Management Information System (MIS) for schools
Case Studies | Migration
Category : Blog
Before Arbor, our secondary school was already using a cloud MIS, but our MAT wanted all of their schools to be on the same system. We took it as an opportunity to make real change in the way we work, as we felt restricted by what our previous MIS could do. For context, Hinchingbrooke is
Before Arbor, our secondary school was already using a cloud MIS, but our MAT wanted all of their schools to be on the same system. We took it as an opportunity to make real change in the way we work, as we felt restricted by what our previous MIS could do.
For context, Hinchingbrooke is a large comprehensive secondary school with 2000 students. Comprehensive is the perfect word for it – we have a range of students from all socio-economic backgrounds.
As the only secondary school in the MAT, we had a big voice in the decision when it came to choosing an MIS, especially because of the frustrations our staff had felt with our previous cloud system. We were well aware how critical an MIS could be, because it underpins everything, from basics like registers through to safeguarding and interventions. It’s almost the heart of the school.
Of course, its importance means changing MIS, as with any big system change, brings with it a level of anxiety. That’s why research and communication are key to making sure the change is a long-term success. My personal experience and advice to any school thinking of moving to a new MIS would be to sit down and plan what your long-term goals are as a school and how moving MIS fits into this.
We were never bothered about the name of the MIS – but what we did know was exactly what our strategic aims of the system change would be, which in our case was to simplify our processes in order to save time. There will always be people who are resistant to change, or want as little change as possible – such as wanting to replicate everything that the school previously did, but in the cloud. Having moved from one cloud system to another, I can safely say there is much more that changing MIS can do for a school.
You’ve got to challenge those people who are adamant on sticking and ask ‘why.’ Being able to present the case for change, with school improvement at its heart, will make these conversations easier, and will get the team on one page before you decide to make the switch.
The best example I have is the fact I’ve always had an iPhone. I like Apple and I’m used to the system. But I might not know that a Samsung does everything just as well, and even has some features that might be better suited to what I use my phone for. If everyone starts moving to Samsung, you have to question why. Don’t get married to an idea or a principle of a product.
Again, it all comes back to the big picture and seeing the long-term goals, not just switching for a tickbox exercise and trying to replicate everything you did in the previous MIS. Your MIS should be a vehicle for your strategic aims rather than the other way around.
Drawing on my experience across both cloud and legacy MIS, I can’t think of an MIS that’s going to be better than Arbor. To anyone not sure about switching, I’d always say go in with an open mind and let the system and features speak for itself.
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Click here to read our case study with Hinchingbrooke School and find out the features they use most.
Want to see how Arbor could transform your secondary school? Book a call with one of our friendly team here and they will walk you through the process.
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