees? • Will this be the same next year?