First, use the audit tools provided by the DfE to find out what areas and tasks colleagues in your school are spending time on. You can send out a survey or hold informal workshops to collect the data. Once you have done this, you will have all the information that you need to move on to stage two.
To help address the issues you identified in stage one, the DfE have provided specific resources for the following areas of work:
- Communications: includes an email protocol and communications policy used in actual schools.
- Curriculum planning: includes a workshop about planning expectations designed for senior leadership teams to use with their staff and allows staff to assess what works within the current system and what needs to change.
- Data management: a workshop for senior leaders to use with staff to help decide how data should be collected/not collected in future, as well as an audit form to use to assist in this process.
- Feedback and marking: a workshop to explore the current approach and two examples of actual feedback policies, one secondary and one primary.
- Managing change: a presentation for SLT to use with staff to plan an annual calendar to avoid pinch points, an example of a whole-school approach to wellbeing, an example of a letter sent to parents to communicate change in relation to how feedback is given, and a suggested impact matrix for reviewing marking and assessment.
- Supporting teachers in the early stages of their career: advice for school leaders and mentors/induction tutors on how to support early career teachers, which focuses reducing the burdens associated with the first five years of a teacher’s career, to keep them in the profession.
- Tips and case studies from school leaders, teachers and sector experts: tips on reducing workload, including through the use of technology, with case studies showing how particular schools have changed their practice.
Stage three is about evaluating the impact of the workload review and any changes you have made. The DfE has provided a checklist to help evaluate the impact, along with two examples of how a school has set up a well-being committee and a workload and wellbeing action plan.
Ofsted have been clear about the work that they do not expect to see, but some teachers are still being asked to provide this evidence by inspectors. Read through the Ofsted Mythbusters on the DfE website, and if you feel you’re still being asked to provide evidence that isn’t required, please let us know using this anonymous form.