Management Information System (MIS) for schools
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Popular | School Improvement
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School staff work hard every day to improve standards and student outcomes. But it’s the responsibility of School Leaders to bring staff, parents and the wider school community together behind core values and objectives which focus their attention and efforts. As students’ circumstances have changed during the pandemic, schools have had to be flexible with
School staff work hard every day to improve standards and student outcomes. But it’s the responsibility of School Leaders to bring staff, parents and the wider school community together behind core values and objectives which focus their attention and efforts.
As students’ circumstances have changed during the pandemic, schools have had to be flexible with their resources, making quick decisions in order to prioritise what’s best for students. In many cases, schools have made vast improvements to the way they work, faster than they would have before. More students now have access to devices at home, staff have gained extra digital skills, and school communities have been brought closer together.
Above all, Covid-19 has brought to light the students who need the most support, and schools now have the opportunity now to put objectives in place that will really help them long term.
The School Improvement Plan or School Development Plan (SDP) is the central document in which School Leaders map out their strategic plans for the development of their school. Based around the school’s established values, it sets out the actions and resources needed to achieve priority objectives. It is often shared with Governors and published on the school’s website.
All other key plans, such as staff appraisal objectives and CPD programmes tie back to the SDP. The school’s strategic financial plan will also link closely to the strategic improvement objectives, in order to plan sufficient funding to achieve them.
Every school’s SDP will look different, but the most important thing about an SDP is that it’s developed based on evidence of where the school is at, and what it can realistically achieve in order to best support its students. It is also a living document that’s reviewed and updated in an ongoing cycle.
When you come to write your SDP, there are several resources you can draw on. First, refer to your four-year strategic plan which will provide the foundation of your key aims. Second, return to last year’s plan to assess what you’ve achieved and how your priorities might have changed. Third, your strategic financial plan (usually written in January) will show you where you’ve committed spending, and what still needs to be addressed as part of your four-year plan.
Next, remember you’ll need to back up each of your objectives with evidence showing why you’ve identified each focus area, and what your actions will achieve. For this, you’ll need to first carry out a school self-evaluation (SSE) which will help you judge your school’s past performance, strengths and areas for improvement. Your SDP should then align with each of the points in your SSE report.
Check out guidance from the Education Endowment Foundation on how to create school plans this year.
The first (and arguably most important) step in creating an effective SDP is to really understand your school’s performance in depth, including the attainment gaps between different student groups and the factors that cause them. You should look at both summative and internal assessment data in order to build a full picture of how students have been doing this year compared to previous years.
Discover how Arbor’s free Insight performance reports could help you prepare your SDP.
In combination with your past performance data, you can also look at data from other sources, such as:
Look critically at your performance data before writing up your SSE report. Ask questions like “Why did these trends happen?” and “Are they typical of our school?” These will help to make sure your judgments are not based on any bias or previous assumptions.
The best way to make informed judgments about your school’s performance is to benchmark against schools like you nationally and in your LA (local authority). Arbor Insight reports will help you with this, by showing you:
But you still might not know:
You can take two approaches to help answer these questions:
1. The Socratic approach – Think about your data from various angles (e.g. “Do boys underperform in reading in all year groups?”, “How does this affect SEN pupils?”, “Should we look for another reason for this?”) to uncover any hidden assumptions you might have before taking action
2. Ask “why” 5 times – This single, repetitive question is a really useful way to dig deeper into the context behind your results and again, challenge your assumptions
A big focus of most SDPs this year will be how to get students back on track after lockdown. Your Governors will need to understand the impact of partial school closures on students’ learning and wellbeing to help them review your plans for recovery.
To understand the impact of Covid-19 on your students’ attainment, you might have carried out various baseline tests, and compared these results with where students were at before lockdown. Full and broad evidence of students’ prior performance will help you reliably understand what has changed and set the most effective goals for how to get students back on track.
Think about other areas that have been impacted by the pandemic, such as students’ mental health and wellbeing. Find out how The Mead Academy Trust investigated how students’ vulnerability, educational needs and wellbeing had changed as a result of Covid-19, and the interventions they’re putting in place to support students.
Similarly, hear how Aspirations Academies Trust are banning the terms “catch-up” and “behind”, to focus on positive recovery.
Schools should structure their School Improvement Plans (or School Development Plans) around Ofsted’s four inspection categories:
1. Quality of education
2. Behaviour and attitudes
3. Personal development
4. Leadership and management
Under each category, you should map out your key objectives with actions and targets associated with each of them. A good model to use is SMART (specific, measurable, achievable, realistic and time-framed), which means making clear the associated costs, timescales and resourcing needed to achieve each of your objectives.
Get advice from education advisor, writer and speaker, Mary Myatt on how to carve out time for satisfying work on curriculum improvement.
Check out these helpful articles in Schools Week about how to improve sectors of your curriculum: Science, Maths, RE.
If you’re a new Headteacher, it can be really useful to have a look at example SDPs from other schools, particularly those with similar sizes, cohorts, or in your geographical area.
The Key for School Leaders has some great guidance and resources on creating your SDP, including a school improvement plan (SIP) template and checklists to help you implement and evaluate your SIP.
As you’re writing your plan, it’s important to share your findings, judgments and reasoning with your Governors and staff, so you can work together to perfect it. Governors will especially have an eye on how you plan to close certain high-profile gaps in attainment such as disadvantaged students.
As the school year goes on, the needs of your students may change (the world they live in certainly will!). That’s why your school improvement planning should be done in cycles; with ongoing evaluation throughout the year to help you figure out what’s working.
If the objectives you set in your SDP are measurable, you’ll know what evidence you need to look at to work out if you’re on track. The most effective way to track the impact of your school improvement initiatives is in your MIS. Systems like Arbor give you a clear, visual view of how your students are doing at school or MAT level across behaviour, attendance and attainment. It’s then easy to problem-solve your student performance and understand the root factors using relevant information such as students’ background and personal circumstances.
This evidence will show you where you might need to tweak the focus of your objectives so they have a more meaningful impact.
Got a question about how to write an effective School Development Plan? Why not ask fellow schools in the Arbor Community of over 1,800 schools? Join the online Community forum today.
Want to find out how our schools use Arbor to work faster, smarter and collaborate more? Listen to our case studies here.
2020-21 was one of the most challenging years on record for schools. From navigating changing DfE guidance, to keeping tabs on vulnerable students, staff have had a lot on their plate. On top of all this, leadership teams have had to grapple with legacy, server-based software, which slowed schools down as they adapted the way
2020-21 was one of the most challenging years on record for schools. From navigating changing DfE guidance, to keeping tabs on vulnerable students, staff have had a lot on their plate.
On top of all this, leadership teams have had to grapple with legacy, server-based software, which slowed schools down as they adapted the way they work.
Next year won’t be without its challenges, so you’ll need smart, flexible systems that can do the heavy lifting for you.
That’s why hundreds of schools are switching to a cloud-based MIS like Arbor to help them react to anything that’s thrown at them, without missing a thing. Over 600 schools have moved to Arbor since March 2020.
Check out The Arbor Guide to managing your school during Covid-19 – based on the learnings we’ve gathered from schools and MATs during the pandemic.
1. Stay on top of DfE requirements
2. Get the information you need wherever you are
3. Pivot and stay flexible
Let’s break that down…
Having a cloud-based MIS in place makes it easy to adapt to rapid changes in regulation, like socially distanced timetabling, new attendance and absence codes or key worker status.
Whatever the DfE introduces, Arbor can make updates to the system as soon as we can (sometimes even on the same day), meaning you can keep on top of new requirements. No more patches or workarounds!
You’ll also have everything you need to follow the new DfE reporting requirements thanks to Arbor’s Covid-19 dashboard. Every day, Arbor crunches the numbers for you across all the DfE’s categories, including students with an EHC plan, a social worker and confirmed cases of Covid-19, giving you everything you need to submit the Daily Form each morning.
Schools are having to work in lots of new ways – some Teachers are moving between classrooms, some staff are quarantining at home, and some schools are going into local lockdown.
In order to keep your school running whatever happens, your staff need access to their student information so they can complete their essential tasks, like tracking attendance, reporting on vulnerable students and following up with parents and guardians – all from wherever they’re working.
That’s where a cloud-based MIS like Arbor comes in, which gives staff all the data they need wherever they are, without being restricted to school computers or setting up a VPN. Plus, Arbor’s people-friendly dashboards help you get insight from your data and take action in a few clicks.
In an unpredictable term, you might have to change your social distancing arrangements, timetables and staff rotas at short notice.
Arbor gives you the flexibility to plan or switch up your arrangements whenever you need to. Here are just some of the ways the system will work around you:
Because managing your school how you need to right now is so difficult with a server-based system, the question has become not if you should move to the cloud but when.
To help, we’ve made the process of moving to Arbor simple and we can get you up and running in a matter of weeks, 100% remotely. From migrating your data to Arbor, to training up your staff to use the system confidently, a dedicated Project Manager will guide you every step of the way.
Read about how Woodland Academy Trust moved to Arbor remotely during lockdown, along with more than 600 schools!
Interested in finding out how Arbor’s cloud-based MIS can help you work more easily and collaboratively this term? Book a demo today, or join one of our webinars.
email@example.com | 0208 050 1028
People buy and sell every day, and schools are no exception. As a product manager developing payment systems, the main ‘use cases’ I consider when thinking about school payments include school meals, paid clubs, and field trips. There are a lot of other use cases depending on what kind of additional services the school provides,
People buy and sell every day, and schools are no exception. As a product manager developing payment systems, the main ‘use cases’ I consider when thinking about school payments include school meals, paid clubs, and field trips. There are a lot of other use cases depending on what kind of additional services the school provides, such as selling snacks, school uniform, items in the school shop, books, tickets for school events, and more.
The most popular ways to process payments from parents and guardians are:
Let’s discuss the pros and cons of each of these methods!
On the school’s side, cash has the major benefit of no processing or transaction fees. Parents at many schools may also prefer to use cash to pay for activities and meals – this is generally a question of demographics, as lower-income families are less likely to use cheques or have credit/debit cards as their main form of payment.
Cash does have its downsides though, from the stress of counting bags of coins and banknotes, to the security required to safely store them in school and take them to a bank at least several times per week (hello, staff time and safety).
Cheques are another way of accepting payments that mostly have similar pros and cons to cash. The specific downsides of cheques, however, are that there is a longer lag time between the parent making the payment and the school being able to cash it. This can cause problems with, for instance, having the money you need for a trip in time for every child to go, or even with cheques bouncing altogether.
It’s probably fair to say that in a lot of places this way of accepting payments is slowly dying out because of its inefficiency, and the long time needed to process money. A lot of people these days simply don’t use cheques, or even own a chequebook.
This payment method doesn’t involve dealing with banknotes and papers, everything is in one place on the screen, and the accounting is so much easier. However, this payment method is not as popular at schools because it tends to be very time-inefficient when it comes to making frequent, smaller payments of different sizes – as you do with school meals. The time that it costs to make a bank transfer is worth more than the £2.40 you’re actually sending.
Research shows that most people prefer using card payments when they can. From the parents’ point of view, card payments provide several incentives to pay reliably and on time: it’s fast and easy, refunds are simple, and they can track their payments in their account or on their phone.
Schools must always consider the fee that comes with each payment and understand whether this is feasible for them to use (remember, that lots of providers don’t use a flat fee and usually charge some percentage plus a couple of pence, which become super expensive for micro-payments that are most common in schools). However, sometimes it’s better to lose a small percentage on a transaction fee, rather than losing 100% of a payment when a parent says that they don’t have enough cash with them!
All these considerations are why we take a holistic approach to school payments and have given our MIS the ability to log cash, cheque, bank transfer, and online card payments. Arbor provides a sophisticated solution for managing school payments via the MIS and our Parent Portal. Together with taking payments for school meals, trips and clubs, it gives flexible possibilities for setting up and accepting payments for bespoke accounts, such as for books or uniforms. You can also use Arbor to audit and report on all these transactions and accounts.
This is up to you, but on balance out of all four options, it’s no secret that going cashless is the current trend in today’s world. The United Kingdom had the highest revenue rate in cashless payments among all EU countries in 2017 – more than 100 trillion pounds. More and more schools are joining this trend and deciding to opt for a cashless payment system (or mostly cashless), for simple reasons:
A payments system like Arbor will help you go cashless in a format designed for schools and integrated with all your other MIS modules.
Image 1: A screenshot of the Arbor App
The benefits of card payments in Arbor:
We are at the beginning of a fascinating journey for different ways of accepting payments, and the future may bring even more developments, from mobile and biometric payments, to things like cryptocurrencies. If your school trip funds are still tied up in a lockbox in reception though, a decent card payments system may just be the best place to start.
If you’re an Arbor customer, you can talk to your Account Manager about getting started on Arbor Payments and Parent Portal in your MIS. If you’re not yet an Arbor school, and would like to find out more, get in touch via our contact form or on 0207 043 0470.
Arbor Updates | School Operations
Working to meet the needs of a diverse range of students is a universal challenge in schools today. For SENCOs this is even more challenging, given the specific and complex needs of the students they look after. SENCOs also have a lot of student data to manage (and not to mention lots of paperwork).
Working to meet the needs of a diverse range of students is a universal challenge in schools today. For SENCOs this is even more challenging, given the specific and complex needs of the students they look after. SENCOs also have a lot of student data to manage (and not to mention lots of paperwork).
Often with other teaching or wider school responsibilities, SENCOs have limited time in their days. Not only have they got to run effective interventions, they’ve also got to be able to communicate well with their colleagues to recommend the best ways to support SEN students and guardians across the school.
To be most effective, SENCOs need good data management, organisation and communication. Above all, they need good tools at their disposal that make reporting and communications as quick and easy as possible, so they can make the best use of their time.
Our in-house SEN expert, Tammy, who has over 30 years experience in working with SEN children from EYFS to Key Stage 5, has put together her top four tips. If you’re a SENCO or staff member with SEN responsibilities, these principles will help you maximise your time.
Organising your students’ SEN data in an efficient way is the first thing that will help you quickly access the information you need regularly. It’s best to identify the data you need to cross reference or report on a lot, as well as the SEN information you need to share with Teachers and other staff. Keeping this data together will save you time and effort when it comes to running reports and preparing for meetings.
It can be time-consuming to keep staff across the school up to date on critical SEN information. Having a consistent format for communicating information can help your colleagues know what to expect so they can immediately jump to the most important parts.
Find a format that’s easy to produce and to speak to, time after time. Think about sending weekly updates, sharing access to a live document or folder, or setting aside five minutes during staff briefings for SEN announcements.
As every SENCO knows, it’s vital that parents and guardians are part of their child’s SEN journey but it can be a challenge to achieve open communication between school and home. Building a rapport with your parents and guardians outside of meetings can help achieve this.
Look for ways to connect on an informal basis, such as spending a few minutes outside after school to say hello. Think about ways to celebrate students’ successes in the form of a short email, phone call or postcard home. You could even create a termly newsletter providing helpful tips and information for parents.
Provision Maps are great tools for organising your SEN information and monitoring the effectiveness of the support you have in place to meet students’ needs. They’ll also help you target and plan future interventions.
When creating your Provision Map, make sure you include details of the interventions you’re providing, with measurable outcomes and individual students’ aims and strategies. If you’re tracking intervention costs, be sure to add these details as well. Consider including student behaviour and attendance information to help you track student progress.
Arbor MIS is built to make a measurable improvement to the way schools work. It’s intuitive, people-friendly tools free staff from busywork so they can focus where it matters most – on their students.
For SENCOs in particular, here are a few ways Arbor helps you support the students in your care:
Are you an Arbor user? Do you want to grow and develop in your SENCO role? Our new CPD course – Core Skills for SENCOs – is designed to give you a deeper understanding of your data so you can make the biggest impact for your students.
Led by our in-house SEN specialist, Tammy Middleton, who has over 30 years experience working with SEN students, this online course shows you the best way to manage your data and take action to support your SEN students.
By the end of this course you’ll be able to:
Get in touch with your Account Manager to find out more today! Accountmanagers@arbor-education.com
Schools have been adapting and innovating endlessly over the past 12 months. It’s been tough, but it’s also resulted in some innovative, positive changes to how schools work. To handle these new ways of working, we’ve seen more schools than ever before planning to move to a cloud-based MIS (Management Information System) like Arbor, with
Schools have been adapting and innovating endlessly over the past 12 months. It’s been tough, but it’s also resulted in some innovative, positive changes to how schools work.
To handle these new ways of working, we’ve seen more schools than ever before planning to move to a cloud-based MIS (Management Information System) like Arbor, with over 900 schools switching fully remotely in 2020.
1 in 5 schools are looking to switch MIS in the next year, so we want to make it as easy as possible for you to get all the information you need to make the right choice.
Older school systems that rely on servers make it really difficult to run your school flexibly. They also work slowly and put a huge admin burden on staff.
Arbor is people-friendly, giving staff the tools and data they need wherever they’re working from. As a result, Arbor schools work faster, smarter and collaborate more.
Data is only accessible at school
Time-consuming admin for staff
Needs a patch for any updates
Mostly used as a database
Live data is accessible anywhere
Easy reporting for all
Automated tasks free up staff time
Automatic updates every day
Used for whole school improvement
To help demystify the move to a cloud-based MIS, we’re running lots of free webinars this term.
From case studies, to demos, to deeper dives into core parts of the system, our webinars are designed to show you why over 1,700 schools and 180 MATs have joined Arbor – the UK’s fastest-growing MIS community.
Whether you’re uncertain of a system change right now, or you’re struggling to get your team onboard with the decision, these webinars will give you the information and tools you need to take that next step.
Check out our free webinars and events below, and pick the session for you:
1. Switching Made Simple: The benefits of the cloud
2. Discover Arbor MIS: Demos of Arbor MIS
3. Moving to Arbor: How the MIS switch works
4. A Deeper Dive: How Arbor works
5. Hear from real Arbor users: Case studies
6. Virtual Tea and Cake: Personalised demos with tea and cake!
If you’re starting to think about a move to the cloud but don’t know where to start, our Switching Made Simple webinars are perfect for you. We’ll talk you through the process from start to finish so you can see what’s really involved in switching MIS and what the next steps would be for you. Click the links to sign up today!
5 Ways Arbor Will Transform the Way That you Work
Wednesday 30th June, 10am; Thursday 8th July, 2pm
Switching MIS Made Simple for Primary Schools
Tuesday 29th June, 2pm; Wednesday 7th July, 10am
Switching MIS Made Simple for Secondary Schools
Tuesday 29th June, 10am; Tuesday 6th July, 2pm
Switching MIS Made Simple: A workshop in Change Management for MAT Leaders
Thursday 1st July, 2pm; Thursday 8th July, 10am
–Registration to this session is by personal invitation. If you’re interested in attending a workshop just let us know at firstname.lastname@example.org and we can help secure your spot.
As you’re starting the process of moving MIS, it’s a good idea to get an in-depth demo of systems on the market so you can make an informed choice. Our Discover Arbor MIS series will give you a quick introduction to Arbor and how it could transform the way your school or MAT works. It’s also your chance to ask our education experts any questions you might have.
Discover Arbor MIS for Primary Schools (live demo with Q&A) – various dates
Discover Arbor MIS for Secondary Schools (live demo with Q&A) – various dates
Discover Arbor MIS for Special Schools/APs (live demo with Q&A) – various dates
Discover Arbor MIS for MATs (live demo with Q&A) – various dates
We work with school teams throughout the year to move them to Arbor’s cloud-based MIS – last year over 400 schools moved to Arbor 100% remotely! We know it can seem like a daunting task, which is why we’ve designed a tried-and-tested approach to help you manage the change in a way that’s right for your school, with support from us every step of the way. Discover the journey in one of our short webinars:
Moving your Trust to Arbor: From Procurement to Implementation (live webinar with Q&A) – various dates
Moving your Primary School to Arbor: From Migration to Implementation (on-demand webinar)
Moving your Secondary School to Arbor: From Migration to Implementation (on-demand webinar)
Once you’ve got more of an idea of what you need from your MIS, a more in-depth look at a core area of Arbor – from assessments, to behaviour, to office functions – can be really helpful in seeing if it’s right for you. Come along to one of our live or watch an on-demand webinar in your own time:
Managing Primary Assessments with Arbor (live demo with Q&A) – various dates
Managing Secondary Assessments with Arbor (live demo with Q&A) – various dates
Managing behaviour in Arbor MIS (on-demand webinar)
Increasing Parental Engagement in Arbor MIS (on-demand webinar)
Running an effective school office with Arbor MIS (on-demand webinar)
Arbor’s Group MIS: The Benefits of moving all of your schools to the cloud (on-demand webinar)
If you want to hear how schools and MATs across the country have made the move to Arbor, and how Arbor’s smart, time-saving tools are helping them work better, check out one of our on-demand webinars:
How to move your MAT to a cloud MIS: A panel discussion with Watergrove Trust and Nicholas Postgate Catholic Academy Trust (on-demand webinar)
Why Red Kite Trust Moved to Arbor (on-demand webinar)
Why we chose Arbor MIS for Rainbow Education MAT (on-demand webinar)
Why Northlands Wood Primary Academy Moved to Arbor (on-demand webinar)
Between 10th and 17th June, we’re running Virtual Tea and Cake with Arbor, giving you an informal way to learn about Arbor’s MIS over tea and brownies on us! We’ll walk you through what the process of moving to Arbor could look like for your school, including how we can get you up and running around your time scale, and 100% remotely. Once you book your spot, we’ll send you free tea and brownies in the post to enjoy over a call with a member of our expert team.
This term’s Virtual Tea and Cake with Arbor is currently sold out this term, but if you join the waiting list we’ll get in touch with you if a spot becomes available.
If you’d like to speak to us directly about how Arbor could make a positive difference to the way you work, we’d love to hear from you. You can send us an email at email@example.com, call us on 0208 050 1028, or book a personalised demo here.
As a former Maths teacher at an Alternative Provision in Leeds, I’ve encountered more than my fair share of students and parents reluctant to get involved in school life. Here are the top five methods I found worked to increase parental involvement in schools. Why parental engagement in schools is important Parental involvement can have
As a former Maths teacher at an Alternative Provision in Leeds, I’ve encountered more than my fair share of students and parents reluctant to get involved in school life. Here are the top five methods I found worked to increase parental involvement in schools.
Parental involvement can have a significant impact on a child’s performance at school. Not only do studies show that good engagement improves their academic success it also helps with behaviour, homework, and a child’s confidence. Teachers and schools need great communication with parents and to establish an environment for collaboration.
At a school where most students had already been excluded, parents were used to receiving nothing but negative news. But effective parental engagement doesn’t mean only speaking when things go wrong. Tell parents about positive events too, with greater frequency. At the Alternative Provision, we’d send a quick text for positive events. If a student had a really good day, we’d use a phone call. Track what’s been said by keeping a communications log.
Parents Evenings aren’t just for telling parents about their child’s grades. They can also be an opportunity to talk about their social development, friendships, career goals, attitude and behaviour, and agree an action plan of how to support the child at home and at school. To increase the number of parents who attend, stop relying on sending kids home with sign-up sheets and use an online booking system, letting parents book slots whenever they want.
Image 1: A screenshot of the Arbor MIS Guardian Consultations feature
Education has changed so much since parents were in school, they may have no idea what their children are studying. Keep parents engaged by assigning homework that they can help their children complete. For primary school students, try giving tasks to read aloud. For secondary schools, let parents know what assignments their child has to complete and if it’s been submitted on time using a student or guardian portal.
Parents are most likely to get involved if they feel like they can make a real difference. Whenever parents visit or contact you, be willing to listen to their responses, answer their questions, and make them feel their contribution is welcomed. Make sure parents feel they can come to you if they have questions about how your school works, and let them know which person they should contact about certain issues.
Despite your best efforts, there will always be some parents who won’t respond to a text, email or letter. You also can’t rely on students to pass on information. Maybe they’ll forget to mention something, or they simply don’t have a good relationship. To overcome this, give parents all the information they need in the palm of their hand by using an App. Not only does this notify parents instantly, but they can also refer back to it later if they forget.
