DFE Workload Reduction Recommendations: Impact on SBLs

Navigating the implications of the DFE’s recommendations on teacher workload reductions can be complex, especially concerning the redistribution of tasks among school support staff. Rebecca Cunliffe explains…

Like most SBLs, when I read any education documents, I think about what this will mean for my role in school and more importantly my staff.  So, in January 2024 when the DFE sent out their initial recommendations regarding the teacher workload reductions, I had a pen and paper at the ready.

It’s all well and good making recommendations to remove tasks from teachers, but who is going to carry out these tasks?  This is in no way teacher bashing, that is not my intention at all. Teachers work incredibly hard, and I understand why these recommendations have to be discussed however, in hard financial times, when support staff numbers are dwindling and recruitment of support staff is the hardest I can remember in my 20 years in the profession, who does that leave to carry out the tasks removed from teachers?

Let us look in brief at the recommendations around some of the administrative tasks that may affect SBLs:

• Production of photographic evidence or practical lessons e.g. for assessment purposes or to ‘evidence’ learning. This will require some planning and discussion if support staff are to do this. Will TAs/LSAs be given time to do this or is this an office function?  Do you have a reprographics person / department and if so, will this impact on their current workload?
• Bulk photocopying. As previously mentioned, you may already have systems in place for this.  However, if your teachers are currently doing their own copying, what impact will this have if they can no longer do this? 
• Creation of any files / copies of paperwork perceived to be in anticipation of an inspection. Isn’t everything we do perceived to be getting ready for the next inspection? Maybe I’m being flippant here. Someone would need to use their professional judgement to decide what was going into the files, so maybe this is just photocopying once a school leader has reviewed them – see points above.
• Administration relating to school visits, trips and residentials (including booking venues, collecting forms and recording lunch arrangements) and of work experience (but not selecting placements and supporting pupils by advice or visits). In some settings where a teacher is the trip leader, they may normally carry out some tasks in arranging the visit.  If they are no longer able to do this, who would take this role on?
• Organisation, decoration and assembly of the physical classroom space e.g. moving classrooms, moving classroom furniture, putting up and taking down classroom displays. Having been a TA for a few months, I was terrible at displays. It just wasn’t in my skill set at all. What would you do in these circumstances?  Are school leaders willing to release the creative TA/LSA to support in classrooms with a TA like me?  Do you have the budget for some permanent artwork?  Do you have ‘working walls’ where the students work is added daily?  How will this work in your setting?  This will need discussion and planning if teachers cannot be involved in the classroom organisation and decoration.
• Administration of medical consent forms and administering of medicine on a routine day to day basis. Have a look at your medical policy, consider the students needs in your setting. What is currently happening and are teachers involved?  Will this be a huge task or will you not really be affected?  If it’s a huge task in your setting, will you need to recruit someone to carry out this role?

These are just a few taken from the list of 23 recommended tasks that teachers should not be carrying out.

What could we be doing now in preparation for the final report?

Wellbeing has been a standing item on Governor agendas for the last few years as they are responsible for ensuring the wellbeing of all staff in school.  So, when considering reducing the tasks teachers are required to carry out, they should also be considering what will that mean for the non-teaching staff who will be required to take on these additional tasks.

It is our responsibility as school leaders to ensure that the reduction of tasks for teachers does not increase the workload for support staff and add pressure on them. We must be vigilant in our protection of support staff and ensure that tasks are fairly distributed.

And probably the most important point of all: are the tasks even needed to provide high quality education to the children in our settings?  If they do not add value, challenge the need for them.

Good luck, I know you are all doing your best and juggling a lot already, but you need to prepared for the potential changes ahead.  

The whole document can be found at Workload reduction taskforce – GOV.UK (www.gov.uk)  and the recommendations will be formally presented to the Government, Ofsted and School and Trust Leaders by the end of March 2024.

 The DFE have provided a toolkit to help you. School workload reduction toolkit – GOV.UK (www.gov.uk)  this was last updated in July 2022 and provides the information for school leaders to consider regarding the tasks and also regarding workforce wellbeing.