In January 2019, Damian Hinds announced that the DfE would be supporting schools to implement flexible working practices such as job-sharing, whereby two teachers perform the role of one full-time staff member, as part of the ‘Teacher recruitment and retention strategy’ (DfE, 2019). Hinds notes that job-sharing is relatively uncommon in teaching compared to other lines of work. The strategy identifies ways in which job-sharing could be more easily implemented in schools, focusing on the benefits to the teacher. January 2019 also saw the release of the draft Ofsted inspection framework for 2019 (Ofsted, 2019), in which there is a clear expectation that the curriculum be broad and balanced, with high and equal expectations across a wide range of subjects for all learners. Here, I consider the extent to which the practice of job-sharing can help a school to develop the breadth and balance of its curriculum, based on research findings and my own experience of job-sharing in a small,
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