How we are tackling workload
Tackling workload to improve wellbeing
At King Charles I school we know that teaching is exhilarating and rewarding, but recognise that it can also be exhausting. We understand that time is precious and that tired teachers do not make effective teachers. Our vision for workload is to enable every teacher to become highly effective by:
- Ensuring every teacher has time to focus on what is important - planning, teaching and feedback
- Believing in simplicity, always taking the shortest route and aiming for maximum impact on student learning with minimal workload for staff
- Continuously reviewing and evaluating our systems in order to support all staff to achieve a healthy work life balance.
Our aim is for staff to not have to take work home.
Ways that we manage workload and wellbeing
Teaching and learning, planning and curriculum
- Collaborative planning enables teachers to discuss and share best practice rather than everyone busily planning the same lessons in their individual classrooms. We accept that collaborative planning will lead to less autonomy in the classroom but the trade-off is much less work to do at home.
- Staff within departments, where possible, have PPAs together to allow for collaborative planning.
- Departmental resources are shared centrally to stop teachers from reinventing the wheel.
- Better quality schemes of work that specify the sequence of key knowledge, deliberate practice to develop skills, a clear progression model, alongside homework tasks and resources to be used in lessons. No more endless searching/trawling online resources for single activities, homework tasks and lesson ideas.
- All teachers follow a stream lined research driven teaching model that focuses on activities that have a significant impact on progress. No more time spent creating time wasting teaching resources such as card sorts and PowerPoints.
- Focus on the use of textbooks and ready-made quality assured resources to help reduce planning time and support better teaching.
- No ‘all/most/some’ learning objectives or creation of different worksheets for different abilities. There is no need for any differentiation by task.
- In the last 3 years, we have had an extra TED to support departments with the planning of the new curriculum.
- No shoe horning of IT into lessons.
- The PPA allocation for teachers is more than the requirements set out in the School Teachers’ Pay and Conditions Document and amounts to 12% of a teacher’s timetabled teaching hours.
- We have increased the amount of PPAs for NQTs and RQTs.
- There is no pressure to 'put on a show' in lessons: a culture of typicality is reinforced by no lesson gradings.
- No graded lesson observations or lesson observations linked to monitoring or appraisal.
- No pointless requesting or completing of lesson plans. In fact, there is no need to write lesson plans of any kind.
- No requirement to run lunch time or after school revision sessions. Instead we focus on what is going on in lessons. If teachers choose to run lunch time or after school revision sessions in Years 11 and/or 13, there should not be any until at least February half term.
- Creative timetabling with workload in mind. We aim for teachers to have one or two year groups off to reduce planning time and attendance at parents’ evenings.