Image 2: A screenshot of Arbor’s new in-app messaging feature
At Arbor, we’re always trying to improve how we can support schools to take parental engagement to the next level. We’ve recently introduced an in-app messaging feature that allows fast, free communication between schools and parents – take a look at this article to see how else you can use our new Arbor App!
Popular | School Operations
It’s been a tough 12 months for schools across the country, with staff having to learn and adapt week-by-week to the changing situation to best support their students. With concerns around the impact of the past year on creating a “covid generation” who have supposedly fallen behind, schools are feeling the pressure to support students
It’s been a tough 12 months for schools across the country, with staff having to learn and adapt week-by-week to the changing situation to best support their students.
With concerns around the impact of the past year on creating a “covid generation” who have supposedly fallen behind, schools are feeling the pressure to support students to “get back on track”.
But is this the right way of framing the next phase of the pandemic?
For some students, the challenges thrown up by the pandemic and the cycles of lockdown have meant their situation has changed, with many becoming more vulnerable and detached from their learning. For others, the challenging time has exacerbated their existing vulnerabilities.
However, as the 15 schools within the Aspirations Academies Trust have found, the remote learning programme they ran during lockdown was highly effective. Recent assessments have found that the majority of students are where they should be with their learning. What is more of a concern, however, is the impact on their mental health that has suffered from the lengthy time away from school and their friends.
We’ve seen a lot of headlines in the media dominated by the terms “catch up”, “lost learning” and “Covid generation”, but many schools are starting to step away from this language, finding it unhelpful in creating the right atmosphere for students to thrive in.
Schools in Aspirations Academies Trust have found that these negative words actually have the effect of reducing students’ self-esteem and giving them the message that they’re the problem and need to change.
Aspirations Academies Trust are championing new approaches to “catch up”, by reframing the negative language associated with it and focusing instead on boosting student wellbeing through more creative subjects, extra-curricular clubs, and a Quality First Teaching approach.
Get advice from education advisor, writer and speaker, Mary Myatt, on how to carve out time for satisfying work on the curriculum
Since being back at school, Rivers Academy in West London have banned use of any negative language to refer to the “covid generation”, which they’ve found has boosted student happiness.
Words and phrases such as “catch up”, “what you have missed’’, ‘’you’re behind’’, ‘’we don’t have time to finish the syllabus’’ and “Covid generation’’ were replaced with “Let’s build, strengthen or enhance what we already know”, “map where you are”, “master the skills’’ and “everyone is in the same position”.
The decision was inspired by academic and author Judith E. Glaser who said “words create worlds”.
The Rivers Academy has also seen the benefit of positive language. According to Tim Wormald, the school’s Wellness Lead & Assistant Principal, “We have support zones set up for our pupils where they can come and talk to staff about any concerns they have and they have been quiet. You can see and feel the impact that positive language has had at the academy, it feels settled and the students are happy.’’
Plugging the gaps in knowledge has started by acknowledging the effectiveness of the remote learning that was put in place. As Tim Wormald explains, “The kids did make progress during lockdown. The key has been identifying gaps in their knowledge not through testing but discussions. It is their evaluation skills that have suffered because you can’t question and discuss online in the same way that you can in class with face-to-face contact with your peers. Tackling the issue has come not through extra lessons but focussing on Quality First Teaching.’’
Executive Principal at Harriers Academy, Alex Pearson, explains that the vast majority of students at Harriers also engaged well with remote learning during lockdown and are now either where they should be or only just behind. In a survey of their parents, 98.5% rated the remote learning and support provided as good or excellent.
Harriers Academy in Banbury also banned the phrase “catch up”, and instead have put the focus on boosting the wellbeing of students and incorporating “the three M’s”: Measuring, Mapping and Mastering, combined with a focus on Quality First Teaching.
Alex Pearson explains, “Once our students returned, we introduced daily “calm time” with yoga sessions, mindful colouring or simply time to talk. Each class also has a calm zone where children can go if they feel it’s necessary.”
Alex Pearson explains how they’ve implemented “the three M’s” at Harriers Academy:
‘’We have continued with the curriculum and have ensured the children have exciting topics to keep them motivated and engaged. We have focused on lots of time to play with one another and build precious social interactions with peers.’’ – Alex Pearson, Executive Principal, Harriers Academy
At Park Academy in West London, the focus since returning to school has been on interactive lessons that engage students, and increasing the number of timetabled hours for creative subjects including music, drama and art.
Principal Juan Delgado said, “Rather than having extra lessons or asking our students to stay late, the focus has been on increasing their love for learning through lessons that are engaging and interactive. We’ve also focused on increasing their passion for reading to help with closing any attainment gaps and also incorporating little “Do Now” activities in their lessons, so it’s low stakes testing. The overall aim is to make sure our students settle back into school life positively without feeling overwhelmed.’’
Increasing the number of hours devoted to PE, Art, Drama and Music for KS3 per week, has had the effect of boosting the mental health and wellbeing of students at Park Academy. According to Principal Delgado, the benefit is that “although the lessons are practical, the students are using their creativity and imagination”.
The school has also introduced an extra-curricular programme of activities which includes a wide variety of sports, such as football and netball, music, art, technology and STEM. These clubs have proven really popular with the students with numbers increasing throughout the term.
Hear how this secondary school is using Curriculum-Led Financial Planning to address gaps in learning during the pandemic
For information on how Arbor can support you manage your post-covid challenges, check out our latest blog The Arbor guide to managing your school during Covid-19.
If you’d like to find out how Arbor MIS could transform the way you work for the better, join our webinar series, which includes live demos, as well as sessions walking you through how we move schools to Arbor and work with you to drive long term impact. Check out what’s coming up and book your spot.
Parents’ evenings are an integral part of the school year. They give parents the chance to feel involved in their child’s education and the school ethos. With so much to consider – from organising, to making sure parents sign up, to keeping meetings running smoothly – managing successful parents’ evenings can be a stressful process.
Parents’ evenings are an integral part of the school year. They give parents the chance to feel involved in their child’s education and the school ethos.
With so much to consider – from organising, to making sure parents sign up, to keeping meetings running smoothly – managing successful parents’ evenings can be a stressful process.
At Arbor, we make it easy for you to manage all of your school milestones in one place, and parents’ evening is no exception. Check out our top tips to help make your next parents’ evening a success:
Busy parents need to know when parents’ evenings are coming up so they can get organised, so it’s good practice to start planning how you’re going to run them early on in the year. To give parents flexibility, you might want to run meetings over multiple dates or at different times of day (some of our schools run them in the early afternoon). Think about how long you want each meeting to last – some parents might benefit from a longer session, or one outside of the timetable you’re offering.
Make sure your schedule of meetings is realistic for your Teachers. Assess how many meetings you’ve got in a block and build in at least 15 minute breaks. It’s also a good idea if some Teachers can share the load, particularly those who job-share and might not need to do all of the meetings together.
You might have a perfectly planned programme of parents’ evenings, but making sure parents know about them can be an added challenge. The trick is to make it as simple as possible for parents to find out the details, as well as book onto a session, all in one place.
Make sure you send out key dates of parents’ evenings well in advance, including links or instructions to book their slot. It’s also a good idea to send out text or email confirmations to parents that they can refer back to, plus reminders in the weeks before.
Many schools have been running successful online parents’ evenings during school closures via Google Hangouts, Zoom or other video calling platforms. Many are continuing to run a combination of physical and virtual meetings as a useful way to engage harder-to-reach parents, or as an option for those who are particularly busy. For this to work, make sure your Teachers are comfortable using the video system, and that everyone does a practice run before the day to iron out any technical issues.
We’re all human, and sometimes let’s face it, Teachers might struggle to remember the names of every single student and parent in their care. A top tip is to have a list to hand in the meeting of your students’ key information, including their guardians. Before the meeting, it’s also helpful to gather some summary reports of each student’s performance across assessment, behaviour, plus where they compare to other students. You could print out reports from your MIS (management Information System) or show these on a device.
It’s a good idea to decide as a department or Year group a standard format for your meetings that works best. That way, Teachers have guidance to fall back on and each meeting flows. Consider starting with an overview of the student’s performance this year across attendance, behaviour and assessment. Highlight their strengths first, followed by areas they need to improve.
Some schools find standardised record sheets effective, which Teachers fill out before and during the meeting, in order to make the main points clear for parents, keep terminology consistent, and to bring a sense of mutual accountability.
The highlight of a good system for running your parents’ evenings is one that allows you to schedule meetings, communicate information to parents, and for parents to book, all in one place. The best systems also make it easy for Teachers to access all the information they need about their students’ performance at their fingertips.
Arbor MIS brings everything together, so you can manage every stage of your parents’ evenings in one platform, without having to use a separate communications app.
1. Schedule sessions in the calendar, including video links (if appropriate)
2. Invite parents by email, SMS, letter or via a message in the Arbor App (straight to their phone) including sign-up links
3. Schedule-in breaks in for Teachers in the calendar
4. Arrange custom meetings to suit certain parents
5. Confirm parents’ appointments by email or share via the Parent Portal (they’ll be able to access video links via their calendar)
6. Prepare instant reports for parents on students’ performance across assessment, behaviour and attendance, with comparisons against their class, Year and demographic averages
7. Access or download a timetable of all of your meetings
8. Access or download students’ profile information to have handy
Townley Grammar School have recently had success running virtual parents evenings in Arbor MIS. Hear from Louise Maddison, Data & MIS Manager, why it works for them:
“It’s easy to share the links with Parents and Teachers, making the whole Virtual Parents Evening very slick. No need to email parents links separately; it’s all there for them. Parents can access the booking system through the Parent Portal & App, this is a very easy process for them. They can either download or use our location links live. Teachers see the appointments on their calendar and can access their appointments via the Guardian Consultations screen – very clear.”
Head to the Help Centre for everything you need to know about setting up parents’ evenings in Arbor.
If you’d like to find out more about how Arbor MIS could help your school or MAT work faster, smarter and collaborate more, why not arrange a personalised demo. Alternatively, join us at one of our upcoming free webinars.
Mental Health and Wellbeing
Now more than ever it’s vital that schools and trusts build initiatives into their strategy to support the wellbeing and mental health of the whole school. To help you in shaping your school wellbeing programme, we’ve tracked down seven of the top school wellbeing initiatives you could consider for your school. Mental health and
Now more than ever it’s vital that schools and trusts build initiatives into their strategy to support the wellbeing and mental health of the whole school.
To help you in shaping your school wellbeing programme, we’ve tracked down seven of the top school wellbeing initiatives you could consider for your school.
80% of young people with existing mental health needs say that the Covid-19 pandemic has made their mental health worse, (according to a Young Minds survey of 2,036 young people), it’s time to put mental health awareness first in schools.
And it’s not just students who have been feeling the impact; according to a report by Education Support, 52% of UK Teachers say their mental health declined during the first stage of the coronavirus pandemic.
Organising a “Wellbeing Week” at your school is a great way to raise awareness of the importance of wellbeing, and gives students the resources to help them support their own mental health. The Mental Health Foundation has created a free downloadable pack to help you plan the week based around the 5 Ways to Wellbeing: Connect, Get Active, Be Mindful, Keep Learning and Give to Others.
If a whole week doesn’t work for your school, why not hold termly workshops with a focus on mental health and wellbeing. Developing a partnership with a specialist charity like Young Minds can support with this.
Embedding a whole-school culture of wellbeing doesn’t happen overnight, but a good basis to start from is building supportive and respectful relationships between students, teachers and parents. A great way to do this is by appointing student and staff Wellbeing Ambassadors to create a supportive environment where students can talk openly about how they are feeling. Worth-it provides training for Wellbeing Ambassadors to equip them with approaches and strategies to support the wellbeing of their peers as well as their own.
Mental health is often not talked about enough in schools because of the stigma around it. One of the best ways to combat some of the misconceptions around mental health is through education. Stem4 offers free teaching resources for Key Stages 3 and 4 that cover topics such as anxiety, stress and depression to empower students with knowledge about mental health.
There are lots of ways you can introduce a focus on wellbeing into lessons across the curriculum, especially in Drama, English or Art. These subjects in particular can be useful to process their emotions and experiences through creating personal projects or pieces of work.
Another great way to spread awareness of wellbeing and mental health around school is through physical or virtual noticeboards, where students can share posters with their wellbeing tips. You’ll also find some great visuals online like this one from the Anna Freud Centre.
Mindfulness is proven to have a profound impact on our overall wellbeing, with studies showing the positive effects of meditation such as reduced stress and anxiety, improved memory and focus, better relationships and reduced emotional and physical pain. There is now growing awareness of the benefits of practicing mindfulness in schools to help students build attention span, emotional regulation and resilience. Why not introduce a five minute mindfulness session during assemblies, or to begin or round off the school day?
As many schools have found during the pandemic, students are coming to school with difficult experiences that they haven’t been able to process. It’s important to carve out some dedicated time once a week during form or tutor groups for “circle time”, which creates a safe space for students to share what they’re going through. Give each student the opportunity to share either a word or a sentence that describes how they are that day, and create a culture of no judgement from their peers.
Gratitude practices are proven to boost our moods. All you need is an empty jar, strips of paper, and pens. As part of your tutor morning routine, have students write down something specific that they’re grateful for on a strip of paper and put it in the jar. Towards the end of the week, ask students to come up and read out items from the jar!
Wellbeing initiatives are great, but making sure staff are happy and healthy to support them has to come first. Promoting a culture of staff wellbeing is essential to a healthy school. Supporting staff and building trust leads to a happier team, higher performance, better retention and a motivated environment.
Check out why nurturing staff wellbeing is so important at Woodland Academy Trust from CEO, Dan Marrow
Not sure where to start? Here are some ideas:
For more ideas and resources check out the following websites:
If you’d like to find out more about how Arbor MIS could transform the way you work, join one of our free webinars to see the system in action, or hear from our community of over 1,500 schools.
If you’re not already part of the online community, sign up here for free to share best practice, tips and tricks with fellow Arbor schools.
The Covid-19 pandemic has caused unprecedented changes to how schools run. Throughout phases of partial and full closures and local lockdowns, and government guidelines changing regularly, schools have had to adapt to flexible ways of working. Technology has played an important role in supporting schools to adapt, with cloud-based tech giving them reliable access to
The Covid-19 pandemic has caused unprecedented changes to how schools run. Throughout phases of partial and full closures and local lockdowns, and government guidelines changing regularly, schools have had to adapt to flexible ways of working.
Technology has played an important role in supporting schools to adapt, with cloud-based tech giving them reliable access to school information away from the physical school site.
Top priorities have been ensuring key processes can continue as usual wherever staff and students are, from attendance admin, to finances, to day-to-day communications, to teaching and learning.
As soon as the first lockdown hit, schools had to find a solution to virtual teaching and learning practically overnight. High on the agenda was making sure that students had access to high quality teaching despite classrooms looking quite different.
Many turned to Google Classroom™ and Microsoft Teams, benefiting from procurement and support grants, as well as other tools such as Class Dojo, to hold remote lessons, or to share and collect in class work. Some schools were more prepared than others, and the picture of remote provision started to look very different from school to school.
Even now in a more stable phase of the pandemic when most classes in the UK are back to face-to-face, the impact of the last year is still very clear. The loss of learning as a result of lockdown is a concern, but there are also more positive possibilities that technology has opened up.
Check out advice from an EdTech expert on how schools can learn from the rapid changes in technology usage since Covid-19
The shift to online learning has highlighted vast differences between schools in terms investment and training in digital technology. What’s more, depending on location, demographics and funding, schools have differing challenges and find it difficult to provide the same level of quality when it comes to virtual teaching and learning. Some might have the resources to live-stream a full programme of lessons, whilst others might be limited to uploading worksheets. Of course, every school will find the online learning style that’s best for them; the same approach for a large inner city secondary school will most likely not work for a small rural primary school.
Those schools who already used a digital learning platform like Microsoft Office 365 before the pandemic found it much easier to transition to using it full time during the pandemic. For those who didn’t, it meant setting up accounts for students and staff from scratch. Without an integration with their MIS (Management Information System), setting up a new digital learning platform can mean time-consuming manual work entering student and staff data.
See Arbor’s integration with Microsoft Office 365 and Google Classroom™ below.
Online learning has also drawn attention to the levels of disadvantage that many students across the country are experiencing, which has an impact on how they engage with online learning. From home environments which aren’t fit to study in, to lack of internet or devices, to parents who are less able to support with school work, many schools have found it difficult to reach students remotely.
As schools have found during the pandemic, online learning can open up new issues around safeguarding. For example, when live-streaming lessons, Teachers have to think about the environment they’re teaching in, as well as what might be going on in the homes students are learning from. Many schools have created new rules and policies for online classes, including camera and microphone usage, uniforms, as well as ways of communicating appropriately. It’s also important to make sure there are clear boundaries between school and private life, as well confidential spaces for students to confide in Teachers outside of lessons.
Remote education naturally means it’s harder for Teachers to be in touch with students and to sense how they’re getting on. It’s been clear, though, that some students have had experiences during the past year which have now put them into vulnerable categories which they perhaps weren’t in before, with many feeling the impact of trauma on their mental health. As a result, Teachers have noticed the varying mental states of students as they come back to the classroom bringing with it some new and challenging behaviour to deal with.
Check out tips from Educational Psychologist, Dr Rob Long, on supporting students’ mental health in the classroom
As a result of the challenges of learning from home for many students, schools have found attainment gaps have emerged between particular student groups. It’s now a top priority to identify students who are behind, and to put in place initiatives to get them back on track. However, due to the lack of consistency of provision from the past year, schools have also had absences of student progress data which presents a challenge to analysing their data.
As flexible ways of working are looking like the future of the corporate workplace, new uses of technology could also have a lasting impact on the way teaching and learning is delivered going forwards.
Blended learning means a combination of remote and face-to-face teaching and learning activities. This might involve part of the class joining remotely, or could be a mixture of digital and physical resources being used in the classroom.
During the pandemic, schools have become used to offering blended teaching and learning, having to provide remote education during lockdown, whilst maintaining face-to-face provision for vulnerable and key worker children.
Since the chance of students and staff having to isolate is still a reality, a blended approach to teaching and learning seems to be the new normal, at least for a while. This means it’s more important than ever to have a reliable virtual learning environment that staff are comfortable using alongside normal teaching, which you could also fall back on for full remote provision if you needed to.
Even though face-to-face teaching looks to be the default again, the investment schools have made in technology has not gone to waste.
EdTech brings lots of opportunities to rethink the format, pace and content of lessons. Research also shows that technology can increase students’ retention of knowledge, and allow for more interaction, creativity, student choice and motivation.
Here are a few ways blended learning can support the classroom:
“If implemented in the right way, tech can improve and transform the way schools work so they can weather any storm.”
-Richard Martin, Special Projects Lead at LGFL
Read how LEO Academy Trust rolled our digital technology across their schools
Discover the vision of Red Kite Learning Trust for a centralised and collaborative IT infrastructure across their trust
With digital technology here to stay, schools need a platform they can rely on, that not only makes it easy to run blended learning, but will also allow for a pivot to full remote provision at short notice if you need to.
Setting up your courses and classes from scratch in your digital learning platform (e.g. Google Classroom or Microsoft Teams) by manually entering all your student and staff data could take hours or days defending on how big your school is. To avoid this, it’s a good idea to have an integration between your MIS and your digital learning platform, so that your data is synced automatically.
At Arbor, we’ve developed integrations with Google Classroom™ and Microsoft Office 365, which make managing online learning fast and secure for your school. With our integrations, all your student and staff information sync automatically into your Google or Microsoft accounts, saving you any manual data entry. What’s more, once you’re set-up, data syncs every 24 hours, meaning your information is always up-to-date.
If you’d like to find out how Arbor MIS could transform the way you work for the better, join our webinar series, which includes live demos, as well as sessions walking you through how we move schools to Arbor and work with you to drive long term impact. Check out what’s coming up and book your spot.
What is financial benchmarking? Financial benchmarking means comparing your finances with other schools and academies who have similar characteristics and challenges. Areas that schools often compare are their income, expenditure, balance and workforce with either schools of a similar size or within their Local Authority (LA). Why is financial benchmarking so important for schools? We’re
Financial benchmarking means comparing your finances with other schools and academies who have similar characteristics and challenges. Areas that schools often compare are their income, expenditure, balance and workforce with either schools of a similar size or within their Local Authority (LA).
We’re all aware of the widespread funding shortfalls in the education sector, and it’s definitely a challenging time to be a budget holder in schools and Multi-Academy Trusts (MATs). In recent times especially, schools have had to be even more resourceful with their budgets to adapt to the challenges of Covid-19.
Managing the school budget is a balancing act between lots of different factors, with a high level of scrutiny from Governors, the LA, Ofsted and the DfE. To make the right decisions when planning an effective budget, it’s vital to see how this year’s spend not only compares to previous years, but to other schools too, so you can see what’s working and where you could direct your resources more efficiently.
Financial benchmarking can also help you identify areas where you could cut back on spending (e.g. building improvement) in order to allocate more resources towards your curriculum initiatives or support for students and staff. This kind of analysis will be useful in shaping your school development plan.
First, for financial benchmarking to be most effective, make sure you comparing against schools that are in either the same geographical area as you, are a similar size (in terms of staff and students), have a similar demographic cohort of students (e.g. proportion of FSM, Pupil Premium and EAL), as well as student attainment. This level of comparison gives you the best chance of learning from how these schools are managing their finances.
Second, when you look at your data, bear in mind some key questions:
The DfE’s schools financial benchmarking service compares the spending, staffing structures and performance of all schools in England each year. You can identify schools like you, then reach out to them for advice via their websites.
Once you’ve looked into your benchmarking data, you should evaluate how this data will help you make the best budgeting decisions. Your Governors will be interested to know how and why your financial approach differs to similar schools, and how you plan to redirect your resources to support better outcomes for students.
Why not present a benchmarking report to your Governors at the next meeting? Some Management Information Systems (MIS) like Arbor MIS have a benchmarking portal, which allows you to compare your school’s behaviour, attendance, attainment and school context data to national averages at key points in the year. This gives you useful context to support your budgeting decisions.
At Arbor, we create Financial Benchmarking Reports each year for every school and academy in England. The reports give you an overview of all your income and expenditure over the past three years, with comparisons against national financial results, schools like you and others in your local area.
Arbor Financial Benchmarking reports are visual and easy-to-read PDFs, with helpful commentary and colour-coded stats, giving you reliable evidence needed to drive forward budget planning decisions. Perfect for presenting at Governor meetings.
Simply sign into your free Arbor Insight portal to download your copy of your latest report:
*Out soon! Watch this space
Over 10,000 schools and 300 trusts have been using Arbor Insight over the last four years to benchmark their performance, dig deeper into their results and shape school improvement. Arbor Insight helps you focus on what matters, with intelligent dashboards showing your attainment, attendance, behaviour and school context data from the last 5 years. And it’s free!
We update your dashboards every academic year with your latest ASP data from the DfE. As soon as you log in you’ll see your headline performance measures benchmarked against your student groups, national averages and local schools. Click on any measure to uncover which student groups are driving over or underperformance.
Since the pandemic began over a year ago, schools have been working in lots of new ways, adapting sometimes week by week to changing guidelines from the Government. At Arbor, we’ve worked with our community of over 1,600 primary, secondary, special schools and MATs to develop new product features which support you with the new
Since the pandemic began over a year ago, schools have been working in lots of new ways, adapting sometimes week by week to changing guidelines from the Government.
At Arbor, we’ve worked with our community of over 1,600 primary, secondary, special schools and MATs to develop new product features which support you with the new challenges – from remote teaching and learning, to reporting to the DfE, to rolling out covid testing. During this time, we’ve also moved over 600 schools to Arbor during 100% remotely.
Since the Government introduced Catch-Up Premium funding, it’s been important for schools to identify where the attainment gaps have opened up across their student groups as a result of lockdown disruption, and the “catch-up” initiatives that will support students the most.
Arbor can support you with closing your attainment gaps at each step of the way:
Read an interview with the Director of Inclusion and SEND at The Mead Educational Trust about how their “catch-up” strategy is going
To help you deliver Covid-19 testing, we’ve made it easy to track everything in Arbor with our new Testing Register. Schedule regular tests for staff and students, see who is due for a test each day, manage guardian consents, update test results and log confirmed cases. Parents can also instantly log covid test results for their children on their Arbor App. What’s more, Arbor’s My Classroom is a really handy way to trace contact between students by using our live seating plans.
