A four-day week: how flexible working helped one teacher thrive

A history teacher in East London has shared how moving to a four-day week reshaped their work-life balance — and why supportive leadership can make flexible working a realistic option, even early in a teaching career.

In brief

• A teacher describes the impact of switching to a four-day week at Barking Abbey School.
• They argue that better balance can strengthen focus, creativity and classroom performance.
• The experience highlights how school leadership decisions can enable flexible working to succeed.

From community history to the classroom

Francis Ball is in their third year teaching history at Barking Abbey School in East London. Before training as a teacher, they worked in local and oral history, helping young people record the stories of older residents in their communities. Moving into the classroom felt like a natural next step — and one they describe as both rewarding and meaningful.

But the shift also came with a challenge familiar to many early-career teachers: the pace and structure of school life. Compared with previous work, there was far less flexibility during the week for hobbies and creative interests. Teaching brought a new rhythm — fulfilling, but demanding.

Realising flexible working is possible

The idea of part-time teaching only became real when a training mentor mentioned it as an option. Ball describes feeling excited, but uncertain about whether it would work for the school as well as for them personally. With backing from the school, they moved to a four-day working week — and say the impact was “transformative”.

Why balance improved performance

Outside school, Ball has been a drummer for 25 years. The extra day created space to practise, rehearse with a band and travel for gigs — opportunities that simply were not possible with a full five-day teaching week. Importantly, they argue the change didn’t reduce professional commitment; it strengthened it.

With a more balanced week, Ball says they return to the classroom with more energy, focus and creativity. In their words, work and personal life now “play in harmony rather than competition” — a reminder that retention and performance are not only about workload, but also about sustainability.

Flexible working has enabled me to maintain a high level of professional commitment while nurturing a lifelong interest — proof that rethinking the rhythm of the working week can help teachers flourish.

The wider message is simple: flexible working can be a practical route to supporting teachers to stay in the profession — but only when schools actively enable it. Ball credits leadership support for making the arrangement viable, and says they are proud to work in a setting that takes this approach seriously.

Where to find support

Teachers and leaders looking to explore flexible working can access practical guidance through the Flexible Working Toolkit, as well as information on a funded flexible working programme and the Flexible Working Ambassador Schools network.

Source: https://teaching.blog.gov.uk/2025/10/20/flexible-working-in-teaching/

Published by Notherelong.