Management Information System (MIS) for schools
Category : Blog
LGfL (London Grid for Learning) is a not for profit organisation that provides secure internet connectivity and digital services to over 90% of London schools and many others nationwide. Special Projects Lead at LGFL, Richard Martin, has put together this blog with advice for schools on delivering remote teaching and learning during lockdown. Richard was
LGfL (London Grid for Learning) is a not for profit organisation that provides secure internet connectivity and digital services to over 90% of London schools and many others nationwide. Special Projects Lead at LGFL, Richard Martin, has put together this blog with advice for schools on delivering remote teaching and learning during lockdown. Richard was previously the CIO for the ARK academy group and Head of IT for the Girls’ Day School Trust. He is also a governor for a small primary school in Surrey.
The challenges presented to schools during the Covid-19 lockdown have been diverse and complex. In my role as the Special Projects Lead for LGfL, I get to speak to many schools directly and have regular contact with organisations who provide on-site technical support for schools through the LGFL Digital Transformation Partner Programme that I run.
This has brought to the fore real challenges for schools that go beyond traditional teaching in the classroom. I am aware of many school heads and school leaders spending their time delivering lunches to vulnerable and disadvantaged pupils and regularly checking in with families to help them through the crisis. Schools also stayed open during the Easter holidays to look after children of key workers.
The challenge to move to new ways of working and delivering remote teaching and learning provisions almost overnight introduces a level of organisational change that would break most large corporate organisations, let alone a small primary school! At LGfL we have been supporting our schools and the wider education community as best we can, and have set up a website – coronavirus.lgfl.net – to provide advice, guidance and useful links.
As someone who has been promoting the use of tech, especially cloud-based tech, in schools for years, I am aware of the vast differences in approach and progress with digital tools across the school community. Some schools have embedded technology in their organisation very positively, whereas others for many reasons have made slower progress. A small but not insignificant minority of school leaders just did not see that tech would add any value. This view has not been helped by a multitude of failed IT initiatives in schools that were poorly thought out, highly expensive with little or no thought given to teacher training and effective, sustainable ongoing support.
Unsurprisingly, what we have seen in the schools we are engaging with during lockdown, is that those who had already started down the road to the cloud were the ones who have had the greatest success in sharing online content, lessons and materials. Schools starting from scratch in the few weeks before lockdown have struggled. One large London academy group who had already invested heavily in setting up and providing training on Microsoft 365 were quickly able to expand operations, including setting up 25,000 MS Teams sites in the days after the announcement of lockdown.
Similar successes were had with Google G-Suite in schools such as Poverest Primary in Bromley who were quickly able to switch to online provision. Paul Haylock, the Deputy Headteacher, explains below what they have achieved during lockdown:
“As a school already set up with Google accounts for both staff and children, we found the transition to online learning very easy to do. Within those last two days of school we managed to be completely set up and ready for the Monday lessons. […]
All our teachers have become so much more confident using Google Classroom and now using many features they weren’t before. Using Google Meet we have had staff meetings and year group planning meetings. Teaching presentations sourced from a whole host of website-based companies are shared in the classroom for pupils and parents to read, tasks are also shared in the same way and blank documents (mainly docs and slides) are given to each pupil for them to share their learning. This is then remotely handed in and reviewed by the teachers. Those who can only access on phones and small devices read the information but complete learning on paper and upload photographs for the teachers to see.
Teachers are preparing work as year group teams and posting on the Google Classroom so that each new learning is posted at 9am each morning. This is done via a time stamp so learning for a whole week can be prepared at any time but only appears to the child at 9am each day.
As school leaders we are using Google Forms with our parents to identify when children are coming into school and what the weekly free school meal arrangements are for each family. This means we can staff the building with the minimum number of staff for the children we have in the building, helping our staff to work from home and isolate as much as possible.”
Paul Haylock was able to achieve this comprehensive provision because he had put in the groundwork previously and worked closely with an engaged and competent support partner. You can see more on how LGFL work with schools here.
Another challenge amplified by remote learning is digital connectivity for disadvantaged children at home and ensuring there’s a solution for pupils who do not have access to a device or whose only internet provision may be via a parent’s mobile phone. Upon request from the DFE, LGfL are looking to procure devices and provide a safe, secure route to the Internet for those that need it.
The Covid-19 outbreak has been a horrible time for everyone and a tragic loss of life both in the UK and around the world. What we once perceived as normal is unlikely to return for a very long time, if ever, but I hope that some positive change will come out of our experiences in the past few months.
This time will teach us the true power of tech – if staff have the right support, tech can free them up and help them to adapt. If implemented in the right way, tech can improve and transform the way schools work so they can weather any storm. For example, the ability to set and mark work digitally should, in the long term, save teachers’ time and effort, and provide analytics on engagement far more easily. Teachers will now be much more confident using tools to teach children who are incapacitated, or for whatever reason cannot get into schools once they are opened. Sadly, for many of us, snow days will now be a lot less fun!
If you want to get up to speed with digital tools to use in your classroom, click the links below to access online learning resources from:
Because Arbor MIS is cloud-based, you and your staff can work from wherever you need to. Find out more about the ways Arbor can help you work remotely and flexibly in our free webinar series today – check out the schedule here. You can also get in touch to book a virtual demo with one of our team – simply email email@example.com or call 0208 050 1028.
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