To save you time completing the DfE’s Daily Form, Arbor’s Covid-19 Dashboard crunches the numbers for you, giving you all the student attendance data you need to submit in the form each morning. Plus, staff absences are flagged to everyone who needs to know, making arranging cover simple.
Your Dashboard is up-to-date with the latest attendance codes and categories that the DfE is tracking, including key vulnerable categories and confirmed or suspected cases of Covid-19. Click on each category for a breakdown by year group and a full list of students, and follow up with guardians straight away if you need to.
For a MAT-level overview, you can use Arbor’s Group MIS to analyse all your student and staff data in one place. Monitor attendance patterns, student and staff absence, key disadvantaged and vulnerable groups and manage Covid-19 related issues centrally.
Check out our latest community article about how Arbor can support you as an Attendance Officer.
Forget switching between systems or uploading or downloading contact lists, in Arbor you can follow up with parents, students or other staff members as soon as you spot something important, from wherever you are in the system. Simply choose the method that’s best for your message – from an email, an SMS, a mail merge letter or a message via the Arbor App.
Find out how Arbor’s communications allowed The Parks Academies Trust to improve the way they contacted hard-to-reach students during the pandemic.
Check out three top tips for communicating with your staff, parents and guardians from our Head of Support, Emily.
Depending on the various year groups, bubble classes, plus a range of clubs, trips and activities, your timetable is probably quite the balancing act. Arbor makes it easy to design exactly the right timetable for your school, with an easy integration with TimeTabler if you need to build something particularly advanced. Stagger your start and end times, meal times, and keep tabs on where everyone is with a live central calendar.
Plus, Arbor is designed to be flexible, making it easy to adjust and change your timetable whenever you need to – which has come in handy throughout the changes in government regulations over the past year.
It’s now important to have a reliable virtual learning environment so that you can continue provision for students who are isolating at home. Having everything set up also means you’ll be able pivot to remove provision at short notice if you need to.
Since schools started to offer virtual teaching and learning, we’ve developed integrations with Google Classroom™ and Microsoft Office 365, which makes managing online learning fast and secure. With our integrations, all your student and staff information sync automatically into your Google or Microsoft accounts, saving you any manual data entry. What’s more, once you’re set-up, data syncs every 24 hours, meaning your information is always up-to-date.
In Arbor, it’s easy to pull together custom reports on key demographic groups, including children with EHCP, child protection status, FSM, and children of key workers at school or MAT level. Given that Clinically Extremely Vulnerable (CEV) staff and students have been told to shield at home, you’ll easily be able to track their attendance, send out communications or add them to an intervention in Arbor.
Arbor’s in-built safeguarding features also help you keep on top of any changes to your students’ circumstances – from automatic notifications on the Homepage when any student records change, to medical notes and key pastoral information flagged on every Lesson Dashboard.
Check out our most popular blogs on supporting vulnerable students:
At this time in the year when School Budgeters are looking ahead to next year and how they can use school resources best to support students. It’s also a time when there will be a lot of reflection on the extreme and challenging year it’s been since Covid-19 began.
Using your latest financial data from the DfE combined with expert analysis, we’ve created Financial Benchmarking Reports for every school and academy in England. The reports give you an overview of all your income and expenditure over the past three years, with comparisons against national financial results, schools like you and others in your local area.
Find out more about schools’ financial benchmarking in our guide.
As we’ve been working with school staff closely this past year, we’ve learnt a lot about the impressive job everyone has been doing, as well as the enormous pressure you’ve been under. Mental wellbeing is really important to us at Arbor, and our in-house wellbeing experts have been putting together tips and advice for how you can encourage positive wellness at your school. Discover the latest blogs:
Because Arbor is cloud-based, you can manage your school with more flexibility, accessing what you need to do your job from wherever you’re working. Plus, if the DfE brings out any new guidelines, we make updates to the system as soon as we can (sometimes even on the same day!) to help you keep up to date.
Don’t forget the Arbor Team is here to support you whenever you need us.
Arbor Updates | Mental Health and Wellbeing
As schools end a hugely busy term, Arbor’s HR and Office Manager and trained Emotional Literacy Support Assistant, Danielle has put together some guidance on how to ease into the Easter break and allow yourself to enjoy some well-deserved rest. 1. Laugh Everyone has heard the phrase “laughter is the best medicine” but did you
As schools end a hugely busy term, Arbor’s HR and Office Manager and trained Emotional Literacy Support Assistant, Danielle has put together some guidance on how to ease into the Easter break and allow yourself to enjoy some well-deserved rest.
Everyone has heard the phrase “laughter is the best medicine” but did you know that over the past few years there has been growing research to back this up? There is now a proven link between reduced stress and laughter. A good laugh has been proven to:
So my first piece of advice is to make sure you find time over Easter to speak to a friend or family member who never fails to crack you up. Failing that, be sure to watch a funny film or some stand-up from your favourite comedian.
If you really want to integrate a good laugh into your wellbeing routine, why not follow in the footsteps of This Morning’s Phillip and Holly and try out laughter yoga.
Bonding with loved ones, either through touch, conversation or a shared hobby, can increase our feelings of trust, calm and safety. These help to alleviate the body’s stress responses which can improve both our mental and physical health.
Things as basic as a small gesture of kindness, a longer than usual hug or taking a walk with someone close to you can have a profound effect on how easy you find it to cope with life’s stressors.
Spending time in nature has a range of positive impacts to our overall wellbeing. Getting in touch with nature will look different for everyone and doesn’t need to be time consuming or require you to travel. If you’re a city dweller, your local park counts!
To reconnect with your natural surroundings, you could:
Check out this article from Mind for more information and ideas for how to feel the benefits of nature.
This might be one that some of us (myself included) find very difficult. But therapists and other mental health practitioners advise that the practice of saying no and setting firm boundaries are crucial parts of self care.
You may be tempted to agree to lots of “Rule of Six” walks over the Easter break which, if you’re in the mood for them, will be great! But if you’re feeling overwhelmed by the thought of lots of socialising for the first time in a few months, consider how might be better for you to spend your time to feel your best.
There’s no right way to spend a vacation – the ultimate purpose should be to leave you feeling de-stressed and ready to face the new term. Remember – this isn’t selfish. Managing our own stress levels and maintaining healthy boundaries will ultimately have a positive impact on our relationships too.
Why not extend your stress-reduction efforts to after the Easter break, as well? Throughout April people across the country are getting involved in Stress Awareness Month. The way to take part in the 30 day challenge is to pick one action you can take for your physical, mental and emotional wellbeing, and to do these every day.
It takes 30 days to turn actions into habits, so this 30-day challenge will maximise your chances of turning useful wellbeing techniques into long-lasting behavioural change.
I hope you have a wonderful and relaxing Easter break and look forward to welcoming you back to summer term.
We’d love to show your school or MAT how Arbor could help you work faster, smarter and collaborate more. Arrange a free demo here, get in touch at firstname.lastname@example.org, or call 0208 050 1028.
Arbor Community | Popular
We were honoured to welcome education advisor, writer and speaker, Mary Myatt, to give the keynote speech at this term’s ArborFest – our two-day virtual festival exploring innovative ways of working with Arbor MIS. Mary gave a brilliant talk about how schools can carve out time for satisfying work on the curriculum by focusing on
We were honoured to welcome education advisor, writer and speaker, Mary Myatt, to give the keynote speech at this term’s ArborFest – our two-day virtual festival exploring innovative ways of working with Arbor MIS.
Mary gave a brilliant talk about how schools can carve out time for satisfying work on the curriculum by focusing on fewer things in greater depth. You can read her talk below – or catch the recording here.
You don’t need me to tell you how demanding, exhilarating, exciting and exhausting it is in schools, even in normal times (and it has been that to the power of ten recently). So while there’s nothing we can do about what’s happening in the wider world, I think there are some things we do have control over.
I often hear staff in schools complaining that they’re not as far ahead as they’d like to be in certain areas such as curriculum or school improvement. But what I encourage them to recognise is that they only have so much bandwidth. Sometimes we must accept how things are and not beat ourselves up.
On flights when they give out the health and safety instructions, they say that in the case of an emergency, if we’re travelling with someone vulnerable or a young child, we must put our own masks on first. Why is that? Because we can’t look after other people unless we’re safe and sound ourselves.
Greg McKeown talks about rest as a responsibility. It’s not a luxury. It’s really important, for example, that we eat proper food on a regular basis, that we get a bit of fresh air every day and that we go to bed at a reasonable time.
Trying to do everything is a problem for us as a sector. We want the best for our children and our communities, but we simply can’t do everything.
A real mantra of Greg McKeown’s work is the need to cut back in order to set clearer prioritie that are likely to make the biggest difference. And in the context of education, priorities need to be framed around a focus on what is likely to make the greatest difference to children’s learning. As McKeown says, if we have too many priorities, we’re simply not going to do anything really well.
Pareto’s 80/20 rule is also worth remembering. In Italy in the 1890s, Pareto found that 80% of the land was owned by 20% of the population. What has emerged from this insight is that across many sectors, a relatively small amount of input has a disproportionate impact. And this broad 80/20 rule also applies to schools. If we cut out some of the processes and resources we use, for example in the curriculum, that have less impact, we’ll be able to focus on the things that make the greatest difference.
There is overwhelming evidence from all quarters, not just my own work, that it’s the quality of the curriculum that makes the greatest difference for the greatest number of children. The quality of the curriculum has certainly gone up the agenda recently since the addition of the “quality of education” judgement to the latest Ofsted framework in 2019.
There are eight main things we need to get right when thinking about quality education:
1. Realign priorities
Both my work and Ofsted’s research have found that in some schools, priorities have become distorted. In some primaries, for example, in order for children to do well in their SATs, they are given a diet of SATs in the mistaken belief that that will produce better results. But if you look at the scores for the children who didn’t do so well in the reading papers for 2019, it was because of a lack of vocabulary. So how do we develop children’s vocabulary? Through a broad and balanced curriculum, not just a list of spelling.
2. Address curriculum misconceptions
I notice some misconceptions around the curriculum, such as focusing on skills and thinking of them as “cross transferable”. Just because a child can evaluate and dissect something really well in geography doesn’t mean to say they can do the same in history if they don’t know any history. We need to think of skills and knowledge as being like conjoined twins; through rich exposure to and engagement with the curriculum, skills develop.
3. Remember children’s entitlement
It’s also important to consider the idea of entitlement. What I’ve found is that some children who need additional support get so many interventions that they actually miss out on the wider curriculum with their peers. Interventions are important but they need to be bespoke and have impact as quickly as possible, so that children can rejoin their peers.
4. Be more ambitious
For the first time, the Ofsted framework now has a discussion of ambition. We should be asking to what extent the curriculum is ambitious for all our pupils, regardless of their starting points, and what the children themselves are saying about it. Pupil voice is a strong thread in my research, and I’ve found that at the heart of it, children want more demanding work.
5. High challenge, low threat
According to Daniel Willingham, professor of psychology at the University of Virginia, “human beings are curious, but thinking is hard”. If we make things too easy, then the learning is likely not to be so secure. We should therefore not dumb things down for our children.
About 18 months ago I was working in a school in London with some students who were identified as high priority but underachieving. They said the only lesson they engaged with was geography because the teacher gave them really difficult, demanding stuff to do, such as articles from National Geographic. The teacher would say “You’re not going to understand it all, but that’s alright.”
When I looked at the results for geography in that school, these students were the highest by a margin. The teacher wasn’t giving those students work that was above their “pay grade” in order to get great results; the great results followed from the students relishing the high challenge that was accompanied by low threat.
6. Be prepared to be surprised
One of the most worrying results of our current system is the reading deficit. In 2019, over a quarter of our children did not reach the expected standard. Research a few years ago found that only about 30% of children are read to on a daily basis, and in 2018 Teacher Tapp found that only 15% of all children are read to in class every day.
Research from Sussex University found that simply reading challenging, complex novels aloud at a fast pace in each lesson repositions poorer readers as good readers, giving them a more engaged, uninterrupted reading experience over a sustained period. The teachers were actually surprised at what the students achieved.
7. Underpin learning with high quality texts
When introducing new units over time, we should underpin them with high quality texts. Why? Books contain complex ideas and sentences of greater lexical depth and complexity which enrich children’s vocabulary. Through rich resources we’re able to draw out the important vocabulary we want our children to be fluent in by the end of the unit.
For example, a high quality text to support the Year 6 science unit about the theory of evolution and inheritance could be Sabina Radeva’s “The Origin of Species”. Sabina trained as a scientist and then she retrained as an artist, which gives the book two threads: high quality information and beautiful imagery.
For more examples of high quality texts to use across the curriculum, see the recording of Mary’s talk here
8. Use meeting time to talk about books
So what should we be cutting in order to find time for these marvellous resources? Firstly, we should think about how we use staff meetings. There are plenty that could be handled in an email or just a brief summary. Instead we should turn our meeting time into opportunities to discuss the books and reading we’re going to do with children.
Harvard professor, Rosabeth Moss Kanter talks about the six keys to doing good work in any organisation. I think these are useful when thinking about curriculum work:
As a final note, let’s remember that we’re human beings first and we’re professionals second. The young people we work with are human beings first and they’re learners second.
If you enjoyed Mary’s talk, make sure you download her further reading list to learn more.
Last Thursday and Friday (18th-19th March), we were delighted to host the third ever ArborFest – a two-day virtual festival with talks, workshops and forums exploring innovative ways of working with Arbor MIS. A huge thank you to our sponsors 4Matrix, MyConcern, SchoolsICT and The Key for helping to make the event such a success.
Last Thursday and Friday (18th-19th March), we were delighted to host the third ever ArborFest – a two-day virtual festival with talks, workshops and forums exploring innovative ways of working with Arbor MIS.
A huge thank you to our sponsors 4Matrix, MyConcern, SchoolsICT and The Key for helping to make the event such a success.
The dynamic programme was a real showcase of the completely new ways in which schools have been working, especially over the past year, with topics ranging from data analysis, to assessment, to MAT expansion.
There was a real energy across the sessions, with everyone leaving with ideas for how they could work in new ways to improve how they support students, and create a better working culture for staff too.
1,300 people including SLT, Teachers, Admin Staff from 700 schools, MATs and partner organisations joined our 31 talks happening across five event stages!
For Arbor schools and MATs, it was a chance to network with fellow staff across the country, and to share tips and tricks for getting the most out of Arbor MIS.
For schools who are only just hearing about us, it was an opportunity to get a behind-the-scenes insight into what it means to be part of the Arbor community of over 1,600 schools, and how moving to Arbor could transform the way they work.
Arbor’s CEO, James, and Chief of Customer Success, Sonia, kicked off the festival with a welcome address, setting the tone with an analogy of schools in 2021 like playing table tennis with a quick-fire machine (compared to the dodgeball metaphor in his welcome talk at ArborFest in November 2020!).
As James said, “the pace of change is changing. There are still lots of balls being thrown at us but we’ve coped with more change than we thought was possible.”
James also shared some of the recent developments at Arbor, including our growth to 1,600 schools and our joining of The Key Group. Sonia demonstrated some of the ways we’ve been supporting schools to adapt to the new government guidelines and work flexibly over the past year, having moved over 600 schools over to Arbor 100% remotely, with a customer satisfaction score of 98%.
Catch up on James and Sonia’s welcome address here
Education advisor, writer and speaker, Mary Myatt, gave a brilliant keynote address on how schools can carve out time for satisfying work on the curriculum by focusing on fewer things in greater depth. And it created a lot of conversation on Twitter! If you enjoyed Mary’s talk, make sure you download her further reading list to learn more.
Guest talk from The Key
Caroline Doherty, Head of Education Strategy at The Key, was joined by Mark Talbot, Chief Executive Officer of the Diocese of Chichester Academy Trust, and Matt Crawford, CEO of Embark Federation, for a great discussion around both the opportunities, and the challenges of expanding a trust.
There were some excellent talks led by our partners MyConcern, 4Matrix and SchoolsICT on safeguarding, managing a summer without exams, and blended learning. We also had 70 school staff join us for a relaxing Mindfulness Workshop at lunch.
We had an all-star cast of Arbor schools and MATs including Watergrove Trust, Nicholas Postgate Catholic Academy Trust, Glenmoor & Winton Academies, Hyndburn Academy, Red Kite Learning Trust and Northlands Wood Primary Academy, each sharing how moving to Arbor MIS has helped them work in new and flexible ways.
We also had a special appearance by Kirsty Woolls, HR Director at Academy Transformation Trust, and Abby Brayford, Director of ATT Institute, who shared what people development (rather than CPD!) means for them. Abby Brayford said, “change is relational. To effect change and drive improvement you have to think about people’s values.”
The Arbor Team led some deep-dive sessions showcasing tips and tricks for a range of Arbor modules. They also launched some brand new features including:
Our Product team led a series of Feedback Forums which were a great opportunity to gather feedback from Arbor users to help us shape the future of our MIS. Find out more about how we use schools’ feedback to inform our Product Roadmap.
“I was inspired by the attitude of the team and the drive and dedication that came across, ethos can only work when it comes from the top and is intrinsic throughout the leadership team. This was evident throughout.” A primary school customer
“it was useful to hear some of the roadmap items, and helpful to have our say in suggested improvements for the future.” A MAT customer
“Sessions were appropriate and interesting. The online nature (and recordings) meant I could fit it around work commitments”. A secondary school customer
“Just wanted to say thank you I will have to leave early as I have another meeting, however it was very interesting and a very nice layout, user friendly etc. Something definitely worth us looking at taking on for our school in the future. Look forward to seeing the last bit on the recording.” A prospective special school
New to Arbor?
If you want to discover how Arbor MIS could help you work faster, smarter and collaborate more, get in touch to arrange a free online demo for your school or MAT. Alternatively, you can email email@example.com or call 0208 050 1028.
Already using Arbor?
If you’d like more information on any of the new features showcased at ArborFest – or if you need some support – get in touch with your Account Manager or contact firstname.lastname@example.org.
Case Studies | Popular
As part of our continual work to improve and expand Arbor MIS, we work hand-in-hand with our secondary schools to understand the features we should develop that will best support staff in their everyday roles. We spoke to Rebecca Pickles, Deputy Headteacher at Beacon Academy, about the successes they’ve experienced since moving to Arbor remotely
As part of our continual work to improve and expand Arbor MIS, we work hand-in-hand with our secondary schools to understand the features we should develop that will best support staff in their everyday roles.
We spoke to Rebecca Pickles, Deputy Headteacher at Beacon Academy, about the successes they’ve experienced since moving to Arbor remotely during the pandemic. Rebecca talks about how Arbor has supported their goals to work more efficiently as a school by giving staff the data they need so they’re not reliant on others. Rebecca says she was surprised how straightforward it was to switch systems remotely, and encourages other schools to be open to changing the ways they’ve been used to doing things in order to improve their working culture.
We were already partly cloud-based with our previous MIS, but the hosted model was fraught with issues when trying to use it quickly and efficiently. The hosted platform often failed during work and it was slow. Moving to a fully cloud-based MIS means that we can access all the functionality wherever we choose to work that has an internet connection.
Cloud-based data storage assures us that we’re not dependent on hardware in school, backups don’t have to be assured and we can work with Arbor to ensure that we’re securely meeting all legal and security requirements in law. It’s a cleaner system and much easier to manage for all users.
There were no concerns that weren’t easy to address. The only major stumbling block is for those high-level MIS users having to ‘get used to’ a new system. This was something that took some time to work through but concerns around this were easily dealt with and supported by our team at Arbor (a level of support we hadn’t experienced when migrating to our previous MIS!).
Arbor provided a wealth of information and the migration process was well planned to ensure we were all ready when our site went live. Because the MIS is so easy to navigate, it didn’t take long for people to realise what we’d missed for so long; something intuitive that just does what we want it to do!
We were encouraged to try Arbor when we joined our trust (Wellspring Academy Trust). We understood the benefits of being in a group of schools who could support us on our journey and there were lots of very experienced people that could can help us out.
That being said, Arbor for us was also a journey into working with a company whose ethos and approaches to school support aligned with our working model. From the first meeting we realised that the MIS and the development behind it was invested in improving the functionality and making school data management as efficient and user-friendly as possible. The MIS seemed intuitive, built for school use everyday and was built for power and simplicity!
Irrespective of whether the trust was part of the system already, the move was motivated primarily by making our day-to-day MIS lives more efficient, paperless and usable by all. Our previous MIS was clunky, difficult to navigate, and setting up day-to-day functions for efficient processes required many hours of work and was not easy to access by all users in the Academy. We needed a change!
The process of implementing Arbor remotely was actually a lot easier than I’d anticipated. I actually think that remote working was a better method as it allowed more people to join in, we could keep recordings for training purposes and it allowed things to happen more quickly i.e. we didn’t have to arrange meetings, rooms, people being on site together etc. I would highly recommend it as a way of going into the migration process.
There are a number of benefits that we have seen in the short time we’ve been on board:
Arbor has been particularly useful for us in the following ways:
The objective for Beacon Academy was to automate and create efficiency. It was to reduce our environmental impact (particularly around the use of paper communications) and be able to share the system with wider stakeholders to allow for transparency and support in our day-to-day business. This has been evident in its infancy as our new MIS and I’m constantly impressed with different developments and features that I believe will contribute to our overall goals.
We hope that in the long term the power of Arbor for our school will continue to amaze as it has so far. We’ve never looked back and are always surprised and pleased with new product developments and the Arbor Product Roadmap. A real MIS gift that keeps on giving!
Discover how Arbor could transform the way you work with a free online demo for your school. Get in touch here, or email email@example.com.
MAT Operations | School Operations
For over a year, schools and MATs have been dealing with continual changes to the way they work. One of the most important changes that many schools have undertaken is to move to cloud-based systems to give them more flexibility in the way they run their school. We work with school teams throughout the year
For over a year, schools and MATs have been dealing with continual changes to the way they work. One of the most important changes that many schools have undertaken is to move to cloud-based systems to give them more flexibility in the way they run their school.
We work with school teams throughout the year to move them to Arbor’s cloud-based MIS – last year over 400 schools moved to Arbor 100% remotely! We know it can seem like a daunting task, but that’s why our tried-and-tested approach helps schools manage the change in a way that’s right for them, with support from us every step of the way.
Whatever change you’re managing at your school or MAT, our in-house experts in change management have put together five simple things to bear in to make successful changes.
The first things to think about when you’re starting a project are why you need to make the change and what you want to achieve over the long term.
The reasons you need to make the change will have a lot to do with:
Once you know where you want to be, you can break down your vision into manageable steps you need to go through to get there. You’ll then be able to track the progress you make from your baseline towards your target.
Our teams at Arbor have found some great free online tools for planning, for example Miro the smart whiteboard tool.
When you start your project it’s important to work out which of your staff will be directly involved in or impacted by the change. Putting in place roles and responsibilities across your team will help you assign clear owners for every stage in your project.
Staff who have a positive attitude towards the project will make great advocates to promote it to others. It’s often worth nominating one of these people to be your official Change Manager (or a few), who will be responsible for leading the project.
Change Managers can work closely with other staff in a “change network” in order to coordinate communication, respond to feedback, provide support and report on progress.
When schools move to Arbor nominating a Change Manager (called an Arbor Champion!) is a really useful part of the process.
When you’re undergoing a big change at your school or organisation, the easiest thing to do (but most often forgotten) is to talk to each other. When you’re coordinating the priorities of different staff members, communication can be challenging, but keeping everyone motivated and on the same page is one of the most important aspects of successful change management.
However you create your communication strategy, remember these two top tips:
It’s inevitable that some colleagues will be resistant to changing the way they work. It’s a good idea to ask them to explain why they view the change as a challenge. It could be that they’re worried their job is at risk or that they lack the right skill set.
We recommend involving everyone who is going to be impacted by the change in meetings and decisions right from the start. It’s also important to make sure there are channels for staff to give feedback throughout your project. When schools switch to a new MIS, for example, we encourage them to bring staff into demo meetings with us early on to make sure they understand how the system will impact their day-to-day work, and they can voice any concerns.
