Removing unnecessary teacher workload Matthew Pearce and Kath Moulds Teacher Workload and Deployment Unit

Contents Part 1 - Teacher Workload Review Group reports Background and findings Discussion about recommendations Part 2 - Update and next steps Teacher Workload Survey and Action plan Discussion about targeted support for teachers in the early stages of their career

Teacher Workload Review Groups Responses to the 2014 Workload Challenge survey said that data management (56%), marking (53%) and lesson planning (38%) were most burdensome for teachers. Three groups were set up to help address these issues with the core aim of reducing the overall workload burden on teachers and improving efficiency in these areas. The groups published their reports on 26 March 2016. Each of the groups made a series of recommendations, including for ITT providers.

Teacher Workload Review Groups: Summary Overall, the groups believe: The purpose should always be driven by what has most impact on pupils, whilst being time efficient for teachers. It is essential to maintain a proportionate approach. There is a cultural aspect that needs to be challenged - the quality is more important than the quantity. Schools are urged to use the reports to reassess and streamline their practice and systems and review on an ongoing basis. Everyone in the education system has a role to play in embedding the principles in the reports, including ITT providers.

Marking - Principles The group believe all marking should be: Manageable: Assessment policies should be clear that marking practice should be proportionate and consider the frequency and complexity of written feedback, and cost and time-effectiveness of marking in relation to the overall workload of teachers. Meaningful: Marking varies by age group, subject, and what works best for the pupil and teacher in relation to any particular piece of work. Teachers are encouraged to adjust their approach as necessary and trusted to incorporate the outcomes into subsequent planning and teaching. Motivating: Marking should help to motivate pupils to progress. This does not mean always writing in-depth comments or being universally positive: sometimes short, challenging comments or oral feedback are more effective.

Specific recommendations for ITT Providers in Marking report: Draw on research and make trainees aware of emerging findings and evidence. Ensure requirements made of trainee teachers conform to the principles of this report. Include a repertoire of assessment methods in training.

Planning and Resources - Principles The group believe that the following five principles should be used to test practice and expectations in schools: Planning a sequence of lessons is more important than writing individual lesson plans Fully resourced schemes of work should be in place for all teachers to use each term Planning should not be done simply to please outside organisations Planning should take place in purposeful and well defined blocks of time Effective planning makes use of high quality resources

Specific recommendation for ITT Providers in Planning and Resources report: ITT providers should review their demands on trainee teachers and concentrate on the purpose of planning and how to plan across a sequence of lessons.

Data Management - Principles Any person or organisation involved in the production and use of data should start by having clear answers to three questions: Am I clear on the purpose? Why is this data being collected, and how will it help improve the quality of provision? Is this the most efficient process? Have the workload implications been properly considered and is there a less burdensome way to collect, enter, analyse, interpret, and present the information? Is the data valid? Does the data actually provide a reliable and defensible measure of educational attainment?

Data Management - Principles The group believe there are common overarching principles that should apply to all: Be streamlined Be ruthless Be prepared to stop activity Be aware of workload issues

Specific Recommendations for Data Management For everybody involved in data management: Collect data that are purposeful, valid, and reliable. Use the principles in this report to decide what to collect and how. Be prepared to stop collecting data if the burden of collection outweighs their use. Do not reward ‘gold plating’ which takes teachers, school leaders, and officials away from more productive tasks. Use data in the format available. Do not ask for or duplicate collection of data collected elsewhere. Take measures to understand the cumulative impact on workload of new initiatives and guidance before rolling them out and make proportionate and pragmatic demands. For ITT providers: Ensure strategic use of data to inform teaching and learning, and understanding of assessment is part of any initial training.

Discussion How are you using the principles in the reports? How have you been meeting the recommendations from the reports for ITT providers? What has helped to act on the principles and recommendations? Are there barriers that stop you acting on the principles and recommendations?

Teacher Workload Survey 2016 The Teacher Workload Survey 2016, published on 24 February, found: The average total, self-reported working hours for all classroom teachers and middle leaders was 54.4 hours. Across all schools, senior leaders reported an average total of 60.0 hours in the reference week. Teachers who are at an earlier stage of their career have a higher workload than those with more experience (less than 6 years = 57.5; 6 to 10 years = 53.9; 11 + years = 52.5).

Teacher Workload Survey 2016 Mean total hours spent working in the reference week by phase   Primary Secondary Subgroup Mean hours Less than six years 59.5 55.2 Six to ten years 53.0 Eleven or more years 52.0 52.8

Teacher Workload Survey 2016 Distribution of hours worked by classroom teachers / middle leaders in reference week by professional experience

Action Plan The action plan sets out: What we are doing to meet recommendations for government in review group reports; and Further commitments acting on the findings of the survey, including an offer to schools of targeted support. Published on 24 February alongside teacher workload survey and a range of products including: A poster and pamphlet– endorsed by DfE, Ofsted and teaching unions. A reissued DfE protocol. Flexible working guidance. Revised staffing and employment advice.

Developing an offer of targeted support …work with teachers and their representatives to develop an offer of targeted support. …an integrated package, funded by government, which will explore the best way to support school to school initiatives… ….consideration of tailored packages of support.... ….a package of support for teachers in the first five years of their careers to help them manage workload, as part of our offer of targeted support. …will continue to raise awareness…through a sustained campaign of action…including roadshows across the country to spread effective practice.

Targeted support should: Use evidence about drivers and factors affecting workload from the Workload Challenge and Teacher Workload Survey 2016. Target those teachers highlighted in the Teacher Workload Survey as having the highest workload. Focus on teachers in the first five years of their careers. Target the areas of highest need to make the biggest impact on retention rates. Be based on evidence of what works. Where there are gaps in the evidence, pilot approaches would be used to measure impact.

Objectives To provide the space for teachers to manage their career development, leading to a greater sense of control over their job and career path. To contribute to improved retention rates, particularly in areas where this is most needed. To enable school leaders and teachers to focus on the most purposeful parts of teaching rather than unnecessary bureaucracy. To increase understanding of evidence based practice in schools so teachers can challenge ineffective practice. To embed the principles from the three workload review group reports.

Questions We would welcome your views on this package of support: What form of support would most benefit teachers in the first five years of their careers, to help them manage their workload? How can we engage with ITT providers to develop these packages of support? What channels should we use to communicate the offer?

For more information Action plan - https://www.gov.uk/government/publications/reducing-teachers-workload Poster and Pamphlet - https://www.gov.uk/government/publications/teacher-workload-poster- and-pamphlet Report from Marking Policy Review Group – https://www.gov.uk/government/publications/reducing-teacher-workload-marking-policy-review- group-report Report from Planning and Resources Review Group – https://www.gov.uk/government/publications/reducing-teacher-workload-planning-and-resources- group-report Report from Data Management Review Group – https://www.gov.uk/government/publications/reducing-teacher-workload-data-management- review-group-report Teaching Blog – https://teaching.blog.gov.uk If you require any further information, please contact: Workload.solutions@education.gov.uk