Flexible Working in Education: How Schools and Trusts are Adapting for a Modern Workforce

The concept of flexible working has been steadily gaining traction across various sectors in the UK, driven by a shift in work culture and accelerated by the Covid-19 pandemic. However, the education sector, particularly schools, has unique challenges when it comes to implementing flexible work arrangements. Despite these hurdles, several schools and multi-academy trusts (MATs) in England, including London, are leading the way by adopting innovative approaches to flexible working. 

At Aston Education we have seen a big increase in teachers and support staff enquiring about flexible working opportunities and, in this blog post, we explore how flexible working is being successfully integrated into educational settings, the benefits it brings, and practical examples from forward-thinking institutions.

The Rise of Flexible Working

The pandemic fundamentally altered our approach to work, with many industries transitioning to hybrid or fully remote work models. While such changes are relatively straightforward in corporate environments, schools face the challenge of ensuring teacher presence in classrooms while balancing staff well-being and work-life balance. Nevertheless, schools are finding ways to offer flexibility without compromising the quality of education.

Leading Examples of Flexible Working in Schools

Dixons Academies Trust: Innovating with a Nine-Day Fortnight

One pioneering example is the Dixons Academies Trust, which operates 17 schools across cities like Bradford, Leeds, and Manchester. They introduced a nine-day fortnight, allowing teachers to take one day off every two weeks. This initiative is designed to genuinely reduce working hours rather than merely compressing a full workload into fewer days. By leveraging creative scheduling and allowing off-site planning, preparation, and assessment (PPA) time, Dixons is making flexible working a reality without diminishing pupil contact time.

Bourne End Academy: One afternoon of flexible working every six weeks

Bourne End Academy in Buckinghamshire provides another noteworthy case. Headteacher Louise Cowley offers staff one afternoon of flexible working every six weeks, facilitated by scheduling PPA during the fifth lesson period. This flexibility enables teachers to use this time as needed, whether for personal errands or professional work completed off-site, demonstrating that even small changes can significantly enhance work-life balance.

Boxgrove Primary School: Co-Headship Success

Job sharing, another form of flexible working, has been successfully implemented at Boxgrove Primary School in Surrey. Co-headteachers Alison Fitch and Rebecca Stacey have been sharing their role since 2015. They report that job sharing allows them to bring renewed energy to their roles, balance personal commitments, and manage the workload more effectively. This arrangement also sets a positive example for other staff, highlighting that senior roles can be shared without sacrificing effectiveness.

White Meadows Primary Academy: Part-time options and term time days off

The leaders at White Meadows in West Sussex have used flexible working to attract and retain teachers. They have taken the approach that they would try to accommodate flexible working requests, for whatever reason. In addition, staff are allocated 3 days personal leave to allow them to attend their own children’s school events or take care of other personal priorities.

Guildford High School: Part-time success stories supported by a timetabling software

Guildford High School’s approach is driven by the headteacher’s belief that outstanding schools are built on outstanding teachers, and that retaining them is a clear priority. Under her leadership, contracts are built using a timetabling software around the days part-time teachers wish to be in school. For example, a science teacher was able to create a one-day-per-week pattern by opting to teach only biology to pupils in years 7 to 9.

University of Chichester Academy Trust: Career Pathways and Flexibility

At the University of Chichester Academy Trust, flexible working is not only about part-time options but also about providing career progression opportunities across their network of schools. By allowing staff to work in various roles across different schools, the trust supports career development while maintaining flexibility. This approach helps retain talented teachers by offering diverse experiences and professional growth opportunities.

Flexible Working Policies in London Schools

Reach Academy Trust: Term-Time Holidays in South-West London

In south-west London, the Reach Academy Trust offers staff the option to take up to three days off during term time, provided they make up the time through activities like school trips or attending conferences. This policy allows staff to attend important personal events without the stress of conflicting schedules, fostering a more supportive work environment.

London Academy of Excellence Tottenham: Embracing Part-Time Working

The London Academy of Excellence in Tottenham champions part-time work arrangements, with over half of its staff working part-time. This approach is encouraged at all levels, ensuring that part-time staff are integrated into the school’s operations without facing disadvantages. Adjustments such as remote meeting options and extended deadlines for part-time workers highlight the school's commitment to flexible working.

Elsley Primary School: Part-Time Success Stories

Elsley Primary in London has a long history of supporting part-time work, with 32% of their teachers either currently working or having worked part-time. The school's commitment to flexibility has resulted in better staff retention, increased diversity, and a stable, knowledgeable teaching workforce. This success story underscores the benefits of accommodating different working patterns to meet individual needs.

The Role of Leadership in Promoting Flexible Working

For flexible working to flourish in education, leadership buy-in is crucial. The Department for Education and various teaching unions, including the National Education Union (NEU), have emphasised the benefits of flexible working for staff and students alike. Effective implementation of flexible working policies requires a cultural shift at the top, where school leaders actively promote and support these changes.

Nexus Multi-Academy Trust: Overcoming Cultural Resistance

Warren Carratt, CEO of Nexus Multi-Academy Trust, emphasises that the biggest barrier to flexible working is often the mindset of school leaders who are hesitant to embrace change. To overcome this, schools need to reframe flexible working as a strategic move that can lead to reduced staff turnover and a more satisfied, committed workforce.

Conclusion: The Future of Flexible Working in Education

Flexible working in education is not just a possibility but a necessity for attracting and retaining talented senior leaders, teachers and support staff. Schools and trusts that adopt flexible working practices are setting a precedent for a more adaptable, supportive, and progressive educational environment. As more schools follow these examples, we can expect to see a more balanced, diverse, and resilient workforce ready to meet the challenges of modern education.

For those in the educational sector considering flexible working, Aston Education offers tailored recruitment services to help schools and trusts implement effective and sustainable flexible working practices. Contact us today to find out how we can support your journey towards a more flexible, productive, and happy workforce.