Finally, when a project comes to a close, too often we think about the problems that came up along the way, rather than celebrating what went well. Marking key milestones and successes helps demonstrate the progress that your team has made together and gives due credit to everyone who has given time to the project. It also validates your reason for the change and keeps everyone on track to achieve the longer term goals of the project.
We hope our change management tips have given you some useful food for thought when you come to lead change successfully at your school or MAT.
If you’d like to find out more about how we support schools to switch to our cloud-based MIS, come along to ArborFest – our virtual conference exploring innovative ways of working with Arbor MIS. On the “Why Arbor?” Stage, you’ll hear from schools and MATs who’ve recently moved to Arbor about what motivated their switch, and the impact Arbor is having so far.
For the full programme of sessions across our five stages, head to http://bit.ly/ArborFest-2021
Data and Insight | Popular
By School Improvement Consultant, Ed Cadwallader Since I started my career as a School Data Manager nearly 20 years ago, I’ve seen a lot of EdTech come and go. In some areas there have been impressive advances – Arbor MIS, for example, has analytics features that are light years ahead of anything SIMS could
Since I started my career as a School Data Manager nearly 20 years ago, I’ve seen a lot of EdTech come and go. In some areas there have been impressive advances – Arbor MIS, for example, has analytics features that are light years ahead of anything SIMS could offer.
Luckily though, Management Information Systems (MIS) haven’t just been improving their in-built analysis tools, the best ones are also opening up secure data feeds to allow you to export your MIS data and analyse and share it exactly how you want to.
Arbor users can connect secure, customisable data feeds to visualisation tools including Excel, Google Data Studio or, my favourite, Microsoft Power BI. Power BI is enterprise grade business intelligence (BI) software that lets you combine and analyse data from multiple sources to create interactive dashboards and apps.
Of course, as a busy Data Manager or School Leader, you don’t have bags of free time to learn new software, so I’ve put together five of the top things you can do in Power BI so you can see if it’s for you.
As a Data Manager, I used to share screenshots of reports with SLT, but I would often get asked lots of basic questions, such as “who is this 20% of Year 9?” I would reply with a static student list that was accurate on that day but would soon be out of date.
You could solve this by using Excel, but this comes with a host of other problems, such as users typing over formulas, changing underlying data and sharing outdated versions.
Microsoft Power BI gives you all the benefits of Excel without the drawbacks. You can combine data from your MIS, online assessment tools and spreadsheets to produce the Key Performance Indicators (KPI) that matter most right now. For example, if you’ve got an initiative around punctuality, you could add the start date onto a graph of lates to see if it made an impact.
Link your data analysis to your interventions
The best MIS systems or analysis tools give you an overview of the big picture while also allowing you to zero-in on the key data points and see the students behind the numbers.
Power BI lets you do just this. You can arrange multiple tables, KPI index cards and charts on a single page, then “drill down” into any of them to see the list of students behind the data. Hovering over a chart will also give you useful context, helping you take the best course of action.
If you spot a problem in a particular year or class group, clicking on that data point will filter the rest of the page by that group’s data. This would allow you to see, for example, if a spike in behaviour incidents within a year group has led to an uptick in exclusions.
Tooltips give additional information and context
Unlike Arbor, many MIS systems don’t allow you to take action directly from your analysis. This means you might be carrying out your analysis and communicating your plans via different channels which can lead to people misinterpreting information and a lack of shared purpose between staff.
Power BI’s web portal gives you a shared online space where your stakeholders can analyse, plan actions and carry out on-going reviews of interventions, all in one place. You can comment on specific pages and tag colleagues to bring data points to their attention.
Alternatively, you can share a dashboard in a Microsoft Teams chat so that a group of staff who are working towards a specific school improvement goal could use live data to inform their efforts.
Make data informed decisions using Comments and Chat in Teams
Not everybody can work with a big table of unstructured data. But when you turn raw records into visuals, you might inadvertently present the problem in a biased way. For example, if your school has seen a spike in behaviour incidents, breaking the data down by either year group, subject or time of day might imply one of these factors is behind it.
Power BI’s “Decomposition Tree” is an elegant solution to this problem. This visual allows you to choose from a list of factors that might affect a measure (such as number of negative behaviour incidents). You can change the order and number of break-downs, either choosing a specific category or one that Power BI has calculated to have a large effect. If a line of investigation leads to a dead end, you can remove, rearrange and look at your data in a new way.
You can also cross-highlight; in the example below, where the user has chosen to break the data down by year, subject and Teacher, selecting “Mr M Parting” shows you that his incidents are resolved slightly faster than the overall average but that a far higher proportion of them are negative compared to the school as a whole (1:1 when the overall ratio is 1:4).
Empower leaders to explore the data themselves with the decomposition tree
The flexibility of Power BI allows you to explore data from your MIS in different contexts. For example, using the map visual, you can plot your students by their home postcode to see if their location correlates with attendance or punctuality issues. You could also create a heat map showing days of the week and AM/PM sessions to see if particular times in the week see higher or lower attendance.
This is another way you can tailor your data analysis to your top priorities, which is more important than ever during Covid-19. With so much disruption to accountability measures because of missed exams, being able to bring in other data sources into your analysis allows you to stay flexible and self-sufficient when it comes to monitoring your school’s performance.
Analyse student locations and journeys with the map visual
The most important thing to remember about Power BI is that it’s a tool not a solution. While licences are cheap at around £20 per year, the platform isn’t pre-programmed to cater to all of your data needs, you need to create your own data model and dashboards. This requires a considerable investment of time, both to learn the program and create the content.
The good news is there’s a friendly and growing community of school-based BI developers on Twitter, free tutorials on YouTube and a dedicated blog, Power BI for Schools.
Arbor gives you sophisticated out-of-the-box dashboards and easy custom reports at school and MAT level, designed to give staff at all levels a shared view of progress.
Arbor has also created a Power BI Connector and five report templates helping you to visualise Arbor data any way you want to.
To find out more, join me for a Power BI masterclass webinar during ArborFest – Arbor’s virtual conference exploring innovative ways of working 18-19th March.
Power BI Masterclass, 18th March, 2pm
Book your free spot
Arbor Updates | IT Support | Popular
Since the pandemic began, schools have had to rapidly change the way they manage their lessons, communications and admin. This has meant using technology in lots of new ways to keep lessons going, and smarter ways of using data to understand students’ changing needs. At Arbor, we’ve been developing new tools to support leaders and
Since the pandemic began, schools have had to rapidly change the way they manage their lessons, communications and admin. This has meant using technology in lots of new ways to keep lessons going, and smarter ways of using data to understand students’ changing needs.
At Arbor, we’ve been developing new tools to support leaders and Admin Staff manage the challenges of Covid-19.
Today, we’re excited to launch brand new integrations with Google Classroom™, Microsoft Office 365 and Microsoft Power BI, designed to help you save time and manage your school data in the ways you need to.
As schools have been ramping up their use of digital learning platforms for remote or blended learning, we’ve built an integration with Google Classroom™ and Microsoft Office 365. Arbor automatically syncs your student and staff information into Google Classroom™ and Microsoft Office 365 so you don’t have to enter any data manually. What’s more, once you’re set-up, data syncs every 24 hours, meaning your information is always up-to-date.
We’ll also partner you with a Google or Microsoft accredited support team who’ll give you tailored support to get your integration set-up. They’ll also be your port of call if you need any help along the way.
What does this mean for you?
Check out The Key for School Leaders for some great guidance on getting the most out of a digital learning platform.
Arbor MIS gives staff at all levels a shared view of progress, with accessible, out-of-the-box dashboards and quick custom reports. But we know that you might sometimes want an even more customised approach to reporting.
That’s why we’re excited to launch our brand new Microsoft Power BI Connector. The Connector pre-loads your key Arbor data into Power BI, allowing you to visualise it in creative new ways.
We’ve also created five ready-to-go template dashboards which will save you hours of manual set-up, and allow you to dig into key factors behind your school or MAT’s performance. Plus, they’re fully customisable, giving you the freedom to present your data how you need to.
What does it mean for you?
Already using Arbor MIS?
Get in touch with your Account Manager to get started with Google Classroom™, Microsoft Office 365 or Microsoft Power BI at firstname.lastname@example.org.
New to Arbor?
We’d love to show you how Arbor could help you work faster, smarter and collaborate more across your school or MAT. Come along to a free webinar to Arbor MIS in action, or book a free personalised demo here.
Alongside our focus on encouraging diversity and inclusion in the Arbor team, our Product Designer, Christie, wanted to shine a light on the work that our new Front-End development and User Experience (UX) team have been doing to integrate inclusivity into the design of Arbor MIS our products. Our mission is to transform the way
Alongside our focus on encouraging diversity and inclusion in the Arbor team, our Product Designer, Christie, wanted to shine a light on the work that our new Front-End development and User Experience (UX) team have been doing to integrate inclusivity into the design of Arbor MIS our products.
Our mission is to transform the way schools work for the better, with people-friendly tools, designed to make a difference. With over 1,500 schools using Arbor MIS (that’s over 200,000 users!), we want our platform to be usable, navigable and accessible for everyone.
When you think about making technology accessible, you might think about a sub-menu of your phone settings with features you can turn on or off, but it’s much more integrated into our daily lives than you might think.
If you’ve used Siri, Face-ID, captions on a YouTube video or put dark mode on any of your devices – you’ve been using technology that was originally designed for people with disabilities. This shows that a focus on accessibility not only benefits disabled users but can improve the user experience for everyone.
More people live with a disability than you might think with 18% of the UK working age population defined as disabled by the Equality Act 2010. This doesn’t take into account the effects of ageing, for our ability to use websites decreases by 0.8% every year after our 25th birthday. This means that every decade that passes makes us 8% less capable of using software.
The need for inclusive design is something that will eventually apply to all of us at one point or another.
1. Keyboard navigation
We’re committed to making all our new product features accessible by keyboard. Not all users have the ability to use a mouse, so we’re making all new pages accessible by using a combination of ‘arrow’, ‘tab’, ‘enter’, ‘space’ and ‘escape’ keys.
We’re working on rolling out keyboard accessibility across the whole of Arbor; so far, we’ve introduced this on the homepage. This works by a blue focus style that highlights what you’ve selected, showing you where you are on the page. This not only improves the experience for users who don’t have the ability to use the mouse, but it also speeds up navigation for everyone helping you quickly move up and down a drop-down menu by using the arrow keys or selecting a tag with the ‘enter’ key.
Keyboard controls in Arbor
2. Use of colour
When our Front-End and UX team consider accessibility at the design stage, we also think about colour. We now run checks on the contrast ratio of background colour to text colour before we release any new feature of Arbor.
Right now, we’re creating a new, expanded colour palette that works for users who are vision impaired or suffer from colour blindness.
Development of our new colour palette (in progress)
These innovations are some first steps in a long journey to make Arbor MIS inclusive for everyone. We’d love to hear from Arbor schools any suggestions you have to help improve the Arbor user experience.
If you’ve got a suggestion, you can join our UX User Group along with fellow school staff in various roles. You’ll help us test out our latest ideas and play an important role in helping to shape the future of Arbor MIS. If you’re interested, please register here and one of the team will invite you to our next feedback forum.
If you’d like to find out more about how Arbor MIS could help you work faster, smarter and collaborate more at your school, come along to a free webinar to see the system in action. Alternatively book a personalised demo or get in touch at email@example.com | 0208 050 1028
Interview with Sir Peter Birkett, Founder of Highgate Hill House School With more and more special schools moving to cloud-based systems to transform the ways they work, we spoke to Highgate Hill House School, an independent co-educational special school in Devon, to hear about the role that digital technology plays in their strategy. Founder and
With more and more special schools moving to cloud-based systems to transform the ways they work, we spoke to Highgate Hill House School, an independent co-educational special school in Devon, to hear about the role that digital technology plays in their strategy.
Founder and ambassador of the school, Sir Peter Birkett, shares how the school is using SENDit and Arbor MIS to record and monitor their students’ progress throughout school, and to further their school improvement initiatives. Sir Peter also has some great advice for fellow schools in how to get staff onboard with new technology.
In January 2016 I founded Highgate Hill House School in Devon – since that point the school has grown, developed significantly and is currently flourishing. This is largely due to our team working approach and commitment to providing personalized learning programmes for every child in our school. My internal role is to ensure this happens by encouraging innovation, creativity and activities that excites the children and allows them to work at a pace that best suits them.
My role as an ambassador includes raising the profile of the school through national awards, inspections, securing quality standards award (e.g., IIP) speaking at events, press releases, blogs, networking events and the usual social media activities.
Highgate Hill House is in the process of refining its ICT strategy with a company called Academia. Our strategy will focus our meeting our Vision, Mission, Values and Strategic objectives – we will adopt wherever possible technology that is proven to work including virtual reality, simulators and drones.
We see the use of IT as crucial in enhancing and accelerating learning and building on our blended learning approach that has advanced more rapidly because of the pandemic.
As we are a school for vulnerable children with special educational needs, we have remained open throughout all periods of lockdown.
A challenge for us like any other school was planning online delivery almost overnight. Not only the infrastructure, equipment, staffing and parental/carer support but also creating a system that the children would enjoy and quickly get used to.
For those attending school, we had all the social distancing and change of habit challenges to overcome health and safety issues as well associated with the use of IT equipment.
We have learned much from the pandemic and will now have certain aspects of the school curriculum delivered via online home learning.
Technology supports our school by making learning interesting. We tailor each child/young person’s learning to their individual interests and technology means that we can access resources that inspire them.
Technology used intelligently will not only excite and motivate many students it will also support, enhance and accelerate the learning process.
Technology during the pandemic has also been used for staff development and team building that also included sharing of new learning and teaching material produced.
We chose these companies because they share our passion towards educational excellence, they have the technology that will enable us to record and monitor a child’s progress throughout their time in the school. This will provide the school, the child, parents/carers, inspectors and other key stakeholders with individualised pupil information that will enable us to provide personalised learning and intervention strategies for every child in the school.
It is still early days but we are delighted with the progress seen to date – we are already seeing the points raised above being met.
Very well, we are pleased with the ongoing support from both companies.
Identify a champion, engage all staff by developing a shared plan with phased timeframes and review dates, allow staff time to experience the benefits of the learning platform or portal. Some find it straightforward while others find it daunting, however, once they feel confident their creativity and ideas begin to flow.
To meet our vision and, in partnership with both SENDit and Arbor, build on the work already undertaken. Our aim is to use the technology available intelligently so that we can create a recording, monitoring and learning approach that ensures all children are “happy, successful and able to reach their full potential”.
If you’d like to find out more about how Arbor’s cloud-based MIS could transform the way your school works, join a free webinar or arrange a personalised demo here. Alternatively, get in touch with us on firstname.lastname@example.org or 0208 050 1028.
IT Support | School Operations
At Arbor we know that every school and MAT is different, and that every school has different needs when it comes to choosing the right set of technology. That’s why we work with a growing network of apps – to make sure our schools can connect the specialist systems they rely on everyday with Arbor
At Arbor we know that every school and MAT is different, and that every school has different needs when it comes to choosing the right set of technology.
That’s why we work with a growing network of apps – to make sure our schools can connect the specialist systems they rely on everyday with Arbor MIS, helping them to manage their school data the way they need to.
We partner with specialist providers to give schools choice
We believe that when school technology companies pull together, the impact can be huge. It’s been difficult for technology providers to integrate with server-based MIS systems in the past. However, as more and more schools have been switching to a cloud-based MIS over the last few years, providers have built MIS integrations much more easily. This means schools have the freedom to continue using the tools they love, connected seamlessly to their MIS.
Connect your specialist tools to Arbor easily
At Arbor, we’ve partnered with over 100 organisations across the country who provide specialist systems and support to schools. We believe that instead of a “one stop shop” approach, where schools can only use Arbor for everything, we want to make it easy for schools to use specialist systems for things like safeguarding, timetabling and assessment if they want to, connected seamlessly to Arbor.
We collaborate with the best in EdTech
Working with specialist organisations across the country gives us the opportunity to collaborate and provide the best possible service to schools.
We want to make it easier than ever for partners of all types to give schools the largest possible choice. We’re doing that in three key ways:
1. We’ve made it easy to integrate with Arbor
As Arbor’s community of schools grows (now over 1,500!), we want to make it cheaper and easier to plug third party systems into Arbor. This means that our list of integrations is constantly growing too.
We also want to make it easy to share ideas between schools, Arbor and our partners. For example, we have an online Developer Portal, where companies who want to integrate with Arbor can sign up for free and access all our documentation (with support for free too!). We’ve also built an online Community forum where our schools and partners can easily swap tips and best practice for getting the most out of Arbor.
2. We’re building deeper integrations
We’re also working with key partners on exciting deeper integrations that give schools joined-up insight and seamless workflows. For example, schools using PUMA and PIRA tests from RS Assessment can sync marks straight into Arbor and analyse the results alongside demographic information, attendance and behaviour.
3. We’re supporting schools in new ways
With schools working in totally different ways right now and managing constant change, they’re finding the IT support they need has changed. They need access to information fast – regardless of which system it’s in. Our friendly support team at Arbor provides free support for schools, but we’ve also teamed up with support providers all over the country so schools can choose to get help with Arbor from their local team if they want to.
Our accredited Arbor Support Partners go through in-depth training to help schools get the most value out of Arbor. With skills in business intelligence (BI) and analytics, they can also work with schools and MATs to help them get even greater insight into their data.
Discover Arbor MIS for your school or MAT
To find out how Arbor’s cloud-based MIS could transform the way your school or MAT works, get in touch to book a demo or join a free webinar to see the system in action.
Looking to integrate or partner with Arbor?
We’re always looking to invest in new partnerships, so that schools can choose the systems that work best for them and benefit from the power of collaboration. If you want to find out more, get in touch at: email@example.com
Case Studies | IT Support
Interview with Paula Harris, Business Manager at Lacewood Primary School, Barnsley At Arbor, we think schools should be able to choose the support that works for them. That’s why we’ve built a network of over 50 support partners across the country. In this interview, I spoke to Paula Harris, the School Business Manager at Lacewood
At Arbor, we think schools should be able to choose the support that works for them. That’s why we’ve built a network of over 50 support partners across the country. In this interview, I spoke to Paula Harris, the School Business Manager at Lacewood Primary School in Barnsley, about how they recently moved to Arbor with the support of our accredited Support Partner AdEPT Education.
Find out what motivated Lacewood Primary’s move to the cloud, their relationship with AdEPT Education, and how they’re transforming the way they work for the better – from sharing visibility of data to all staff (not just the Business Manager), to engaging parents in more cost-effective ways.
We started looking at Arbor in April and went live in September, so we had a few things to do over the summer holidays to get it set-up but it wasn’t too much work. There are always a few teething issues with new systems but it was quite straightforward really, the staff were surprised how easy it was!
We’d been thinking about switching for a while, but it was a bit tricky to get some members of staff to change because they were so used to the old system. Some people were quite apprehensive but I was quite excited about using a more modern system. Our previous MIS was quite old and the look of it hadn’t been updated in a long time. Reporting was quite complicated and our support team had to help us generate any additional reports that we wanted. It wasn’t very user-friendly and it wasn’t easy to interact with parents either, because they didn’t have visibility of their children’s data. The final straw was when we moved to a new support provider, which meant we had to buy our MIS license directly rather than from our LA, and the cost shot up to over £10k.
I’m part of a local School Business Managers’ forum, so I asked questions there about what other MIS other people were using and there was a lot of interest in Arbor. It gave me confidence that others were already using it and recommending it, so I thought “why not?”
Arbor is much more user-friendly. When you go to a student profile, it’s a lot clearer and all the information you need is there, rather than having to scroll through. You can also pin things to the top of the child’s record so you can access it more easily.
2. Sharing the burden of census
The most recent workforce census was the easiest census I have ever done. The data quality dashboard in Arbor allows you to look at anything that’s been duplicated, so you can deal with things as and when on a day-to-day basis, rather than waiting for the census dry run. On census day it’s always down to the Business Manager to complete everything, but if you’ve got the data quality dashboard, you can involve the admin team too and give them little bits to look at and fix. Obviously that shares out the workload, but it also means the office staff understand what the census is about and why it’s so important that children’s data is correct. Everyone can take responsibility for the data rather than just the Business Manager.
3. Engaging parents
Parents can log in to the Parent Portal to see their children’s details and request that we amend them, whereas with the previous system they couldn’t do that. It’s much more interactive for them and we’re also using the free in-app messaging system so we save money on texting.
4. Bringing systems together
We also use the payments functionality in Arbor, so it’s meant we have been able to bring a lot of systems into one – we used to use a separate communication tool and a separate payments provider, but now everything’s come together in Arbor so it’s cost effective and much easier to manage. Payments are really easy to reconcile in Arbor too, much more straightforward than the system we used to use.
Teachers have said it’s easier now because the dinner register is on the same system as the attendance register, so they don’t have to open another screen. We’re looking at the assessment side of things now on Arbor too and we’re going to have a demo in the New Year.
During the implementation, you have a dedicated person at Arbor who you can contact at all times and they ring every week to check how you’re progressing. They send you lots of links to training webinars and resources too, which I used and shared with the admin team, so by the time we migrated over, we were all ready!
The support from AdEPT is really good. It’s been a learning curve for both of us as AdEPT are fairly new to providing support for Arbor’s MIS, but that’s meant we’ve had a really close relationship with them as we’ve been getting to grips with Arbor. We’ve found it really easy working with Mandy and the team.
It definitely makes a difference working with a team that’s local and that I already have a relationship with. They know what I’m like – I’m not technical! For me to be able to get on with a new system, it had to be well supported and easy for me to understand.
I’d advise them to come and have a look! Visit a school that’s already up-and-running to see how easy it is to use. One of our office staff had been at the school for 27 years and was quite apprehensive, but even she adapted really quickly and was pleasantly surprised with how easy it was. When she retired recently, we had a new Attendance Officer join the school and she was up-and-running with Arbor within a day. So my advice would be, just come and visit!
Are you considering moving your school to the cloud?
Join a free webinar to see how Arbor’s cloud-based MIS could transform the way you work. From tailored sessions for secondary, primary, special schools and MATs, find out what’s on and sign up today. Alternatively, book a 1:1 demo here.
Are you an IT support team?
If you want to find out more about partnering with us, we’d love to hear from you. Get in touch here. Find out more about how we work with specialist providers here.
On 11th June 2021, we’re celebrating #NationalSBLDay in collaboration with our partners SBS. National School Business Leaders Day celebrates the incredible impact School Business Leaders have in schools and the wider community. Check out the event. Staff in schools working in lots of new ways right now (and harder than ever before), with School Business
On 11th June 2021, we’re celebrating #NationalSBLDay in collaboration with our partners SBS. National School Business Leaders Day celebrates the incredible impact School Business Leaders have in schools and the wider community. Check out the event.
Staff in schools working in lots of new ways right now (and harder than ever before), with School Business Managers and Leaders especially feeling the strain. The upside is that we’re seeing more and more awareness of wellbeing and ways to prevent overload.
Last week we asked School Business Leaders within the SBL Connect network to share their top three tips for managing their workload on Twitter. There were some fantastic pieces of advice around reducing screen time, prioritising tasks and delegating to colleagues.
We’ve gathered some of the best tips below but you can check out all the activity on #WorkloadTopTips @ArborEdu.
1. monthly tasks as soon as possible, leaving the rest of the month for project work
2. Set specific times of the day for emails and try to ignore them the rest of the time
3. Set two tasks that will be completed each day, and make sure they (even if nothing else) get done
We thought Clare Payne’s top three tips were pretty smart and practical, so we awarded her first place in our competition and sent her some brownies to share with her colleagues!
1. Keep a to do list
2. Know when you contracts are up for renewal so you have time to look around for new ones
3. Keep talking to your HT/colleagues and let them know if it’s all becoming too much
1. Empower your teams through delegation, trust and saying thanks!
2. Use digital technologies to unlock efficiencies to YOUR time
3. Shift your mindset. Prioritise key deadlines first. Take the time to do things in a considered way
1. Automate emails as much as you can to save time and move from your inbox to a task list
2. Take a break. Coming back fresh is more productive than just slogging away
3. Prioritise and ditch non-essentials if necessary
How do you manage your workload? We’d love to hear from you – join the conversation: #WorkloadTopTips
If you’d like to discover how Arbor’s cloud-based MIS could transform the way you work and reduce your workload, why not join a free webinar. With sessions tailored to primary, secondary, special schools and MATs, find out what’s on and book your place here.
