Life Balance for Teachers Model Policy- Checklist

 With the unstoppable run-away train of work at Wessex County College, teachers need to be clear about their expectations, their duties and rights. 

I have adapted the following policy (NEU’s model policy on work/life balance) to be a general outline for any consideration or inquiry into the life-work balance at Wessex County College. WCC claims to be 'one of the best schools' in the world (!) and an example of a British values as an educational institution. It is high time they put their money where their mouth is.

Here are some policy points to reflect on:

Policy objectives

The aim of this policy is to:

• enable employees to balance their working lives with their personal needs, interests and caring responsibilities
• safeguard the health, safety and welfare of staff
• assist the head teacher/s in carrying out his/her professional duties

The governing body will agree to:

• ensure that the contents of this policy are communicated to staff on a regular basis;
• consult regularly with staff and their representative to ensure that the policy is effective in achieving a reasonable work/life balance for all staff;
• ensure that the policy operates in a fair and consistent manner.

General Considerations

Is there an introductory statement containing a clear commitment by the employer to maintaining a work/life balance for all employees at the school?

Does the policy explain how the employer will seek to reduce or manage and maintain at an appropriate level, workload and working hours of teachers at the school?

Is there acknowledgement of the requirements within the School Teachers’ Pay Document, where applicable, for governing bodies and head teachers to have regard to the wellbeing and work/life balance of staff?

Is there an acknowledgement that employees should be able to balance their working lives with their personal lives, interests and other responsibilities?

Is it acknowledged that a poor work/life balance can have negative impacts on mental and physical health?

Policy implementation

Is there a member of the governing body with particular responsibility for overseeing and monitoring work/life balance within the school?

Is there a commitment to regular communication and consultation with staff on their work/life balance?

Is there a commitment to consultation with teacher representative within the Governors on the application and evaluation of the policy?

Are steps being taken to monitor the work/life balance of employees, including consultation with newly qualified teachers (NQTs) and newly appointed staff members and properly conducted exit interviews?

Is the equality monitoring of the policy undertaken annually or, at the very least, biennially?

Will the results of equality monitoring be shared with the Governors and teachers?

Practical steps to be taken by the employer/school

Does the policy detail the measures which the employer/school is undertaking to address the issues affecting the work/life balance? Do they include:

Setting targets to reduce overall working hours

Is there a commitment from the school to reduce overall workload?

Reasonable additional hours

Is there an acknowledgement that excessive additional hours, beyond what is directed by the head teacher, prevent the establishment of a work/life balance?

Is there a termly (or regular) audit undertaken to determine the additional hours which teachers are working?

Accountability systems within the school

Is the employer adopting procedures which demonstrate that teachers are trusted and respected?

Is there confirmation that teachers are not expected to undertake excessive tasks that are outside their area of expertise and that they are trained to perform these tasks in a reasonable time frame?

Calendars

Is an annual calendar of meetings, deadlines and events provided to staff before the beginning of the academic year, so that they can plan ahead and manage their workload?

Are staff consulted on this calendar each year?

Directed time

Is each teacher provided with a breakdown of directed time at the beginning of the year? Setting out their commitments in regards to teaching, planning, preparation and assessment (PPA) time, management time and meetings?

New initiatives

Are all new initiatives assessed for their likely impact on work/life balance prior to implementation? Is this done in consultation between management and Governors and teachers?

Meetings

Is there a commitment that organised meetings will take into consideration staff prior commitments? 

Are meetings timetabled at the beginning of the academic year?

Is there confirmation that teachers who are not contractually obliged to work on certain days (eg part-time staff) will not be expected to attend meetings on certain days?

Is there consideration of the need to ensure a work/life balance for the head teacher and other senior managers?