Workload Review at Coop Academies Trust Perspective The

Workload Review at Co-op Academies Trust Perspective

The back story Headteacher faces the reality and he’s shocked! Director realises the reality (personally and professionally) and he’s shocked! We must do something

Drawing in the help Df. E papers were timely and helpful…. . honest. Workload project and getting the Trust Board behind it Seeking help and making sure timing and commitment were ok

The Trust’s Workload Report ‘The trust workload group will consider the impact of national and local issues, initiatives and approaches on staff workload. It will try to identify the most effective practice to raise standards for pupils and students without creating unnecessary workload’ Recommendations made and evaluation timetable created

Recommendations for marking ● Use the term ‘feedback’ as often as possible and only use the term ‘marking’ when annotating work (Academies) ● Identify the full repertoire of feedback techniques that can be used and include in all ‘Feedback including marking’ policies (Academies) ● Ensure all ‘feedback’ policies in each academy successfully blend the various ‘feedback’ approaches and techniques that can and should be deployed (Academies) ● Any evaluation of pupil/student work needs to consider all aspects of feedback and not just written elements (Academies) ● Ensure a specific question about the academy’s/trust’s efforts to address workload issues is included in next year’s Foretel survey and this is shared in feedback to staff, governors and the trust board (Trust)

Suggestions for marking ● Each academy should review the gap between and frequency between work being ‘deeply’ reviewed or monitored and for an independent review of pupil/student progress undertaken to discover whether the adaptation is impairing progress. ● All staff need to be shown what an academy views as good feedback and weak feedback ● Share the CPD activities already devised with each academy to support the INSET and CPD activities ● Construct a communication plan for key stakeholders including parents and carers to explain how ‘feedback’ changes will improve the quality of teaching and pupil/student progress

Discussion points for example ● Do you know how many homework tasks are set each year in your school/academy/trust? ● Do you know the impact of them? ● Are you familiar with the academic research into the impact of homework at primary and secondary phases? ● Have you calculated how much time would be saved by reducing the number of data collection points? ● Is written dialogue between teacher and child when marking actually helpful?

Workload review at the Cooperative Academy of Leeds Academy Perspective

First steps ● Anonymous staff survey ● Speaking to colleagues ● Leadership team review ● Reflecting on current policies and practices

The Results Predictable ● Marking ● Data input Surprises ● Staff not always clear on how and where to get support ● Staff not clear on Academy policy

Time to change Updates to policies ● Expectations are very clear ● Include advice on how people can get support with workload ● Hints and tips on reducing workload.

Time to change CPD / INSET days ● Dedicated workload / wellbeing INSET days ● Sessions on reducing workload led by staff in school ● Regular opportunities to get support Induction ● Workload meeting within 4 weeks of joining the Academy

Time to change Culture ● Challenging each other ● Staff council - regular discussion item ● Senior leaders more aware and willing to challenge each other ● Workload representatives at all levels ● Improvement plan

Discussion ● Do you know what workload pressures your staff are currently facing? How? ● How have you responded to feedback from staff in your schools or academies? ● How do you address workload when updating your policies? Are there any more opportunities to do this? ● How do you use CPD time to support staff with their workload? Is it regular and sustainable? ● Have you got any effective practice to share?

The future Moving forward ● Annual review of workload ● Continue to challenge each other ● Regular opportunities for staff to access support ● Leaders to model good habits ● Work with other schools to share best practice In the most recent anonymous Trust survey, teachers acknowledged the “increased emphasis on staff wellbeing” and appreciated the range of continuing professional development opportunities available to them.