Arbor Updates | Popular
After the success of our last two MAT Conference webinar series, we’re excited to announce the next instalment of “Building a Resilient Trust”, and you’re invited! With the vaccine rollout pushing on and the date for schools to return set at 8th March, trust leaders are having to shift from leading in a reactive way,
After the success of our last two MAT Conference webinar series, we’re excited to announce the next instalment of “Building a Resilient Trust”, and you’re invited!
With the vaccine rollout pushing on and the date for schools to return set at 8th March, trust leaders are having to shift from leading in a reactive way, to being proactive and building a plan for the future. Join our webinar series this term to take practical ideas and strategies to your own trust to help support your schools and staff now and over the long term.
In our new webinar series launching Weds 10th March, you’ll hear from established trust leaders from the likes of Academy Transformation Trust, Ormiston Academies Trust and The Romero Catholic Academy Trust, discussing topics such as building a sustainable work culture, measuring success in light of a second summer without exams and how to become more financially stable as a trust. Each 45-minute webinar will help MAT leaders like yourself prepare for the future and build a strong and versatile trust.
Sign up for the MAT Conference Webinar Series here and get exclusive access to all of the webinars and the recordings.
To sign up for individual webinars, or to see what’s coming up, click on the links below.
Wednesday 10th February, 10am
In conversation with: Peter Bradburn, Director of IT and Communications, and Giles Hill, Digital Learning Lead, at Aspire Academy Trust.
With remote learning likely to continue into the coming months, join Peter Bradburn and Giles Hill as they share some of the tips, strategies and insights that Aspire Academy Trust has implemented to make remote learning as effective as possible.
Sign up for free here
Wednesday 24th February, 10am
In conversation with: Anna Hennell James, CEO of Orwell MAT.
Rolling out a new MIS (Management Information System) across your trust can feel like a daunting task – and doing it remotely can make it seem even harder. Anna Hennell James, CEO of Orwell MAT, is here to share why it’s not as challenging as it may seem, especially when you factor in the benefits your new MIS can bring.
Whether you’re thinking of centralising your systems soon, or you’re only just starting to research what’s out there, this webinar is a great opportunity to hear from a trust who have made the switch recently.
Wednesday 3rd March, 10am
In conversation with: Patrick Taggart, Director of Operations at Romero Catholic Academy Trust, and Mark Tadman, CEO of Schools Business Services (SBS).
With tougher financial checks coming into place and the fallout from covid being readily felt, how can trusts emerge from this period more financially stable?
Hear from Patrick Taggart, Director of Operations at Romero Catholic Academy Trust, on how they’re budgeting to emerge from COVID and how he’s balancing reactive responses to short-term pressures with longer-term planning. Mark Tadman will share advice on how best to plan budgets and share resources across your trust to save you time and money.
Wednesday 17th March, 11am
In conversation with: Nick Hudson, CEO of Ormiston Academies Trust.
With almost 12 months of blended or fully remote learning, a second summer without exams and a broadening disadvantage gap, what does the future look like for assessment?
Nick Hudson, CEO of Ormiston, a 40-school MAT, will be discussing how he intends to broaden the concept of assessments at Ormiston and beyond. With funding from the National Lottery, assessment at Ormiston will soon include the tracking of soft skills and qualities students gain through school experiences, such as leadership from being a prefect, teamwork from sports, and cooperation from community volunteering.
Friday 19th March, 11am (Part of ArborFest – See what else is on at ArborFest here)
In conversation with Kirsty Woolls, HR Director at Academy Transformation Trust (ATT), and Abby Brayford, Director of ATT Institute.
Creating a culture of professional development and learning within schools and trusts is hugely important, especially for retaining and attracting the best talent. Join this special webinar with Kirsty Woolls, HR Director at Academy Transformation Trust (ATT), and Abby Brayford, Director of ATT Institute, where they discuss how their People Development Programme has created a sustainable work culture at ATT.
Want to see some of the topics covered and the lessons learnt from our last MAT Conference Series? We’ve put together an ebook of the last MAT Conference Series, which includes six interviews with MAT leaders and industry experts sharing best practice for staying agile and adapting to change. Get your copy here!
“Building a Resilient Trust” is brought to you by Arbor Education. Used by over 1,500 schools and 130 MATs, we’re the UK’s fastest growing cloud-based Management Information System (MIS) today. Our mission is to transform the way schools work for the better, and we host this webinar series termly to explore different aspects of building a better working life with trust leaders.
If you’d like to hear about how Arbor’s cloud-based MIS could help you and your schools work better today and be ready for tomorrow, join us for an MIS demo webinar.
Schools have had to be particularly resourceful with budgets this year. With that in mind, it’s especially important to have visibility over how this year’s spend compares to previous years, and to other schools, so you can plan an effective budget going forwards. To help save you time when planning your annual budget and present
Schools have had to be particularly resourceful with budgets this year. With that in mind, it’s especially important to have visibility over how this year’s spend compares to previous years, and to other schools, so you can plan an effective budget going forwards.
To help save you time when planning your annual budget and present clear analysis to your governors and key stakeholders, we’ve created a personalised School’s Financial Benchmarking (SFB) Report for every school in the country. Just log into your free Insight portal to get yours now.
Using your latest 2019/20 financial data (just released this week by the DfE!) your report gives you a ready-made analysis of your income and expenditure patterns over the last three years in a clear, easy-to-read PDF report, helping you see the impact of Covid-19 straight away. It also shows you how your finances compare against schools like you nationally, locally and within your Local Authority.
Your report is waiting for you in your Arbor Insight portal – get your hands on it now!
Analyse per-student spend
Arbor’s SFB report is a useful resource for school budgeters, as you’ll be able to see all your expenditure and income across key areas shown as a percentage of total spend so you can visualise all of your finances better. We also break down every value as an amount that has been spent or received per student in your school.
Benchmark your school
Benchmark your school against others in the country that have a similar demographic cohort of students to you, weighted by percentage of prior attainment, FSM and EAL students. If you have a high proportion of disadvantaged students, or perhaps students with low prior attainment, it’s important to see whether similar schools have comparable spending patterns – or if being benchmarked against these schools highlights some areas of funding or spending that might be good to look into.
Use past trends to plan forward
Your report will show you how your finances have shaped up over the last three years with colour-coded line graphs that include trend figures. We also show the last three years of finances for each resource compared with that of the national average for schools and schools like you. Our three-year rolling average for each expenditure and income resource can help you predict and plan your future three-year expenditure planning.
Due to the disruption to learning and assessment as a result of the pandemic, you won’t have all the usual attainment data at your fingertips. To support you, we’ve made our popular Arbor Insight ASP reports free this year to help you get a clearer picture of your past performance.
This bundle of five reports (worth £330)* includes:
We hope using your SFB report in combination with your ASP reports will help you set targets and direct your resources in the best way to start next financial year in a strong position.
Download your performance reports for free from your Arbor Insight account now!
Don’t forget to sign up (for free) to Arbor Insight where you’ll be able to download all your reports.
Sign up here in seconds: https://login.arbor.sc/auth/register then log in here in future: https://login.arbor.sc/auth/login
If you have any questions or would like any help with your report, you can reach the Arbor Insight team at firstname.lastname@example.org or by calling us on 0207 043 1830.
If you’re looking to keep your cost low and give next year’s budget a little wiggle room, find out how Arbor’s cloud-based MIS could transform the way you work, helping you focus on what matters most – your students.
Find out more with a personalised demo or join a free webinar.
In our popular “Building a Resilient Trust” webinar series last term, we invited MAT leaders and experts working with schools and trusts to share how they were adapting to the challenges of Covid-19, whilst developing sustainable strategies for the future. We’ve collated six of the best interviews into a special ebook which we hope will
In our popular “Building a Resilient Trust” webinar series last term, we invited MAT leaders and experts working with schools and trusts to share how they were adapting to the challenges of Covid-19, whilst developing sustainable strategies for the future.
We’ve collated six of the best interviews into a special ebook which we hope will help you reflect on your own trust, and leadership strategies you could put in place to guide your schools through the next stage of the pandemic and beyond.
Download your copy of our new ebook for MAT leaders here
You’ll hear practical insights from fellow CEOs, MAT leaders and industry experts on topics such as turning around schools during times of turbulence, and how centralisation of finance and budgeting can ensure a sustainable way of working beyond Covid. You’ll see how to procure technology quickly and compliantly, and techniques you can use to plan better during uncertainty. In our final articles, you might find yourself reflecting on your approach to leading through a crisis and how to keep your staff engaged, motivated and connected.
1. Turning Round Schools in a Time of Turbulence By Nick Cross, CEO at Kings Group Academies
2. How to Build a Centralised Approach to Financial Management that will Outlast Covid-19 By Jason Brown, CFO at Bath and Wells Multi Academy Trust and Will Jordan, Co-Founder of IMP Software
3. Is Blended Learning the Future of Education? By Giles Hill, Digital Learning Lead at Aspire Academy Trust
4. Lessons Learnt From Procuring Systems During Covid-19 By Jim Farquhar, COO at Nicholas Postgate Catholic Academy Trust
5. Leading Through a Crisis: How to Keep your Staff Engaged, Motivated and Connected By Andy Buck, CEO of Leadership Matters
6. How to Reflect on Rapid Change and Plan for the Future By Rachel Coldicutt, Expert in technology and social impact
This month we’re launching the next instalment of our popular webinar series for MAT
Leaders. Each session, our CEO James will talk to MAT CEOs, COOs, CFOs and industry experts about their strategies for running a trust successfully during Covid-19 and beyond.
The series explores different facets of “resilience”, including culture, change management, school improvement, and finance, with talks by:
See what’s on and book your free spot today
In just two weeks’ time, we’re hosting the second ever virtual ArborFest – a two-day festival dedicated to discovering new ways of working with Arbor MIS. ArborFest is your chance to meet (online!) the growing community of over 1,500 schools and 130 MATs using Arbor MIS to transform the way they work. Following our popular
In just two weeks’ time, we’re hosting the second ever virtual ArborFest – a two-day festival dedicated to discovering new ways of working with Arbor MIS.
ArborFest is your chance to meet (online!) the growing community of over 1,500 schools and 130 MATs using Arbor MIS to transform the way they work.
Following our popular festival in November 2020, where we were joined by over 700 staff from 400 schools, we’d love to invite you to the next instalment of our popular community event for school leaders, teachers and support staff.
The theme this Spring is all about exploring innovative ways of working at school. We’ve designed a programme of talks, workshops and feedback forums to show you how using Arbor can change the way your school works for the better – whether you’re already a customer, thinking about switching, or a partner of ours. There’s sure to be a session in the programme for everyone – from your SLT to your Support Team. And the best thing is it’s completely free!
Already use our MIS? With sessions designed to help make sure you’re getting the most from Arbor, you’ll have opportunities to learn new tips and tricks, share best practice with other schools, and attend masterclasses on areas like data analysis and PowerBI.
New to Arbor? ArborFest is your unique chance to get a behind-the-scenes look at how Arbor works from schools and MATs who have recently made the switch. With a range of talks and workshops to choose from, it’s the perfect way to get an informal feel for whether Arbor is the right fit for you.
Plus, there’s a keynote speaker, a mindfulness workshop, and opportunities to network with fellow schools.
Click here to see the full programme and book your tickets
ArborFest will run across five virtual “stages”, each hosting multiple talks across the two days. Click the link above to see the full programme and book into the sessions you’d like to join:
We’re excited to announce a very special keynote speaker for ArborFest – Mary Myatt. Mary is an education adviser, writer and speaker who will be sharing insights and advice from her latest book, “Back on track: Fewer things, greater depth.” Mary will dig into why there might be redundant processes in schools, and uses Greg McKeown’s ‘disciplined pursuit of less’ to help school leaders and teachers create time and space to do deep, satisfying work on the curriculum.
Sign up for the keynote speech here – everyone is welcome!
Watch our video showcasing our in-person ArborFest back in February 2020. Take a look and see what ArborFest means to us:
We look forward to seeing you online soon – don’t forget to tell your colleagues!
P.S. If you’re having trouble getting onto the webinar site to book your tickets, make sure you’re using an updated version of Chrome or Firefox and delete any cache or cookies, which may be blocking you.
We’ve got lots of free webinars in the run-up to ArborFest designed to show you how Arbor MIS works. Find out what’s on here and book your spot.
Alternatively, get in touch here to arrange a personalised demo.
Former Secondary School Headteacher and Arbor’s Senior Partnership Manager, Andrew, speaks to Steve Gibson, Deputy Headteacher at Berwick Academy In my first article on the subject of curriculum led financial planning (CLFP), I asked: Is your Curriculum planning improving outcomes for your students? In this article, I discussed with a secondary Senior Leader how schools
In my first article on the subject of curriculum led financial planning (CLFP), I asked: Is your Curriculum planning improving outcomes for your students? In this article, I discussed with a secondary Senior Leader how schools are addressing CLFP mid-pandemic, including how to juggle the challenges of budgeting whilst addressing gaps in curriculum and learning, and planning for the future.
Steve Gibson is Deputy Headteacher at Berwick Academy, a small community high school and sixth form in Northumberland that aims to improve skills, knowledge, understanding and values through friendship, learning and respect. Balancing the budget in a small, rural school is not a science but an art form, as Steve discusses the challenges he faces with outdated building stock, rural isolation and difficulties around recruiting and retaining quality staff.
You can read our conversation below.
Steve: Obviously, the main focus is on ‘the now’ but as we have funding challenges anyway, our eye constantly has to be on the budget. We have had the support of external resource advisors but sometimes they lack school operational experience and don’t appreciate the complexities of providing a balanced curriculum when numbers on roll are below average, or that by reducing staffing to any great extent we wouldn’t be able to function. We have implemented many suggestions, but some of their suggestions would be detrimental to our curriculum and the way we operate.
We have an old school building which has been well looked-after, but it’s fair to say that some parts of our site are in a poor condition and the costs associated with operating our ten buildings are high. This is a costly site and needs a lot of upkeep. As part of our Covid response and financial prudence, we have reduced movement between buildings to maintain heat and minimise student contact but the buildings are not large but do house specialist facilities. We are not able to consider any major capital projects at the moment.
S: Suddenly we find we need more people on duty and more people at the gate without any additional funding, and while this is built into our contact time allocations, changes like this rely on a lot of goodwill. We have already had to change the structure of the school day to make the site Covid safe and currently operate a three lesson day.
With the reduced movement of students, we found this approach had a positive effect on behaviour and when all students return, the reduced timetable may remain in some form. We like it because it maximises learning time as students settle more quickly. In effect, we exploded our one week timetable over two weeks so you get a good chunk of curriculum time. The curriculum is therefore protected but some subjects may only see classes once per fortnight.
Attendance follow up will be a priority when students return and we are buying a day of Education Welfare Officer time to help us get students back and engaging with learning. We’ve also maintained our EWO contract throughout lockdown last year and again this year in order to help us to reach out to some of the more difficult to engage families.
Mental health and wellbeing have emerged as strong priorities and our Pastoral Team have really stepped up in this respect to ensure that there is a wellbeing helpline, regular catch-up calls and home visits when appropriate, and support for families where we, or they, identify a need.
S: It hasn’t been easy as the information is held in a number of different places. What we do know is that staffing costs are high and recruitment is difficult, and therefore staff are expensive. We have built a planning model that shows how much each subject costs and can even demonstrate what each lesson costs.
We have found that some of our activities are cost-negative. Things like our “On Call” rotas are mostly made up of the Senior Leadership team and that’s predictably an expensive use of their time. We have used some classroom management software to analyse how often Senior Leadership have been called to assist in classroom difficulties as the basis for some calculations, and as a way of identifying trends and training requirements.
S: We have had to reduce the range of options subjects for Year 10 whilst trying to keep a broad curriculum. We have had to limit the options for students by grouping similar subjects such as graphics and design technology into a single subject offer. We only have one MFL teacher so all students study French and this is our only language GCSE in order to meet students’ language acquisition aspirations and the requirements of the EBacc.
We offer a broadly traditional curriculum, but are evaluating it annually with the needs of each cohort in mind. We have also reduced the offer in the sixth form to those subjects we know we can deliver well as we understand that it is reliant on main school funding to exist.
S: Yes we have. We have considered shutting our sixth form but the nearest alternative is 30 miles away or a difficult journey to attend college in a big city and we feel our community deserves local provision. There are many difficult decisions to make around curriculum and financial planning, but our first priority is always what is right for our students and our community, and then we work hard to make that happen within our financial means.
S: We have a clear vision for where we need to improve, and we have not allowed the lockdowns to change that course. We have built on CPD for staff, and our teaching and learning strategy has become embedded through our virtual learning to reflect our in-classroom learning.
We are seeing the benefits of increased learning time. Not all subjects are big fans of the longer lessons but we may consider changing our timetable to a 4 period day to maximise the positive effects of fewer lesson transitions and the opportunity to go deeper with students during those longer lessons.
The forced move to virtual learning to support students at home has not happened in the way we expected, but has followed our intention to move as much home learning as possible to our virtual platforms. A positive outcome of the current situation is that our students and parents are now used to accessing and learning from these platforms. Our staff have also had the opportunity to learn new skills in working remotely, and our ability to offer lessons of quality at home has been developed at breakneck speed.
S: We have, the main one is considering our status as a high school. Our students join us in Year 9 and school funding modelling nationally favours the secondary school model starting at Year 7. The modelling of two additional year groups enables us to demonstrate a balanced budget, and if we continue to believe in the current system, we therefore have to acknowledge that funding should be different for those schools who don’t fit the standard primary-secondary mould. Either changing the model of the school, or changing the funding mechanism for those of us operating in a three-tier system, would make us more financially sustainable.
S: It is just about, because we’ve carefully looked at our Teacher contact ratio and costs per lesson. We know we can’t shave any more of these costs. The challenge for us is to look at efficiencies in our operating costs so we can prioritise the curriculum. For example, when we look at our technology costs we know that on top of our MIS costs we have safeguarding software, a classroom management tool, a parent communication tool and a homework tool. All of these add up and all of them are relied upon by someone to do one specific job. Our homework tool for example has become our main vehicle for managing our online learning. We don’t underestimate the value some of them bring.
We look for efficiencies all the time, and we are good at repairing before replacing! We look after our buildings to make sure they provide the best environment that they can, and when money needs to be spent on them we make our choices with one eye on today and the other looking to the future. It’s the same with our curriculum. We want to offer the widest and most appropriate curriculum we can for our students, but to do that we need to maintain a clear understanding of the cost of any decision we make, and balance that with a clear understanding of the needs and aspirations of our students and our community.
For more information on a tool and advice on your CLFP, go to: https://www.sec-ed.co.uk/resources-products/how-schools-can-best-implement-curriculum-led-financial-planning/
Rolling out a new MIS (Management Information System) at your secondary school can feel like a daunting task. That’s why we work hand-in-hand with schools to implement Arbor at the right time and pace. There really is no best time to move – we work with schools throughout the school year and during holidays to
Rolling out a new MIS (Management Information System) at your secondary school can feel like a daunting task. That’s why we work hand-in-hand with schools to implement Arbor at the right time and pace.
There really is no best time to move – we work with schools throughout the school year and during holidays to fit your move to Arbor around your priorities, school calendar and staff commitments. During Covid-19 we’ve moved over 400 schools to Arbor.
You’ll have the support of your Arbor Project Manager who will ensure your staff have the right training they need to use Arbor confidently as soon as the system goes live. Find out more about how we help make Arbor a success at your school here.
If you’re wondering when would be a good time to move systems during the academic year, our Head of Professional Services, Emma, has some handy pointers below to help you decide:
If you want your Arbor site to go live in September, your implementation will begin after the Easter break.
What to bear in mind in your school calendar:
How Arbor can help:
If you want your Arbor site to go live in October Half-Term, your implementation will begin after May Half-Term.
What to bear in mind in your school calendar:
If you want your Arbor site to go live in January, your implementation will begin in September.
If you want your Arbor site to go live in February Half-Term, your implementation will begin after October Half-Term.
If you want your Arbor site to go live in Easter, your implementation will begin after Christmas.
If you want your Arbor site to go live in May Half-Term, your implementation will begin after February Half-Term.
Want to find out what your implementation journey to Arbor MIS could look like? Join our free webinar on 2nd February at 11am to hear from Rebecca all about the structure and process of moving your secondary school to Arbor’s cloud-based MIS – from data migration, training, to driving long-term improvements to the way you work. Sign up here for free.
Case Studies | MAT Operations
In November 2020, we caught up with Jim Farquhar, COO at Nicholas Postgate Catholic Academy Trust, about his strategy for systems procurement across a Multi-Academy Trust. Nicholas Postgate Catholic Academy Trust is made up of 27 schools across Teesside and North Yorkshire. Formed in 2018 from four smaller MATs and several LA maintained schools, it
In November 2020, we caught up with Jim Farquhar, COO at Nicholas Postgate Catholic Academy Trust, about his strategy for systems procurement across a Multi-Academy Trust.
Nicholas Postgate Catholic Academy Trust is made up of 27 schools across Teesside and North Yorkshire. Formed in 2018 from four smaller MATs and several LA maintained schools, it now serves approximately 1,300 staff and 9,000 students.
Find out below how Jim led the project to procure a new MIS (Management Information System) for all schools in the trust, driven by the need for a system which could stand up to the challenges of Covid-19. Jim has some great advice for fellow MAT leaders who are considering procuring systems at scale.
Over the last two years our strategy has been moving towards more centralisation for the functions that are best suited to it. We’re quite far along, with central teams for finance, HR, governance, IT, attendance and standards. We are also now looking at our estates functions as a next step.
Our IT strategy going forwards is to consolidate systems, with the goal of only 4 or 5 key systems across the trust. This will allow us to make maintenance and quality assurance of data much more efficient and consistent.
All schools and MATs come from different starting points but in my experience there is often a lot of historic spend that goes unchallenged every year. Central Teams need to question what they’re getting for their money. With LA maintained schools especially, you can often see big contracts continuing on that were originally set up by LA.
We have found it has been worth hiring a procurement manager in house with experience in the public and private sectors, who will be good at spotting these types of legacy contracts and putting new arrangements in place.
Our schools were previously using a mixture of systems, including SIMS, ScholarPack and Bromcom. Because of this, we’d built a reporting process where we were taking data out of schools’ systems and were collating and analysing it using Power BI. This took a great deal of time and resource for the IT team and was not a sustainable solution for moving forward as a trust. As a result, our Head of IT and Head of Data Quality put in a strong case for moving to a cloud-based, multi-phase MIS and their rationale made sense from a number of perspectives.
As Covid-19 hit, we realised our systems couldn’t stand up to the added challenges such as tracking and supporting staff and students in isolation and in a timely manner. There was a real information vacuum which became a serious issue.
Although the first few weeks were taken up with ‘firefighting’, after about a month once we had procedures up and running, we sat down as a leadership team and weighed up the opportunity that a new MIS would bring. We were conscious that we’d already introduced several new systems since forming as a trust, so we didn’t want to put additional burden on staff.
But we decided to take the plunge and move to Arbor MIS and were surprised that we were able to procure within one month. Only 6 months later, Arbor is completely implemented and we’re receiving great feedback from staff. The best thing is we now have access to the information we need to make much better decisions as a trust. It also puts us in a much better position to tackle second and potential third waves of the crisis.
It’s been a lot easier than I was expecting at the start. The process flowed, we’ve had great support from Arbor, and the system has just worked. There are always challenges with an implementation process but with Arbor they have been totally surmountable. We’ve also had the advantage of a strong project team we put in place – with a combination of teaching and learning, and technical expertise – which has meant we’ve had the right people driving momentum forward and making sure the system works for everyone.
We used the DfE’s G-Cloud framework to procure which made it really straightforward as it mapped out the process into stages and milestones, with guidance to follow along the way. It meant that we had documentation at every stage to back up our decision making and it took care of all the heavy lifting for us.
