How to ease the pressure of teacher workload
As school governors, what impact do you have on teacher workload? Here NGA highlights a blog written by a chair of governors on what steps they took to try to reduce pressures.
The Department for Education (DfE) has published a blog by Judith Rutherford, chair of governors at Hiltingbury Junior School, sharing her experience of putting in place new governance processes which have had a positive impact on staff workload.
Working from the principle that nothing should be done ‘just for the governors’, establishing the new processes included a range of steps, with Judith working with senior leaders to agree:
- what data would be reported to the board,
- a system of ‘cohort governors’ with clear objectives,
- a format for the headteacher report, an annual plan of work for the governing board,
- to update the vision and strategic plan,
- to create a monitoring programme integrated with that of school leaders.
Reflecting on the process, Judith writes: “A key reason as to why we have been successful in making these changes is the high level of trust and respect between the leadership team and the governing body. We are all proud of this partnership, rooted in reducing workload, improving governance and putting our pupils at the heart of all that we do.”
Tackling staff workload is one of the most powerful things governing boards can do to improve staff wellbeing – and, consequently, retention.
How has your GB helped with reducing teacher workload?