[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-627196-105":59,"doc-detail-627196-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","workload-reduction-in-schools-in-england-research-report","Workload reduction in schools in England - Research report","","Reducing teacher workload can improve retention and wellbeing. The Department for Education (DfE) introduced a workload reduction policy and toolkit in England in 2018, then COVID-19 created an unprecedented context with unknown effects on teacher workload. Education Development Trust supported teacher-led research using recruitment, training, and data collection, with survey and interview participation from programme schools. Results examine changes in unnecessary working hours, links to student attainment and teacher wellbeing, and use of workload reduction strategies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/workload-reduction-in-schools-in-england-research-report/627196/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/workload-reduction-in-schools-in-england-research-report/627196.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-21",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the workload reduction work described in the report?","Question",{"text":112,"@type":113},"To reduce unnecessary teacher workload, improving teacher retention and wellbeing while supporting school processes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why was the project commissioned and how did COVID-19 affect the context?",{"text":117,"@type":113},"The project was commissioned to support teacher-led research into approaches schools could use to streamline processes arising during COVID-19, which created unknown impacts on teacher workload.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the study evaluate workload reduction outcomes?",{"text":121,"@type":113},"It used recruitment and training for programme schools, data collection, and a quantitative survey with 1,002 responses from leaders and teachers, supplemented by five interviews.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},627196,1792660225,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Workload reduction in schools in England  \nRichard Churches and Rachael Fitzpatrick Education Development Trust  \nJuly 2023  \nContents  \nContents 2  \nExecutive summary 5  \n1. Background 6  \n1.1 DfE workload reduction toolkit 6  \n1.2 Rationale for this project 7  \n2. Approach 7  \n2.1 Recruitment 7  \n2.2 Training 7  \n2.3 Data collection 7  \n2.4 Limitations 8  \n3. Findings from programme schools 9  \nWorkload reduction activities employed by programme schools 9  \n4. Quantitative survey findings 11  \n4.1 Additional working hours before the introduction of the workload reduction policy compared to the present day 11  \n4.2 Associations between workload reduction, student attainment and teacher wellbeing 17  \n4.3 Teacher experience, school size and workload reduction 18  \n4.4 Engagement in workload reduction, teacher time and student attainment 18  \n4.5 Awareness of the Department for Education Workload Reduction policy and use of  \nthe toolkit 18  \n4.6 Teacher wellbeing, additional hours, attainment and workload reduction 19  \n4.7 Effects associated with having someone formally identified as responsible for  \nimproving teacher workload and wellbeing in the school 20  \n4.8 Use of the workload reduction toolkit predicted workload reduction 21  \n4.9 Workload reduction strategies adopted by schools 21  \n5. Conclusions 34  \nList of tables and figures  \nTable 1: Workload reduction activities employed by schools participating in the teacher  \nled research. 9  \nTable 2: Estimated unnecessary working hours before the introduction of the School  \nWorkload Reduction Toolkit and now (all participants). 13  \nTable 3: Estimated unnecessary working hours before the introduction of the School Workload reduction Toolkit and now (senior leadership teams) . 13  \nTable 4: Estimated unnecessary working hours before the introduction of the School Workload Reduction Toolkit and now (teachers) . 14  \nTable 5: Estimated unnecessary working hours before the introduction of the School Workload Reduction Toolkit and now (Schools participating in the teacher-led research) . 16  \nTable 6: Areas of continued high workload in primary and secondary schools in England, 2022. 31  \nFigure 1: Percentage of leaders and teachers reporting having someone responsible for workload reduction in their school................................................................................... 17  \nFigure 2: To what extent has your school reduced workload in relation to data management? .................................................................................................................. 22  \nFigure 3: School leaders and teachers reporting their school engaging in workload reduction in relation to data management....................................................................... 22  \nFigure 4: To what extent has your school reduced workload in relation to marking and feedback? ........................................................................................................................ 24  \nFigure 5: School leaders and teachers reporting their school engaging in workload reduction in relation to marking and feedback.................................................................25  \nFigure 6: To what extent has your school reduced workload in relation to curriculum planning and resources? ................................................................................................. 26  \nFigure 7: School leaders and teachers reporting their school engaging in workload  \nreduction in relation to curriculum planning and resources............................................. 27  \nFigure 8: To what extent has your school reduced workload in relation to behaviour management? .................................................................................................................. 28  \nFigure 9: School leaders and teachers reporting their school engaging in workload reduction in relation behaviour management...........................................","cbCaiopbTqesGLEP","https://ap.wps.com/l/cbCaiopbTqesGLEP","pdf",409139,36,"English","# Executive summary\n# Background\n## DfE workload reduction toolkit\n## Rationale for this project\n# Approach\n## Recruitment\n## Training\n## Data collection\n## Limitations\n# Findings from programme schools\n## Workload reduction activities employed by programme schools\n# Quantitative survey findings\n## Additional working hours before and after the policy\n## Associations between workload reduction, attainment and wellbeing\n## Teacher experience, school size and workload reduction\n## Engagement in workload reduction\n## Awareness of the DfE policy and toolkit\n## Effects linked to formally identified responsibility","[{\"question\":\"What is the main goal of the workload reduction work described in the report?\",\"answer\":\"To reduce unnecessary teacher workload, improving teacher retention and wellbeing while supporting school processes.\"},{\"question\":\"Why was the project commissioned and how did COVID-19 affect the context?\",\"answer\":\"The project was commissioned to support teacher-led research into approaches schools could use to streamline processes arising during COVID-19, which created unknown impacts on teacher workload.\"},{\"question\":\"How did the study evaluate workload reduction outcomes?\",\"answer\":\"It used recruitment and training for programme schools, data collection, and a quantitative survey with 1,002 responses from leaders and teachers, supplemented by five interviews.\"}]","Workload reduction in schools in England - Research report | PDF",1792548945,91]