The first thing we did was set out our written strategic intent which detailed what we wanted the system to do. We then looked at the suppliers on G-Cloud to see which would meet our requirements well. This helped us narrow down the choice to two options. We then had demos with each supplier and set up an awarding panel consisting of our project team as well as our leadership team to make the evaluation.
It was a ‘soft sell’ at first. We floated the idea of moving MIS without the mention of timescales at first so as not to cause anxiety for staff. We brought them into the process along the way; Headteachers and Business Support Staff joined demos with the two suppliers and also had a play around with the system. We also arranged lots of Q&A sessions for staff to ask any questions and raise any concerns they had about changing systems, which helped dispel any fears.
We had great buy-in from the schools; we offered them a gradual transition plan which would go through to Easter 2021 but all volunteered to come on board straight away. The quality of the Arbor product and the support team helped in reassuring staff and demystifying what could be perceived as a chunky process. Staff were excited that this was a positive step to take the trust forward.
We had the advantage that in the first year as a trust we had put all schools on the same internet and communications platform, which meant that we could engage with school staff directly and much more easily.
Yes, we received 6 or 7 freedom of information requests which got quite vexing. However, we were able to deal with them quickly and in a straightforward fashion because we had all the documentation, audit trail, timelines, etc. thanks to G-Cloud to evidence our decision. This really highlighted the strength of using a procurement framework as it narrows the potential for challenge in the first place, plus if you’ve followed the steps correctly means you don’t need to panic if you do get challenged.
For more advice on procuring systems for your school or trust, check out our blog:
4 top tips for procuring a cloud-based MIS for your school or MAT
At this time of year, we’d normally be getting ready to meet schools and MATs at BETT (over lunch and a glass of wine!). Sadly that can’t happen this year due to Covid-19, so we’ve decided to make a new plan instead. You and your whole team deserve a break after what’s been a challenging
At this time of year, we’d normally be getting ready to meet schools and MATs at BETT (over lunch and a glass of wine!). Sadly that can’t happen this year due to Covid-19, so we’ve decided to make a new plan instead.
You and your whole team deserve a break after what’s been a challenging 12 months. So, we’ve decided to host a series of virtual afternoon tea sessions before Half-Term – with brownies and tea on us!
We’re running these sessions as an informal way for primary, secondary and MAT leaders to find out about Arbor MIS, and explain how we’ve helped over 1,400 schools pivot to remote working and blended learning this year.
Because Arbor is cloud-based, our schools can access it from anywhere – which means they have a way to track staff sickness, plan teacher rotas, set work for students and send mass comms out from wherever they need to work.
Your afternoon tea session is a chance to see the system in action, and talk through how Arbor can help you achieve your longer term strategic goals. We’ll also discuss how simple switching MIS really is, and share some stories from the 412 schools who moved to Arbor remotely in 2020.
Book your 30-minute afternoon tea with us (from 27th Jan-5th Feb) using the link below. Share your address, and we’ll send you tea and brownies in the post to enjoy during our chat (hosted on Zoom). It’s that simple!
Click here to sign up for your tea and brownies with Arbor
Hope to see you for a cup of tea later this month!
Got a question? Get in touch on 0208 050 1028 or email us on email@example.com
In busy secondary schools with so much information in different places, it’s often difficult for staff to find what they need. With the added demands of Covid-19 and staff and students working remotely, now is the time to switch to a cloud-based system that you can rely on to support your daily tasks. Arbor’s Secondary
In busy secondary schools with so much information in different places, it’s often difficult for staff to find what they need. With the added demands of Covid-19 and staff and students working remotely, now is the time to switch to a cloud-based system that you can rely on to support your daily tasks.
Arbor’s Secondary School MIS is designed to make a measurable improvement to the way you work by bringing all your systems, data and communications under one roof. This gives everyone at your school a single source of information so you can support the students and staff who need it the most.
Over 209 secondary schools have chosen Arbor MIS for a better working life, joining the UK’s fastest-growing MIS community of over 1,800 schools and MATs.
Moving your school to a new system might seem daunting, but over 600 schools moved to Arbor remotely during Covid-19. Below are three of the top reasons you should consider a switch this term:
Schools are working in totally new ways right now and older school software simply can’t keep up. Because Arbor MIS is cloud-based, you can stay connected to your school community and maintain all your administrative tasks wherever you need to work – with fast, secure online access.
During Covid-19, we’ve also developed market-leading tools to help free staff up to focus on supporting students and staff:
“I just wanted to say how impressed I have been with Arbor during the COVID crisis. What you guys have implemented has made my job so much easier.” Josh Pearce, Marches School
Arbor is designed to meet the needs of secondary schools of all shapes and sizes. With so much going on, Arbor helps you create a more joined-up school, with a shared view of progress and purpose for all staff.
With accessible, flexible reporting at every level, Arbor gives you a holistic view of your students’ progress across all areas of school – completely out-of-the-box – so you can direct the right support to the right students. Plus, Arbor’s powerful integrations with data analysis platforms including Power BI, SISRA and 4Matrix mean you can dig into your data exactly how you need to.
Arbor’s fast, intuitive tools, like timetabling, communications and end-to-end exams management, cut down on repetitive manual work and help make life easier for everyone, from Support Staff, to SLT, to Teachers.
92% of school staff say they save time with Arbor compared to their previous MIS, and 81% say Arbor has improved how they analyse and understand data.
When you join Arbor we’ll take the time to truly understand your school and your goals – then help you meet them, year after year. Our friendly, expert team of consultants and former educators will work with you to provide the training and services you need to drive impact with Arbor at your secondary school.
Being part of Arbor, you’ll share best practice with a growing community of like-minded schools learning from each other and sharing best practice. What’s more, we’re always keen to hear your feedback on Arbor and work hand-in-hand with schools to shape the new features we develop.
We’re proud of our 97% customer satisfaction rate for support and 99% customer retention rate.
Want to discover more about Arbor MIS and see the system in action? Join one of our free webinars this term to find out how Arbor could help you work faster, smarter and collaborate more at your organisation. See all the sessions that are coming up here.
Alternatively, get in touch with us directly – we’d love to hear from you! firstname.lastname@example.org | 0208 050 1028
With schools working in totally new ways right now (juggling in-person education with remote learning, remote parent engagement, and remote working, all whilst keeping up with rapidly changing DfE advice), many staff members have reported an increase in workload this year. In fact, TES reported that 84% of teachers felt stressed in Autumn Term, whilst
With schools working in totally new ways right now (juggling in-person education with remote learning, remote parent engagement, and remote working, all whilst keeping up with rapidly changing DfE advice), many staff members have reported an increase in workload this year. In fact, TES reported that 84% of teachers felt stressed in Autumn Term, whilst The Key found 48% of Business Managers reported an increased workload.
Often this increase is down to the fact that, whilst schools are working in totally new ways, the tools they’re using haven’t changed. Older, server-based software wasn’t designed for remote, flexible, and highly changeable ways of working – not least because they require the user to work at a fixed station within school.
But there is a better way to work – and it starts with finding a system that can support your staff now and in the future.
We designed our cloud-based MIS to make a measurable difference to the way schools work, and we’re proud to say that 92% of our customers say we’ve changed the way they work for the better. We’re here to help with all the extra Covid-specific admin and workload challenges you’re facing now (see how here), and we can help you build sustainable ways of working as we all start to plan for recovery.
In this blog we share 5 ways our schools use Arbor to reduce workload for their staff every day, with a focus on how we can help you in the longer term:
When you’re making decisions on how to support your students, you need the right evidence to support you in turn. Because Arbor gives you access to student progress data alongside behaviour, attendance and contextual information in one place, you’ll have the full picture you need to identify the students requiring support at your fingertips.
Plus, where some systems just show you data, Arbor goes one step further and helps you ask those “why” questions. With people-friendly dashboards that are easy to filter and drill into, and personalised reports you can make in a few clicks, you’ll be able to easily get to the bottom of patterns and problems influencing performance in your school.
Arbor is the only MIS to integrate DfE performance and finance data with your live, in-year data, so you can understand how your school’s or MAT’s performance compares with others across the country. Not only will you have over five years of attendance, behaviour, attainment and student characteristics data built-in, you’ll also get intelligent call-outs and analysis, helping you see what’s important without spending hours analysing raw data manually.
Get started today with free benchmarking for your school or trust with Arbor Insight.
We build Arbor hand-in-hand with schools, which means everything we do is focused on tackling the real problems leaders, teachers and support staff face day-to-day. In fact – you can check out what we’re working on next here. With intuitive design that just works, Arbor automates your key admin tasks like data collection, reporting and communications, giving you hours back a week to spend where you like.
Many schools have the goal of improving how they communicate with their community of parents and families. With Covid-19 making it more important than ever to keep parents in the loop, you need a reliable system in place that makes communication seamless.
Arbor MIS gives you lots of communications options so you can choose the right way to send the right messages, at the right time. Send multiple, personalised SMS, email or letters at once or share reports directly to parents’ phones via the Arbor App. What’s more, with all your student information at your fingertips, you’ll be able to target your communications to the most hard-to-reach students, and keep easy records with a built-in log.
What do Arbor schools and MATs say? Thanks to Arbor, 73% of staff at The Parks Academies Trust say communication has improved throughout Covid-19, with the Pool Academy managing to keep contact with 100% of students every day during the first lockdown.
Whether it’s schools who have lots of different systems and processes, or MATs whose schools are working in disconnected ways, a big focus for many trust leaders is finding the right balance between standardisation and autonomy. Arbor helps you set common expectations and procedures around behaviour, attendance and assessment, so that everyone is on the same page. This makes reporting and decision making much quicker and easier, plus it helps you embed an ethos and values for your organisation.
Want to discover more about Arbor MIS and see the system in action? Join one of our free webinars this term to find out how Arbor could help you work faster, smarter and collaborate more at your organisation. See all the sessions that are coming up here and if you can’t make a live webinar, watch any session on-demand!
Mental Health and Wellbeing | Popular
As schools and trusts navigate this time of tough challenges and constant change, we want to offer some helpful advice for adapting to new ways of working. Danielle Arkwright, our HR and Office Manager, has put together some guidance on how to manage any stress you may be experiencing due to all this change. Danielle
As schools and trusts navigate this time of tough challenges and constant change, we want to offer some helpful advice for adapting to new ways of working. Danielle Arkwright, our HR and Office Manager, has put together some guidance on how to manage any stress you may be experiencing due to all this change. Danielle is trained in creative therapies, stress and trauma, and is in her final year studying for an MA in Drama Therapy at University of Roehampton, so we’re really excited to share her tips with you.
Up and down the country, we’ve all been working in new ways over the last year. You might have spent time working remotely or had to quickly adapt and take on more work at a moment’s notice. Whatever your situation, you’ve probably been going at full tilt, and are in need of a break.
As you start thinking about the holiday season – though it’s not a normal one by any means – we wanted to share ways of understanding and managing some of the difficult emotions you might be experiencing.
This period of change might have left you feeling irritable, anxious or down. You may be feeling less confident than usual and having more consistent worries about body image. You might be drinking and eating more, finding it difficult to make decisions and having trouble sleeping. Maybe you’re noticing unpleasant things going on with your body, like skin irritation, muscle ache and headaches. All of the above are symptoms of stress. I’m going to cover how to recognise and manage these symptoms.
Firstly, it’s important to say that feeling these things is a perfectly normal response to such an abnormal situation. There will be millions of people across the world experiencing similar feelings. Even if you haven’t been personally affected by Coronavirus, you may be worried about you or your loved ones getting infected, or about getting the supplies you need. You may be concerned about money or job security.
Uncertainty is one of the most difficult things to face. Not knowing when things will get back to “normal” makes us feel powerless and unsafe. You might be feeling hyper-vigilant; constantly checking the news to feel more in control. The good news? You’re not alone and there are strategies you can use to cope.
Being aware of what is happening to our bodies when we feel in a panicked state can help us to step back and not judge ourselves.
Sometimes having a stress response is appropriate and helpful, for example, if you’re pushed into a dangerous or uncomfortable situation, it’s good to trust your instincts and avoid it. However, if we constantly experience stress over a long period of time, this pressure can make us feel overwhelmed or unable to cope. This is what we call “chronic” or long-term stress, and it can have an impact on both physical and mental health.
For more info, go to MentalHealth.org
There are small and meaningful things you can do to lessen the symptoms of stress. Some of these techniques might seem simple and obvious, but if practiced regularly, they can have a huge impact on your stress levels.
At Arbor, we’ve set up a dedicated wellbeing committee, who have been rolling out lots of different activities, particularly over the last few weeks, that allow colleagues to dedicate time to mental wellbeing together. We’ve had online yoga classes, weekly group mindfulness practice, fun daily challenges and art sessions. We’re also planning to send out seeds to everyone’s home address so we can start a sunflower growing competition!
Stay connected – Even if it’s a few phone calls a week, sending a funny video, or doing an organised online activity like a quiz, connecting with others can remind us we’re all in this together
Stay hydrated – You might be really good at remembering to drink when you’re in the office but during lockdown, don’t forget to keep hydrated to at least cut down on unnecessary headaches
Structure your day – Routine helps us feel secure. It can be as simple as eating lunch at the same time (perhaps “with” colleagues) or a regular time you connect with your friends
Take regular breaks and go outside – It’s easy to forget to get up and move when a cup of tea is in reach! Try and plan breaks and a short evening walk into your day to keep your mind fresh
Try mindfulness – Now is the time for an open mind (literally!). I’d really recommend trying an app like Headspace, even if only for 5 minutes a day, to allow you to step back when it all becomes too much
Dress for the day you want – Try and resist staying in your PJs all day! Get dressed and see how different you feel!
Remember, some days will be better than others and if you manage just a few of these things you are doing really well. My biggest advice is to lower your expectations – if you don’t feel very productive, don’t let it pull you down. When you’re kind to yourself, you’ll allow your best thoughts to flow.
I’ve put a list together of some resources I think are really helpful, particularly during the challenges we’re facing at the moment:
For coping with the Coronavirus outbreak:
Tom, our Partnership Specialist, has some reading recommendations too!
If you have any tips to add to Danielle and Toms’ lists, share them with us on social media using #ArborCommunity or on our Community Forum if you’re an Arbor school.
We’re running a webinar programme called “Adapting to Change: Managing Your Schools and Staff Remotely” for MAT Leaders to share strategies during lockdown and beyond. You can sign up for free by clicking the link.
To find out how to manage and report on the Coronavirus situation in Arbor, you can read our blog, or find practical advice on our Help Centre. If you’re new to Arbor, find out if Arbor MIS is for you with an online demo – get in touch at email@example.com, or give us a call on 0208 050 1028.
MAT Operations | Popular | School Operations
Hundreds of schools are switching to cloud-based IT systems this year to help them work more flexibly. But with several cloud-based MIS systems on the market, it can be difficult to know where to start in choosing the system that will work best for your unique requirements. To support you in your search, we wanted
Hundreds of schools are switching to cloud-based IT systems this year to help them work more flexibly. But with several cloud-based MIS systems on the market, it can be difficult to know where to start in choosing the system that will work best for your unique requirements.
To support you in your search, we wanted to share some of the best advice we’ve gathered from our 1,700 schools and 110 MATs about how to take control of the MIS switch and choose the right system (and the supplier) for you.
Read below for top tips to help you break down the process into manageable steps, when to involve your staff, and how to work with your supplier to get the most value out of your new system.
When you’re first scoping your MIS switch, start with a small team of staff who represent both IT and teaching and learning. Together they make the perfect team to think about the full potential of what a new MIS could do for your school. Try to worry less about admin (in the beginning!) and focus instead on how you want to improve ways of working at your school.
Remember, your current system will be easier to replace than you think!
The best MIS suppliers will work with you to help you achieve your school or trust’s long-term goals. So make sure you talk through your objectives during the sales process. The company should make clear how you’ll be able to adapt the system to meet your needs, and how it will help you implement improvements at your school over a longer period of time.
Remember, switching to a new MIS isn’t just a one-off project, it should be a partnership you can trust in year after year.
Many of our schools and MATs have found using a government-approved framework like G-Cloud a really clear and compliant way of procuring MIS. Having the information about all MIS suppliers on the market in one place can save you time, and helps you choose the most competitive, reputable and secure supplier.
Read our handy guide to using G-Cloud to procure your new MIS.
A change in systems can be daunting for staff, so it’s a good idea to get them involved in the process early on, so they have the opportunity to air their concerns and ask any questions they have. The best suppliers will provide personalised demos for each of your key staff (E.g. Admin Officers, Finance Manager, Middle Leadership, SENCOs, Teachers, HR Manager) to help them visualise how the new system will work for their everyday roles.
Remember, your supplier should be able to reassure all your staff how the new system will improve (not just replace) their day-to-day ways of working.
Arbor is the UK’s fastest-growing MIS supplier, with more schools switching to us than any other supplier.
If you’d like to discover how Arbor MIS could help you work faster, smarter and collaborate more at your school or trust, join a free demo webinar or get in touch with the team at firstname.lastname@example.org or 0208 050 1028.
You can also check out our profile on the DfE’s G-cloud framework here:
Arbor Community | Case Studies | IT Support
Local Authority IT teams have been working with schools in new ways over the last few years. Joining forces with cloud-based MIS suppliers, many are now able to give their schools more choice of systems, whilst still providing the local support and advice that schools value. At Arbor, we work with a wide range of
Local Authority IT teams have been working with schools in new ways over the last few years. Joining forces with cloud-based MIS suppliers, many are now able to give their schools more choice of systems, whilst still providing the local support and advice that schools value.
At Arbor, we work with a wide range of local IT support teams and Local Authorities in all regions of the country. We run an established accreditation programme to certify our Partners to provide schools with training and support with Arbor MIS.
Hertfordshire (Herts for Learning) and The City of Bradford (E-ICT Team) are Local Authorities that we work especially closely with. Both teams are Arbor Accredited Partners and support a growing number of schools in their local areas. We recently spoke to them about their experience of working with us – check out their case studies below.
Whether you’re a Local Authority looking to provide more MIS options to your schools, or you’re a school who’d like to move to a cloud-based MIS with the continued support from your local IT team, these case studies will give you a feel for what a support partnership with Arbor looks like.
Why did you choose to partner with Arbor?
We have been aware for some time that the MIS market is beginning to fragment, as competition increases and more schools begin to look at moving to the cloud, not only for MIS but teaching and learning too. A few Hertfordshire schools had been using Arbor for some time and Herts for Learning weren’t able to support them at the time they migrated. As more schools started to approach us about providing them with support for a cloud MIS, it made sense to invest our resources into accreditation with Arbor as we had an established customer base and it meant that we could provide schools that want to retain HfL support with more choice. It helped that the Arbor ethos is a good fit with HfL.
How did the accreditation process go?
It was straightforward; we took the decision to start with a small, focused project team, given that we had a limited number of schools to support at the time. Since then, we have rolled out the training to the whole HfL support team, so that customers don’t see any difference in the high level of support for Arbor that they’ve come to expect from us.
The support from Arbor during the accreditation process was good, I think both sides learned a lot from it. We were able to feed back to the Arbor team about what worked and didn’t work for us, and that was taken on board.
How have you found working with Arbor so far?
The relationship we have developed with Arbor is really positive, we’re all working to the same goal ultimately – to improve outcomes for schools. Collaborative working and effective communication has been really key in getting the support we need, in order to be able to provide a great level of service for our schools.
How have your schools that use Arbor found it so far?
The positive feedback from our Arbor schools has been great. As a local support team, we have been able to provide the added value that Arbor are not able to – we provide some very specific guidance that reflects what the local authority requires from schools in Hertfordshire, which schools and the authority really value, as it saves every school re-inventing the wheel in their MIS.
We have also produced tools in Arbor, so that schools can continue to use HfL’s Easy Tracker assessment, part of our PA Plus subscription service which supports schools and academies analyse pupils’ attainment and progress from Early Years to Key Stage 2.
How do you hope to develop your relationship with Arbor in the future?
Working with partner organisations is a key part of HfL’s success and we sincerely hope to continue working closely and collaboratively for the benefit of the schools we support, both now and in the future.
Schools are now looking at moving to cloud-based systems and Arbor seems to be one of the preferred options with good feedback from schools already using it. From the demonstrations by other cloud-based systems, the majority of schools fed back that Arbor was the one that impressed them the most.
It was not rushed and easy to access all the information needed. It was a new way of learning for us as we’re used to a more classroom-based environment but all the information was there.
Very approachable and forward thinking. Arbor makes adjustments that are relevant and on time to make school life easier – they give prior notice with training, and documentation is available early enough to be able to advise schools when needed. We’ve had no problems at all in contacting Arbor for help when needed.
The fortnightly Product Update meetings are very useful and keep us abreast of any changes coming along. We are very impressed with the speed that changes are made to the system. The Team is helpful, friendly and professional.
It is particularly helpful that we have Dominique who works with Bradford so we have someone to contact directly. When we requested a training session on a particular area of Arbor recently, as we weren’t sure which route to go through with our schools, this was set-up very quickly and Dominique answered all our questions.
If you’re a school who’s thinking about switching MIS but would like to continue to work with your Local Authority for support, we’d love to speak to you. Get in touch with us on email@example.com
Similarly, if you work for a Local Authority and would like to find out more about the benefits of supporting your schools with Arbor MIS, get in touch on firstname.lastname@example.org
Arbor Community | Arbor Updates
I feel like we’ve turned a corner in good news after what has been a fairly glum year, and I wanted to share ours to add to it! I’m delighted to announce that we’ve joined forces with The Key Group to help propel Arbor to the next level on our mission to transform the way
I feel like we’ve turned a corner in good news after what has been a fairly glum year, and I wanted to share ours to add to it! I’m delighted to announce that we’ve joined forces with The Key Group to help propel Arbor to the next level on our mission to transform the way schools work. I wanted to explain a bit more about why this is good news and how it changes our ambition for what we want to accomplish over the next few years.
We chose The Key as they share our values, support our mission, and can accelerate our growth with their network of over 16,000 school leaders and governors. At Arbor, we want to provide an experience that isn’t just slightly better than other MIS systems but which totally transforms the way schools work. This requires a step-up in terms of ambition and investment. We have chosen The Key as partners in this journey as they genuinely care about improving school outcomes, can accelerate our plans with their network of over 16,000 school leaders and governors, and will provide additional investment to enable us to make a measurable difference to even more schools, MATs and support partners!
We’re growing fast, and will now grow faster! Combined with ScholarPack, we are immediately the UK’s largest cloud-based MIS provider, and the most credible alternative to SIMS.
ScholarPack is the specialist Primary school MIS owned by The Key and used by over 1,500 schools – combined with Arbor this immediately makes us the largest cloud-based MIS in the UK! We’re also the fastest-growing, with 8 out of 10 schools who switch MIS choosing either Arbor or ScholarPack. Together we can challenge the monopoly SIMS has had on the sector, and create the most credible alternative MIS that offers outstanding value to schools.
Don’t worry, Arbor and ScholarPack will continue to be run separately for the foreseeable future, with investment into both platforms so schools can choose the solution that is right for them
There are no current plans to merge platforms, so customers of Arbor and ScholarPack will see increased investment into both systems. Schools will be able to choose between ScholarPack’s market-leading MIS for primary schools, or Arbor’s MIS that works across primary, secondary, specials and MATs, with no pressure to switch. I’d add to this that I’m not going anywhere and nor is Arbor’s team, so you’ll continue to work with the same people with the same values and passion. We enjoy our work, and we’re only just getting started!
In short, this means more investment into our product and platform, and a step-change in ambition to provide tools that transform the way you work for the better. Over the next few years we will use this to…
We are very focused on providing an incredible MIS, but for all the other tools and support partners you love to work with, we want to provide a completely seamless and smooth experience too. Imagine if all your tools and IT providers worked together in harmony. Well, you might not have to wait much longer!
Schools contain a sea of information, but too often staff end up drowning in endless charts with no real insight. Imagine logging on to your MIS as a teacher and seeing the three most important tasks that are stuck waiting for your approval, the five students who you should check in on today and why, as well as recommendations for interventions and praise. This will completely change how teaching staff see the MIS, making it an essential tool for daily school life.
