Planning, marking and data collection

Planning and assessment are essential elements of a teachers’ role.

However, in too many schools these are deployed as accountability measures, which are driving up excessive workload and reducing professional autonomy.

Planning

Planning lessons contributes towards effective teaching and learning, and teachers should be free to use their professional judgement when deciding how to plan lessons.

The principal purpose of lesson plans is to support the professional practice of teachers, rather than to serve as a means by which they can be held to account for their work.

Ofsted does not require individual lesson plans during an inspection.

Marking

Providing feedback to pupils is important, but this does not necessarily mean marking has to be in written form, nor that it should be done in a prescribed manner such as using different coloured pens to distinguish marking for different purposes.

In fact, Ofsted and the DfE are encouraging schools to move away from excessive marking policies. There is no requirement from the DfE or Ofsted that teachers must provide written feedback, and that pupils should respond in writing.

Trusting teachers to use their professional judgement in relation to marking is critical to effective practice.

Data collection

The collection of student attainment data can help inform teaching and learning, although there should always be a clear and identifiable purpose for collecting data.

Any data collection should not be onerous, and members should ensure there are strict and agreed limits on pupil tracking in every workplace.

In every school there should be professional dialogue over the purpose and frequency of data collection. You and your members can use our marking policy checklist to assess the suitability of your school’s policy.

HLTAs and cover supervisors

The role of the higher level teaching assistant (HLTA) is to complement the professional work of teachers by taking responsibility for agreed learning activities under an agreed system of supervision.

Therefore, an HLTA can be expected to teach, mark and plan work, although this should be on a short-term basis and the responsibility for teaching, learning and outcomes remains with the qualified classroom teacher.

The role of a cover supervisor is to supervise a class in the absence of a teacher where no active teaching is taking place and there are pre-set learning activities instead. In that respect, a cover supervisor should not be expected to carry out any marking and planning work.

Action for reps

Follow the bargaining cycle to determine member views on in-school practices related to planning, marking and data collection, and negotiate policies and processes that encourage professional autonomy and remove unnecessary workload burdens.

Resources

Marking policy checklist

The aim of this policy checklist on marking is assist NEU reps to assess whether your school’s marking policy and practice is compliant with the NEU position.

School Support staff - The Way Forward Agreement

“The Way Forward” Agreement contains a number of sections: Model Role Profiles for various school support staff jobs Guidance on Training & Development for school support staff Guidance on the use of fixed-term contract support staff in schools

Support staff

The NEU represents support staff members across the UK in the maintained, academy, free school, independent, further education, sixth form and university sectors.

Appraisals bargaining toolkit poster graphic

Appraisal & accountability bargaining toolkit

Guidance and resources for bargaining in your workplace to secure reduced workload and ensure educators able to develop their professional practice.

Find out more
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