Schools don’t just provide education, they cater to large and complex local communities. We want to bring support staff, students, guardians and external providers together using Arbor to help them communicate, coordinate and collaborate around each child’s progress through school, so everyone is kept informed and up-to-date.
I hope that gives you a bit more of an idea of what’s in store for Arbor over the next year. COVID has meant that schools are demanding a different way of working and this will lead to a rapid adoption in cloud-based MIS. As the cloud-based MIS designed to make a measurable difference to the way you work, Arbor is really well positioned to help, so I’m really excited about what the future holds.
I can’t wait to meet you online and hopefully soon in person to tell you more about it!
CEO and Co-Founder, Arbor Education
MAT Operations | Vulnerable Students
The Mead Educational Trust (TMET) is made up of ten primary and secondary academies in Leicestershire. In September, we spoke to Mark Oldman, Director of Inclusion and SEND at TMET, to find out how they were assessing and aiming to close the post-lockdown learning gap, particularly for their most vulnerable students. We recently caught up
The Mead Educational Trust (TMET) is made up of ten primary and secondary academies in Leicestershire. In September, we spoke to Mark Oldman, Director of Inclusion and SEND at TMET, to find out how they were assessing and aiming to close the post-lockdown learning gap, particularly for their most vulnerable students. We recently caught up with Mark again to hear how he’s been implementing those strategies and how they’ve been going.
You can read Mark’s conversation with Dan, Senior Partnership Manager at Arbor, below.
For our primary schools especially, the strategies we’ve been implementing have been really useful to in many ways reinforce what we already knew – that embedding the key skills that will be most useful going forward is much more important than re-covering the curriculum.
In the past, we might have used short-term interventions to target students who fell behind in reading, for example, but what we’re finding more effective is looking at the skills we’d anticipate they would have embedded had they had a normal year last year, and spend a bit more time on them. As a result of focusing on the skills, we’ve seen their progress in the curriculum catch up naturally.
For our secondary schools, they’ve been using a well mapped-out, sequenced curriculum which we’ve adjusted, rather than filling gaps or “playing catch up”.
This approach has been a rapid and valuable CPD process for new Teachers who have joined the trust this term, as they’ve had the opportunity to spend a bit longer embedding good quality teaching and learning practices with peer coaching from a more experienced practitioner.
At the beginning of term we looked at the vulnerability index to assess students as individuals across all school areas. We also used ImpactEd’s Covid-19 Wellbeing Questionnaire for our KS2+ students. This helped us identify key vulnerable groups, some of whom we didn’t necessarily expect to be vulnerable, who had become vulnerable as a result of the initial lockdown. We’ve also just run our first academic assessment which we’ve been able to analyse in relation to the vulnerability and wellbeing data.
Because it’s a national data set of 60,000 students, ImpactEd has allowed us to benchmark our students against national averages. We found that our students are about 70 points above the national average, which I attribute to the fact that we used it in tandem with the vulnerability index, which means we’re looking at wellbeing much more broadly.
Our ImpactEd results have backed up our approach of embedding key skills, as well as the other initiatives we’ve put in place this term, such as our regular contact with families and sending out additional food packages. When we re-ran ImpactEd this week, our students have made about 15% progress on average across their anxiety, wellbeing and metacognition scores.
Another benefit of ImpactEd is you can drill down into each student’s score, which has allowed us to identify the nuances to students’ anxiety. It’s meant we’ve been able to put in place really bespoke interventions, along with our team of educational psychologists and a SEMH practitioner. Examples have included simply increasing the number of positive reinforcement opportunities that we would do anyway in the year, such as hot chocolate with the Headteacher. We’ve also thought about the ways we’re meeting and greeting students, and we’ve arranged “bubble” parties.
It’s really important to us to give all students a sense of belonging at school. We believe there should be no student who doesn’t think they’re the most important person in the building.
We had almost 100% success contact with our Key Worker primary school students over the summer holidays, with staff making weekly visits to selected families. At secondary level, this was more difficult because students had more unstructured time and since they returned to school, we’ve seen an increased sense of anxiety.
For some of our most needy students, the rigour of Covid-19 regulations has actually helped them reintegrate into school and stay out of trouble because they’ve known exactly where they need to be and what they need to do.
We have, however, seen the onset of more mental health problems this term. We were prepared for this to a certain extent, as we hired two Educational Psychologists over the summer, knowing that we’d have more vulnerability and SEMH cases that would need to be diagnosed effectively. We’ve also had a targeted interventions team working with smaller bubbles off-site.
We’re confident that we’re planning and sequencing learning in the right way, and together with our new IT equipment, we’ll be able to set more effective homework and more effective interventions in future. We’ll keep the IT equipment refreshed, and make sure that our most vulnerable students continue to have access to additional equipment.
We hope our blended learning will allow students to work effectively wherever they are. We’ve given all students aspirational targets which they’ll be able to achieve better as a result of having a Chromebook at home. The Chromebooks have been really popular, and students enjoy using them for school work and to structure their time effectively.
The main thing we’ve learned is just how important it is to cultivate a school community and to get to know your families well. The second is the importance of Teachers and the impact they can have on students throughout their lives. We have really valued the efforts of everyone across our schools, in many respects they have been the anchor for their local communities and provided a constant source of support, love and care to everyone associated with their schools.
For fellow Trust Executives, my biggest piece of advice is that you can afford to scale back on things like your normal QA process or auditing measures, and instead focus on a few really pertinent areas of practice that will make the biggest difference.
Yes, definitely. Our SEND provision in particular has benefited from us working more closely together across the transition between primary and secondary. It’s also benefited from us working more closely with the wider community, for example we’ve been able to expedite transfers of our students to local special schools where needed.
Across the trust, we’ve tried to balance the communications we send out about Covid-19 regulations and health and safety etc., with the sharing of best practice across schools. This is because we recognise that our practitioners are ambitious every day – they don’t just want to make schools operate safely, they want to go above and beyond.
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Arbor Community | Arbor Updates | IT Support
With all the challenges of Covid-19, now may seem like a difficult time to switch your Management Information System (MIS) – but what if you had an Arbor expert in your local area, who could support you every step of the way? Working with one of Arbor’s 30 accredited Support Partners located across the country
With all the challenges of Covid-19, now may seem like a difficult time to switch your Management Information System (MIS) – but what if you had an Arbor expert in your local area, who could support you every step of the way?
Working with one of Arbor’s 30 accredited Support Partners located across the country means you can start reaping the benefits of a cloud-based MIS right away with expert support, so you’re freed up to focus on what’s most important – running your school and keeping your community safe.
Your local Arbor Partner will organise a demonstration at a time that suits you and advise you on which of our three simple packages would suit your school best. Once you decide to switch, they’ll help you check and migrate your data, train your staff and be there to support you as you discover your new MIS.
All our Partners go through a detailed training and accreditation process to make sure they know Arbor inside out – and many of them can also support other aspects of technology at your school, from audiovisual equipment and laptops, to network and infrastructure.
Choosing to be supported by one of our Partners means you get the best of both worlds: a future-proof MIS that helps you work better, collaborate more easily and stay connected on the cloud; supported every step of the way by a knowledgeable, local team.
Our accredited Partners are located all across the country, so you’re never far away from an Arbor expert. We introduced you to our first 10 accredited Partners back in March, and we’ve been busy training up a new cohort, so we wanted to shine a light on the most recent additions to our growing Partner network.
See which Partner works in your area and get in touch about switching to Arbor today:
AdEPT Education – Nationwide
Established in 2003, AdEPT are a managed services and telecommunications provider offering award-winning technical solutions for over 12,000 organisations across the UK with a mission of ‘Uniting technology, inspiring people’.
In a world where there is simply too much technology to choose from, AdEPT use their expertise and strategic partnerships to ensure customers get the right solution to their individual requirements. As well as being an accredited Arbor support unit, they specialise in IT, communications and connectivity.
Agile Technical Solutions – East Anglia
Agile Technical Solutions provide all your hardware and software needs – just like having an in-house IT department, but without all the hassle. They are cost effective as an IT solution, particularly for schools. They always respond whatever the time of day and work hard to resolve problems as soon as possible. Agile understands what matters most to you; creating excellent and safe learning environments. To enable this, school ICT support needs to be secure, responsive and value for money.
Agilisys (Sefton Borough Council) – Sefton
For over 20 years, Agilisys have partnered with healthcare, local government and organisations throughout the public sector to unlock the potential of technology and transform services that improve lives. Through a partnership with Sefton Borough Council, Agilisys are delighted to provide accredited Arbor support to schools in Sefton and surrounds.
Bradford Metropolitan Borough Council E-ICT Team – Bradford
Technology plays an increasing role in education. The Bradford Education ICT team offer friendly and expert support and training so that your school can get the most from your hardware and software, both in the office and in the classroom. The team comprises dedicated ICT qualified trainers (who are members of the Learning Performance Institute) and MIS support officers.
Carbon Cloud – Kent
Carbon Cloud is a team of friendly, real people, all with over 20 years experience in the IT industry. They want to use their experiences and skills to make IT better for your business. They’ll explain new technologies and help you understand the cloud, but most of all, they’ll help make doing business easier. Carbon Cloud understands that IT is not a core function of your business – you just want it to work to allow you to focus on growing your business.
The team’s experience is wide and varied, ranging from Cloud computing platforms, like Azure, AWS and opensource technologies to Office 365 and the management of enterprise scale service desks.
Code Green (Barnsley Metropolitan Borough Council) – Barnsley
Technology has revolutionised the way in which we work and is an integral part of everyday living. Code Green demonstrates ways to apply this technology effectively within education environments to bring a range of features and benefits.
Having supported schools for over 10 years, their specialism in technology for the education sector is second to none. Each and every employee of Code Green is dedicated to providing the most professional and efficient service possible to our customers.
Cygnet IT Services – Sutton
Cygnet has a team of Arbor accredited staff with extensive experience providing professional MIS support to schools and MATs. They have over 25 years’ experience working within the education sector, specifically in the Sutton area and surrounds, and their continued success and strong relationships within this space reflect the high calibre of support they provide. Above all else, the Cygnet team are friendly, understanding and always willing to go the extra mile to meet the needs of their customers.
Education Lincs – Lincolnshire
Established in 1998, Education Lincs prides itself on providing personable and tailored solutions to primary schools and academies around Lincolnshire and the surrounding areas. Having partnerships with trusted brands such as Google, Lenovo, Promethean and Arbor, we look to always offering the best products and services to each of our schools, whilst tailoring costs to meet the school’s budget requirements.
Holker IT (formerly PC Edutech) – North West
In just 10 years, Holker IT has become one of the UK’s leading suppliers of intelligent, flexible IT solutions and services. Solutions that recognise the critical importance of security and integrity of data to the daily operations of a school or MAT. Today Holker looks to the future, with world-class services such as our Holker Cloud solution, which migrates all systems and IT Services into the virtual Cloud environment, securely, to future proof your school and your data.
In July 2020, Holker IT acquired PC Edutech, experts in IT support for schools with over 11 years’ experience in the Education sector and full accreditation on Arbor MIS.
Integra Schools (South Gloucestershire Council) – Gloucestershire
Integra is a South Gloucestershire Council (SGC) division who trade with schools, local public sector organisations, local businesses and provide services to the council. They have extensive, proven experience of working in the education arena, knowledgeable and committed staff, and a deep shared public sector ethos. The Integra Schools team is committed to making a difference in schools and educational settings; their operational staff are regarded as members of the extended school family and their professional support staff are passionate about the work they do to support school leaders, teachers, support staff, parents, children and families.
Interm IT – South of England
At Interm IT, their family business values centre on providing schools with qualified, experienced, affordable, onsite IT technician support. Each school has a dedicated technician-consultant, who will visit at an agreed regular time, to proactively help keep your computer systems operational, not only to fix but also maintain, advise and progress. This ensures that you have faith to teach with a supported, reliable computer system.
Itech Support – Hertfordshire
Itech Support is an experienced team of IT Specialists, with a Head Office in Hertfordshire, dedicated to making your IT work for you. Their aim is to simplify technology by providing you with a single point of contact for all your IT requirements. They get to know and understand how your business works so they can best support you. Itech Support’s success has grown from offering unrivalled customer service mixed with exceptional technical expertise.
JC Comtech – East Anglia
Based in East Anglia and with over 15 years’ experience, JC Computer Technologies Ltd specialise in ICT support and consultancy for primary schools and Multi Academy Trusts. They don’t just come in, fix your ICT problems and leave. Their aim is to become part of the school team, working with you to ensure your ICT is working effectively, but also supporting you in using ICT to deliver the curriculum. With many years of specialist experience, a wealth of knowledge in their support team and their willingness to go the extra mile, JC always have your interests in all that they do.
Keystone MIS – Yorkshire
Keystone MIS are a Yorkshire based company who provide professional, impartial, comprehensive and affordable MIS support to Schools and Academies throughout the UK. They take a great deal of pride in the level of support they offer and have a long history of excellent customer relationships with a large number of local schools. They’re a friendly, approachable and knowledgeable team who are experts in handling children’s data and keeping up-to-date with current legislation, with core values built on customer service and high quality support.
Somerset Council Support Services for Education (SSE) – Somerset
The SSE MIS Support team is a fully accredited, well-established and respected team with expertise in both Arbor MIS and related ICT. The team has a wealth of experience working with Schools, Academies, Federations and MATS. Their aim is to reduce the burden on schools, by providing effective, tailored guidance and support to enable you to fulfil your statutory duties. They react swiftly to new DfE initiatives and work closely with educational colleagues to monitor and apply recommendations from current Ofsted thinking. The team will work closely with you to ensure you get the maximum value and benefit from your MIS system that meets your individual school needs.
School Care – Hampshire
If you teach ICT or manage a school network then you will know that building effective and reliable solutions for schools that support 21st Century educational initiatives is a demanding and skilled task. SchoolCare’s team is dedicated to seeking out the leading new ICT solutions for education and new opportunities to improve teaching & learning. From installations to MIS support, from digital signage to wireless systems and from special needs software to equipment disposal, SchoolCare is able to offer schools and colleges a complete service driving innovation in their ICT.
Services 4 Schools – Wolverhampton
Services 4 Schools offer a range of high-quality professional business support solutions, enabling schools to achieve and operate with excellence and efficiency. The S4S team of experts are available to assist school leaders and business managers with specialist advice, reassurance and hands-on operational support across all aspects of data and information management, HR, data protection, school payroll, finance and governance.
Their competitively priced MIS support is loved by schools. From training and guidance for new users, to specialist consultancy on key processes, S4S can advise your staff on how to get the best out of the systems that keep your schools working.
The SCAS Team – West Sussex
The SCAS Team provides a personal, friendly service enabling all schools to maximise the benefit of their Management Information System (MIS). Based in West Sussex, their team have extensive experience working in a range of roles within schools and completely understand and appreciate the challenging demands placed upon schools.
Trading with Schools (Bristol City Council) – Bristol
Trading with Schools supports schools in delivering a first class education for all learners. The Trading with Schools unit brings together services across Bristol council into one trading unit, to better support the changing needs and requirements of schools and educational settings.
Trading with Schools provides a vast knowledge base and a wealth of experience in meeting the complex business and training needs required to help schools and educational settings perform well. They can offer set packages as well as bespoke services to meet your individual requirements.
SCAS pride themselves on providing a prompt and reliable service to all school staff, enabling efficient use of your MIS and empowering school teams to enhance all aspects of school performance.
Vitalize IT – Nationwide
Vitalize was formed in 2009 with a simple mission – to help schools and colleges around the UK to transform teaching & learning using the power of digital learning platforms. All Vitalize trainers have worked in schools previously, and experienced first hand the impact that digital learning and cloud-based systems can have. With our expert support for G-suite for Education, Arbor MIS and other complementary tools, we can help you create a Digital Learning Strategy encompassing teachers, learners & parents.
If you’d like to find out more about how Arbor MIS could help your school work faster, smarter and collaborate more, join one of our free webinars to see the system in action. You can also get in touch with our team directly at email@example.com or call us on 0208 050 1028.
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EdTech | Mental Health and Wellbeing
Schools have been on an incredible journey in the last year, adapting to completely new ways of working with technology to deliver virtual lessons, cope with staff and students offsite, organise complex logistics and report on a whole new range of data. But changing ways of working in such a short space of time means
Schools have been on an incredible journey in the last year, adapting to completely new ways of working with technology to deliver virtual lessons, cope with staff and students offsite, organise complex logistics and report on a whole new range of data.
But changing ways of working in such a short space of time means staff haven’t had the change to properly reflect on this change – especially since schools have remained open throughout the pandemic!
To discuss how we can use technology in a more positive way, we were delighted to welcome Rachel Coldicutt to ArborFest on 12th November to give the Keynote presentation at our customer festival.
Rachel is the former CEO of Doteveryone and expert on the social impact of technology, having collaborated with many organisations in the charity and public sectors. She recently produced The Glimmers Report – a practical toolkit designed to support schools and community organisations to reflect on their use of technology and how to build resilience for the future.
Rachel shared some really meaningful tips that schools can use to make sure as we move forward in a reflective way under the new Covid-19 status quo.
First of all, I think it can be useful to look outside of the school context to think about where you fit in. Since March, society as a whole has had to pivot extremely quickly to cope with rapid change, living now more of less all of our whole lives on video or looking at a screen.
We’ve started to accept new ways of behaving as normal and hardly remember things we took for granted as normal before. I’ve seen, for example graduations – institutions which haven’t changed their format for decades, transformed into a virtual events.
People have responded to new restraints incredibly quickly, and this pivot is completely unprecedented. When we think about change and progress, we normally think of things happening in a linear way; with a horizon in sight. We’re used to moving forwards a bit, then backwards a bit, then forwards again. We’re used to having time to learn the new rules and adapting as we go. We’re used to getting clues and cues so we know when change is having success.
But during the pandemic, progress surged overnight. 2020 has been like having one foot in 2050 and one in 1630 – in some ways a lot of things have been taken away from us, but in other ways we’ve travelled miles into the future. What we need to remember is that we’ve moved into the future with the same skills and experience we had last year.
No time for reflection
Everyone has been gathering around the technology, rather than the cultural or human elements of change. It’s only months later that we’re realising how exhausted we are, having had no down time to talk about the changes, or even to properly process the traumatic things that have happened.
I drew the diagram above in June, but actually it’s probably better drawn like a fast heart rate, to reflect how we’ve been continually adapting to and integrating change at an incredibly fast rate.
Building foundations for the future
As we move forwards into a future that is uncertain, we should think about “recovery” not something that accidentally happens but something you have to nurture. At the moment, as we’re still responding and still don’t know how long the crisis will go on for, it’s important to think about how to look after ourselves, and to prioritise our culture, our team and our tools.
The first step to moving forward is to recognise some of the compromises or problems that have perhaps been overlooked, such as burnout, lack of infrastructure and platform dependency, instead of storing them up for later.
The designer Caroline Sinders has come up with the “digital duct tape” phenomenon which describes how, rather than having well worked-out infrastructure, we’re more likely to be using a collection of tools patched together that only sort of work.
We should also recognise the heavy negative focus that has surrounded new technologies – focusing on safety, privacy and a culture of worry – particularly in schools and the public sector when sensitive data is involved. This has meant that people tend to use platforms only in exactly the way they’re prescribed from fear of doing something wrong. But if systems are well made and safe, they should give you the freedom to adapt, improvise, and use them creatively.
Practical tips for moving forward
The Glimmers Report is a toolkit designed to help schools and other organisations understand where you are now in terms of your use of technology and the impact it’s having, and to end up in a position where you feel you have the tools and experience to be prepared for change in the future.
When compiling the report I began talking to charities and other groups in March and April, most of whom had not really worked in digital ways before the pandemic, but had suddenly moved to operating almost completely digitally. We then carried out interviews and observations, brought together theory and a range of practitioners to share the kind of things they’ve experienced.
The toolkit helps you and your staff reflect around three main themes:
This section encourages you to capture and understand what has changed, what you’ve learned, what you’ll keep and what you’ll discard, helping you to move ahead with more certainty.
These questions allow you to think about how people’s roles have changed, the skills people have gained, and how people have felt during the process. It also helps you reflect on the intimacy that might get forgotten when using technology. For example, without the usual in-person cues, how do we know when people are listening and engaging? How can we create space? How can we get feedback? How can we show applause? How can we celebrate achievements? You might ask these questions once, or keep asking them regularly to see how your responses change over time.
These simple questions and prompts help you look ahead and forecast the opportunities and obstacles that are likely to happen, and how you will respond. This is different to how you might normally plan because you’ll be able to bring the skills and experience of dealing with uncertainty. Just the exercise of projecting as a group what you might do if something totally new happens is really important in building resilience.
An important thing to remember about technology is that no two people use a product in the same way, and the way we use products is always changing. And they’re designed that way – rather than there being a prescribed way of using technology, most developers are fascinated by how their users adapt and integrate technology in their lives.
So rather than thinking of technology happening to us, we should allow ourselves to adapt the tools we use around our lives and experiences, and to meet our changing needs.
As part of our focus on diversity and inclusion at Arbor, we wanted to shine a spotlight on our leadership team, which is made up of majority women. Sophie, Arbor’s Talent Acquisition Manager, interviews five of our female leaders at Arbor below. The lack of women in STEM and tech starts in education and the
As part of our focus on diversity and inclusion at Arbor, we wanted to shine a spotlight on our leadership team, which is made up of majority women. Sophie, Arbor’s Talent Acquisition Manager, interviews five of our female leaders at Arbor below.
The lack of women in STEM and tech starts in education and the subjects women choose, with only 26% of STEM graduates (science, technology, engineering and maths) being women.
Although this number is increasing, not all female STEM graduates go into jobs in the industry (only 22% are women), with computer science, engineering and technology the most affected.
These statistics are sparking projects and events aimed to boost female representation in the STEM and tech sectors. Last month was Ada Lovelace Day, an international celebration of the achievements of women in STEM, which aims to create role models to encourage more girls into STEM subjects and careers, and to support women already working in STEM.
I’m very proud to say that Arbor Education is leading the way – six out of nine of our Senior Leaders are women and we have a high percentage of women in line management positions across the business. Our board has a female chair too.
But what does it feel like to be a woman in leadership in the EdTech world? I recently caught up with five of our female leaders at Arbor (our sixth is on maternity leave!) to discuss their career and experiences.
I’ve pulled out some highlights from the interviews below.
What is your role at Arbor and what got you into the tech world in the first place?
“My team provides first and second line support, as well as training and onboarding for our customers. I’ve been working in tech for about 20 years now across a number of different sectors. I left university and didn’t know what I wanted to do… and landed in BT Group… and I’ve been in tech ever since!
The thing I love about it is that my role – Chief of Customer Success – didn’t exist 20 years ago. It’s now one of the fastest-growing roles in the industry. So it’s just a super exciting space to be in!”
Have you experienced challenges based on your gender in your career?
“When I was studying (Bachelor’s in Accounting and Master’s in Financial Analysis), half or more of my classmates were women. Yet today, women are still disproportionately underrepresented in senior leadership positions. We need to try to level the playing field to make sure that we start to see the industry become more equitable.
I think there are a few ways this can improve, for example seeing more female role models in tech leadership, participating in and promoting networks which focus on nurturing women’s career progression and, most importantly, improving access to funding for female entrepreneurs .”
What advice would you give to women thinking of exploring a career in tech?
“Making the move from teaching to tech is a hard one to make, and the advice I might give myself back then, that I’ve learnt and reflected upon now, is I think the first step is mapping your skill set and really being clear what your strengths are. I didn’t know at the time that I wanted to be a Head of Product, I think that’s something that ended up fitting me very well, but I can see now that actually a lot of my skills were really nicely correlated with the specifications for a Head of Product kind of role. Also, mentorship is huge – whether you’re a woman in tech or a young person trying to get into tech, find somebody who you think does it really well. Spend time with them. Get to know how they do things!”
Have you noticed any significant changes in the industry from when you first started?
“Despite 20 years in tech, Arbor is my first software job. I think the difference in working on an enterprise software platform (as opposed to a mainframe) is that it brings together people who care about the end user, and that tends to require a lot of sensitivity to the challenges of work, understanding different ways of solving the problem. Different ways of thinking about the humans using the tools that you build and not just being in a big, sweaty data room with increasingly powerful engines but no thought to user experience.
The age of people we work with also influences our design and approach – the demographic of our heavily-female group is much younger than the industry average, so there aren’t entrenched ideas of how to do things.”
There are a number of networking communities aimed at developing future female leaders within technology. Have you been part of any and are there any you would recommend?
“I think it’s really important for women to support each other at work through mentorship, community building, networking and coaching – in tech, but in all industries really. I’m lucky to be part of an amazing team at Arbor and to know women leaders at several other EdTech companies across the UK, who have all been really helpful for sharing advice and swapping stories. Beyond that, I go to events by DevelopHer, a nonprofit community supporting women in tech, and would recommend Code First Girls who my sister (a games developer) has mentored with before.
I’d also like to call out The Girls Network who are excellent – they work with girls from disadvantaged backgrounds in schools across England. I mentored girls interested in tech through their programme previously and would highly recommend it.”
We know that female representation in leadership positions is also behind in education, with only 38% of Headteachers are women at secondary level, and at primary men outweigh women almost 2:1. We’d love to hear your thoughts and feelings about these issues and how they relate to your schools you’ve worked in.
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Arbor Updates | IT Support
We’re proud to be partnering with Cloud Design Box to host three free training sessions specially designed for schools and MATs who are using (or planning to use) Microsoft Teams to deliver blended learning. Here’s Tony from Cloud Design Box to tell you more: At Cloud Design Box, we specialise in Microsoft Teams, SharePoint
We’re proud to be partnering with Cloud Design Box to host three free training sessions specially designed for schools and MATs who are using (or planning to use) Microsoft Teams to deliver blended learning. Here’s Tony from Cloud Design Box to tell you more:
At Cloud Design Box, we specialise in Microsoft Teams, SharePoint and Office 365 for Education. As a Microsoft Partner, we aim to make it as easy as possible for people to work, learn and collaborate using Microsoft Teams, offering training, consultancy and intranet packages for schools, academies and Multi-Academy Trusts across the UK.
Cloud Design Box integrates with Arbor to help their schools enjoy more flexibility to set work, collaborate and share resources for their classes. We use data from Arbor to provide access to Class Teams, Class Notebook and centralised subject Teams through an easy-to-use class dashboard.
We’re thrilled to be offering three free Teams training sessions across two days next week – from Tuesday 24th to Wednesday 25th November.
10am, Tuesday 24th November
The first session will centre on helping schools with user adoption and planning for the long term. It’s perfect for you if you have already adopted Teams but need a hand getting students and staff on board and using the technology. We’ll discuss ways you can get started, as well as how you can develop a long-term plan to make the most out of the suite of tools.
We last hosted this session at the Department for Education’s EdTech Festival earlier in 2020 and it went down well with School Leaders and MATs who needed a clear plan of action to succeed with the software.
3pm, Tuesday 24 November
Built specifically for Primary Schools, this webinar will provide you with a solid foundation of using Teams to deliver learning inside and outside the classroom, for example, how to use Class Notebook to host an online lesson and how to make the most of the Conversation features.
1pm on Wednesday 25 November
We know this year has been tough on Teachers, who have had to quickly increase their workload to provide digital and online resources for their classes.
This session has been developed with overworked Teachers in mind, who are struggling with Teams. We’ll show you some time-saving ways that you can centralise and improve your resources with Teams.
All our webinars are open to anyone working in a school, academy or Multi-Academy Trust. To sign up for any of the sessions, please fill out this form with your details and we’ll send you an email invite to join us.
If you’d like to find out more about how Arbor MIS could transform the way you work, get in touch on firstname.lastname@example.org or arrange a 1-on-1 demo for your school.
The classroom has seen a lot of change this term and Teachers are really stretched. To give you an extra helping hand, we’ve developed some really great features in Arbor which take the hassle out of your admin and give you more time to focus on what matters most – your students. Hear from our
The classroom has seen a lot of change this term and Teachers are really stretched. To give you an extra helping hand, we’ve developed some really great features in Arbor which take the hassle out of your admin and give you more time to focus on what matters most – your students.
Hear from our Product Manager for Teaching and Learning, Sophia, below sharing two tools we’ve created to support Teachers this term – My Classroom – an all-in-one solution for classroom management, and My Homepage – a brand new personalised homepage which helps you stay on top of things and act fast.
We know Teachers have little time between lessons to get through their admin, and even less time to check their student records for anything to be aware of. We believe busy Teachers shouldn’t have to search for the information they need.
That’s why today we’re excited to launch My Homepage – Arbor’s brand new, personalised homepage for Teaching and Pastoral Staff, giving you brand new tools to help you stay on top of things and act fast.
As soon as you log into Arbor, you’ll have everything you need for your day right in front of you:
“The filters work great for me as I can quickly select the students I’m responsible for. Student alerts also allow me to easily spot pupils that had an absence mark due to Covid.”
Matthew Domine, Assistant Principal and Music and Geography Teacher at Avanti House Secondary School
“57% of our staff are now more aware of school key measures such as attendance and behaviour compared to when they used SIMS”
Jon Ward, Vice Principal (Curriculum and Standards) at the Abbey Park School
Classroom management is a lot more complex right now, with new social distancing rules, track-and-trace, and challenging student behaviour as they adjust.
To help you manage your class this term and beyond, we’ve created My Classroom – your new all-in-one classroom management tool – that brings together behaviour management, seating plans and attendance in one place for the first time!
Here are some of the main ways My Classroom will take the hassle out of preparing and managing your lessons:
1. Flexible seating plans
My Classroom gives you a powerful solution to seating plans, allowing you to create smart seating plans which reflect your real classroom, assign students using helpful demographic tags, see student photos (or remove in student view if you’re presenting on the board), and share your plans with your colleagues.
2. Take action seamlessly throughout the lesson
With My Classroom, you’ll spend less time on the little tasks which disturb your lesson flow. Cut out the lengthy register call at the beginning of the lesson by bulk selecting marks straight from your plan. Assign positive and negative behaviour points dynamically during the lesson, or log an incident and trigger an automatic follow up action.
3. Powered by Arbor MIS
The best thing about My Classroom is that it’s built into Arbor MIS, which means you have up-to-date contextual information about your students automatically on your plan, helping you to tell the full story of each of your students lesson to lesson. Plus, any behaviour incidents you record or points you assign feed straight back into Arbor, so you’ll never have to update anything twice.
Teachers are already sharing with us how My Classroom is giving them their time back to focus on teaching and learning instead. It’s also proving really useful during the pandemic, by helping to track-and-trace student contact, and create socially distanced arrangements.
“The reason why I think My Classroom is so exciting, is that it does not have to integrate with any other tools. Managing the lessons from one place rather than having to open lots of different screens will be the key benefit for our staff. For us as a school this will be definitely the right tool. It will be cost-saving and you have the whole data set all in one place.”
Steve Hackshaw, Assistant Headteacher (Learning, Progress and Assessment), at Ralph Thoresby School
“Many thanks to everybody for developing this; I think it’s a really intuitive way for teachers to work with their students and classes.”
Andy Cunningham, Headteacher at The Lakes School
“Using My Classroom has really taken off with our staff – they love the overview of students they get on their seating plans and being able to see the seating plan and take the register at the same time.”
Joanne Hedges, Data Manager at Manshead Academy
If you’d like to find our more about how Arbor could transform the way your staff work, we’d love to hear from you. You can join one of our free demo webinars, or arrange a 1-on-1 demo here. Alternatively, contact us on: email@example.com | 0208 050 1028
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The Schools and Academies Show is back! Join us online this week from Tuesday 17th – Friday 20th November to learn more about Arbor’s cloud-based MIS! Previous Schools and Academies Shows have been fantastic opportunities for schools and trusts to meet different suppliers, see products in action with live, tailored demos, and have honest conversations
The Schools and Academies Show is back! Join us online this week from Tuesday 17th – Friday 20th November to learn more about Arbor’s cloud-based MIS!
Previous Schools and Academies Shows have been fantastic opportunities for schools and trusts to meet different suppliers, see products in action with live, tailored demos, and have honest conversations about how a service can help transform the way they work. (Not forgetting all the goodies you can come away with!)
This year, you can still take part from the comfort of your home or office! We’ve got a virtual booth so sign up, jump online, and come and see us!
The Schools and Academies show is perfect for staff at both schools and Multi-Academy Trusts who are looking for innovative and best-value products and resources for their schools. If you’ve been asked to attend by your Headteacher, CEO or SLT, it’s a good idea to agree on some key questions beforehand so you know what to look out for, and can report back.
Whether you’re just starting to think about new products, or you’re further along in the buying process, this is a great opportunity to look at a product in more detail and get answers from an expert.
The Schools and Academies Show has created an easy-to-use online platform which allows you to set up meetings with suppliers at a time that suits you, or to ask your burning questions directly. There’s also a full programme of talks throughout the show, giving you the chance to hear from peers and experts in the education sector.
Just click here to sign up to The Schools and Academies Show for free. You’ll then be sent an email with details of how you can log in to the online platform.
1. Log into your Schools and Academies Show portal
2. Click on the Schools and Academies Show event
3. Select “Sponsors/exhibitors” from the menu in the middle of the page
4. Search for Arbor on the left hand side of the page
5. Select a time slot that suits you this week
6. Select “Virtual Booth” as the location to meet at the event
7. Let us know if there’s something in particular you’d like to know about
8. Click “Send meeting request”
9. We’ll get back to you as soon as possible via the online platform to confirm your meeting with someone from our friendly Sales Team
A 1-on-1 meeting with one of our Partnership Managers is your chance to ask any questions you have about moving to a cloud-based MIS, and to figure out if Arbor is right for you. You can meet the team “face-to-face” via a video or watch a live demo to discover why hundreds of schools and trusts move to Arbor every year.
It’s a good idea to make sure your audio is working on your laptop or computer – but you can always use the online chat if this doesn’t work. The Arbor Team will be on video so you can see our friendly faces, so it might be nice to have your video on as well so it feels like a real meeting! But don’t worry, this isn’t necessary.
If you want to get in touch during the show, you can reach us by telephone on: 020 8050 1028 and by email at: firstname.lastname@example.org
We look forward to meeting you at the show!
Last week we welcomed over 1,500 members of staff from over 500 schools, trusts and partner organisations to ArborFest – our virtual customer conference dedicated to transformative ways of working. The benefits of being online were that we were able to gather together a huge and unique group of school staff from across the country
Last week we welcomed over 1,500 members of staff from over 500 schools, trusts and partner organisations to ArborFest – our virtual customer conference dedicated to transformative ways of working.
The benefits of being online were that we were able to gather together a huge and unique group of school staff from across the country – with some joining from the staffroom, and some from their sofa at home!
As the UK’s fastest-growing MIS community, with over 1,300 schools and MATs, we loved meeting lots of friendly faces from Arbor schools, including Leaders, Administrators, Teachers, Business Managers and every school role you could imagine – and some new faces too!
It was a fantastic opportunity to come together, share best practice and to learn from fellow colleagues. As every school has their own innovative ways of working, we certainly learned a lot ourselves too.
Kicking off the conference, Arbor’s Co-Founder and CEO, James, welcomed everyone by setting the scene (his dodgeball analogy for 2020 might resonate with some of you!) and sharing some of Arbor’s ambitions for the future.
“We should be thinking bigger than just the MIS, and bringing the whole school ecosystem into one holistic view.” – James Weatherill, Co-Founder and CEO, Arbor Education
You can catch a snippet from James’s Opening Talk here
The programme was jam-packed with practical workshops, feedback sessions and a brilliant keynote speech by tech expert, Rachel Coldicutt, who shared some really helpful advice on how we can reflect on our use of technology.
“We’ve all changed our behaviours overnight because of technology but we haven’t really had the time to consider its effect on us.” – Rachel Coldicutt, expert on the relationship between social impact and tech
You can catch a snippet of Rachel’s Keynote Speech here (look out for the full blog soon!)
Accompanied by staff from schools using Arbor, we held workshops across all areas of school operations – including assessment, reporting, exams and parental engagement. One of the stand-out sessions was “How Arbor can Support your School during Covid-19”, where we demonstrated the ease of Arbor’s Covid-19 dashboard – your daily reference point for Covid-19 information.
Arbor’s Head of Product, Hilary, demonstrated how our Product Vision shapes all the features we develop at Arbor. You can find out more about how we prioritise the features we work on here.
The Product Team also revealed a sneak peak of what’s coming up on our Product Roadmap, including the ability to roll out assessment policies centrally across your trust, and an exciting new toolkit – Arbor Enterprise – which gives you more control over your data and setup.
We also welcomed feedback from Arbor schools on how our features are helping them work more effectively in daily school life.
“Our vision is to give school Leaders, Teachers and Admin Staff the tools they need to work faster and smarter, together – with meaningful data and school-focused design and ways to collaborate with their school community.” – Hilary Aylesworth, Head of Product, Arbor Education
Arbor’s Chief of Customer Success, Sonia, talked through our tried-and-tested process for moving schools to Arbor, and how we work with schools to help you transform the way you work for the better.
We provide lots of ongoing support and consultancy services to help schools drive even more impact from Arbor. So if you’re an Arbor school, your Account Manager will be happy to arrange the best session for you. Just get in touch via email@example.com
“When you move to Arbor, you begin a journey. We give you the support you need to empower all your staff to use Arbor to transform the way they work!” – Sonia Leighton, Chief of Customer Success, Arbor Education
A real highlight of ArborFest was the positive activity we saw on social media, with ArborFest attendees spreading the word to colleagues.
We asked attendees to share a photo of their ArborFest location and we were thrilled by all the entries. It was really difficult to choose a winner but in the end, it had to be Dave Leonard, Strategic IT Director at Watergrove Trust, whose beaming selfie really put a smile on our face. We’ll be sending Dave a £100 Amazon voucher as his prize.
Coming in second place, Sarah Sprack, Head of Isle Education Trust and Principal at South Axholme Academy, also impressed us with her lovely sunny view from her office. We’ll be sending Sarah some brownies in the post!
Here’s a small sample of the other runners up:
If you didn’t make it to ArborFest, but would still like to find out more about Arbor MIS, why not join one of our regular free demo webinars to see Arbor in action, or arrange a 1-on-1 demo with one of our team.
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At Arbor, we’re on a mission to transform the way schools work for the better. Whilst most schools choose Arbor MIS to replace all the various school systems they use for different tasks, it’s important to us that schools can choose to still use the tools they love with Arbor. That’s why we’ve partnered with
At Arbor, we’re on a mission to transform the way schools work for the better. Whilst most schools choose Arbor MIS to replace all the various school systems they use for different tasks, it’s important to us that schools can choose to still use the tools they love with Arbor.
That’s why we’ve partnered with over 30 of the best-in-breed platforms for communications, clubs and trips, data analysis, and more, so you can use them seamlessly alongside your MIS. That means Arbor will sync data automatically with your favourite apps, so you’ll only have to update your information once!
As well as working with your favourite tools, read below for the top four ways Arbor helps you create a more joined-up school – from data security, to remote working.
With Single Sign On (SSO), staff will be able to log in to their email, virtual learning environment and Arbor MIS at the same time – with only one password to remember! With the possibility of school lockdowns or staff having to isolate, these features free up your staff to access their systems from wherever they’re working.
With remote working, it’s important to make sure your school data stays secure. With our Two-Factor Authentication (2FA) functionality, you’ll have an extra layer of security to logins across your school, which requires the user to enter both their password and a unique code sent to their mobile device. You choose whether to require 2FA for all users at all times, or only for staff who are working from home.
Arbor connects seamlessly with your Google or Microsoft platform so if you’re one of the thousands of schools who has taken advantage of the DfE provisioning scheme for these platforms, this is an added bonus!
Your MIS is home to some of the most sensitive data your school collects on students, staff and guardians. This data is also an incredibly useful source of insight, so you might sometimes want to dig deeper into your data using another system.
At Arbor, we work closely with all the major data providers in the UK including Wonde, Groupcall and Salamander Soft to allow schools to connect with the widest possible range of systems. What’s more, you have total visibility and control over the data you choose to share. The biggest benefit is we don’t charge these companies to integrate with Arbor, so that costs are kept as low as possible for schools.
Arbor’s built-in dashboards surface the data most relevant to your staff, and you can build any number of personalised reports in minutes. But if you want to go the extra mile and do something even more creative with your data, we’ve made it as easy as possible to export your Arbor data quickly and securely with our Live Feeds functionality.
Export any Arbor report in a few clicks into Excel, Google Sheets or even PowerBI! Once the Feed is in, your data will refresh automatically. And don’t worry, we keep your data completely secure using a random, salted 16-digit string within the Live Feed (making them near impossible to hack!). You also have full visibility and control over who can access the Feed in Arbor, with the option to cut it off at any time.
We’re excited to announce that in February 2021, schools will be able to synchronise their teaching and learning tools directly with Arbor MIS, thanks to our new integrations with G-Suite, Microsoft School Data Sync and Apple Classroom. This means your students, staff and classes will be automatically set up in your VLE, so there’s no need to create them manually or use a costly third party service.
This is part of our new Arbor Enterprise toolkit, which helps schools and MATs simplify their setup and get more from their data. Keep an eye out for more news on this next year!
If you’d like to find out more about how Arbor could help your school or MAT work faster, smarter and collaborate more, join a free webinar or arrange a 1-on-1 demo here.
In recognition of International Stress Awareness Week, Arbor’s Partnership Specialist and Wellbeing Champion, Alice, has some tips for how you can protect your school staff against burnout. In my role at Arbor I speak to Headteachers, SLT and admin teams everyday when they’re in the early stages of exploring Arbor MIS. I’ve noticed a question
In recognition of International Stress Awareness Week, Arbor’s Partnership Specialist and Wellbeing Champion, Alice, has some tips for how you can protect your school staff against burnout.
In my role at Arbor I speak to Headteachers, SLT and admin teams everyday when they’re in the early stages of exploring Arbor MIS. I’ve noticed a question that comes up time and time again in conversations: “How can we reduce workload for staff?”
It’s no secret that Teacher workload is high and studies have found that Teachers experience more stress than other workers. Tes reports that almost a third of Teachers leave the profession within five years of qualifying. This got me thinking about the impact of heavy workload and the difference between being busy and being burned out.
Burnout is recognised as the feeling of running out of steam at work – those days when even small tasks can feel unachievable. Psychology Today describes burnout as “a state of chronic stress that leads to physical and emotional exhaustion, cynicism, detachment, feelings of ineffectiveness and lack of accomplishment.” It doesn’t just happen overnight which is why it can be hard to spot, even for the person experiencing it. One of the best ways to prevent burnout is to spot the signs as early as possible so that you can make small changes to get back on track.
One of the best ways to avoid burnout is to take some time off. It’s important to have time when you don’t think about work so that you can be energised and engaged when you are at work. This can take the shape of a holiday, but for school staff you might find the holidays don’t fall when you need them the most. More and more schools are introducing paid wellbeing days for staff, and in many circumstances this has helped reduce staff absence, sickness and turnover rates. Read more about how Dan Morrow, CEO at Woodland Academy Trust, implemented wellbeing days and other initiatives across his schools.
It’s important to set boundaries to protect the time you have for yourself as well as being available in a work capacity. Set hours in the day where you don’t respond to work-related messages, no one should expect you to be on call 24 hours a day – even parents!
Work out some strategies to manage your stress by making a list of all the things that help you deal with stress. These can be things such as exercise, spending time outside or having a long bath. Self-care is often the first thing to slip off your to-do list when you’re busy so make sure you build time into your routine for yourself.
It’s important to tell someone when you are feeling burned out at work. Reach out to your colleagues, friends or family if you are feeling overwhelmed, sometimes just having someone to listen can make a world of difference. If your mental wellbeing is being especially impacted by burnout, it’s a good idea to speak to your GP about arranging some extra support.
Want to find out more about how Arbor MIS could transform the way your school works for the better? Book a free demo here or get in touch on firstname.lastname@example.org or 0208 050 1028.
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Case Studies | School Operations
We spoke to two Senior Leaders in a primary and secondary school about the biggest challenges they’re facing this term, and how they’re feeling about potential Ofsted inspections. To find out some of the questions Ofsted have been asking this term and how Arbor MIS can help you prepare, check out our blog. Martyn Essery,
We spoke to two Senior Leaders in a primary and secondary school about the biggest challenges they’re facing this term, and how they’re feeling about potential Ofsted inspections.
To find out some of the questions Ofsted have been asking this term and how Arbor MIS can help you prepare, check out our blog.
1. What are some of the biggest challenges your staff are facing this term?
The changes to the “zoning” of students has required a change of perspective for some Teachers who have cultivated their own classrooms over the years, but the biggest challenge now is keeping on top of staff and student absence, and seeking to offer the best remote learning experience for those who are not in school.
2. What are your strategies for getting your students “back on track” after lockdown?
We have deliberately avoided using language around “catching up” and “filling gaps” in order to get students back to school. Instead we reconnected with the physical space and daily social interactions without causing unnecessary mental burdens in relation to the time missed between March and July. We are making use of the excellent guidance from the Education Endowment Foundation – we are in the fortunate position that much of the back-to-school guidance chimes with initiatives we already had in place, such as targeted academic support.
3. Are you concerned at all about Ofsted inspections?
No, but I hope they are being carried out as a means to fact-find and share best practice around how schools are approaching this unique challenge.
4. How will you be preparing for an inspection?
We do not implement processes or add requirements specifically in relation to a planned or unplanned inspection, so we will continue to ensure that our systems are working effectively – supporting our students to learn and enjoy their learning, and giving us the data we require to analyse and intervene where required.
5. How has Arbor helped you prepare for inspections in the past?
The quick access to a wide variety of data in relation to students, staff, attendance and behaviour has meant that drawing up overviews and headlines has been very straightforward. But, as mentioned above, rather than it being useful specifically for an inspection, it is the way in which we have been able to integrate Arbor into all of the day-to-day routines which makes it so useful in relation to feeling prepared and on top of what is going on in school.
The close tracking of behaviour, with clear workflows and follow-ups in order to ensure nothing slips through the gaps, has contributed to behaviour in our school being both high quality and consistently managed.
With custom reports and Live Feeds, individuals can create bespoke reports which monitor the data relevant to them – this has been utilised in relation to absence and punctuality in recent weeks.
Finally, we have been able to manage a changing landscape related to timetables and when students are required to be at school thanks to the way the programmes are set up in Arbor.
At the moment, it feels like we’re dancing on the tightest of tightropes. I’ve never known Teachers to work such long hours, and students are now having to make seven steps rather than five just to meet expectations.
This next six months will be the most complicated stage of the current crisis. In some ways, last term’s lockdown was quite straightforward – we had 10-15% of our students in school and the rest we provided remote support to. But the current period is a sort of “halfway house” – we’re not fully open nor closed. The Government’s covid-related illness codes give the false impression that there is a high attendance nationally, whereas in reality the codes mark students as present. One of our schools is currently struggling to reach 90% attendance when Covid-19 registration codes are taken into consideration.
However, I’m pleased to say that behaviour so far has been very good – you can sense students feel the joy of being back to school.
Since the beginning of term, we’ve taken the opportunity to reset. Everything we are doing has been adapted to the Covid-19 situation. This has often meant we’ve had to re-evaluate what we do and why we do it. For example, we’ve re-launched our school curriculum which has gone down well.
It’s uncertain when and what the visits will look like. Under the current framework, core subject leadership is the most challenging area. Until recently, it was only senior leadership who were judged, but for the last five years Subject Leads are being judged more and more. In the 90’s, each Local Authority would have their own Subject Leads, who could upskill staff in schools. But now schools do not have such support. Many MATs and federations are developing dedicated subject leadership strategies. Our approach has been to develop a subject leadership handbook between our two schools. This handbook sets out our vision, expectations and timelines for Subject Leaders. It’s been designed to get new leaders up to speed as quickly as possible, and for experienced leaders it’s a useful touchstone. New leaders have also buddied up with experienced Subject Leaders, often across schools.
The main thing Ofsted will want us to evidence in relation to the Covid-19 learning gap, is “How do you know what students don’t know?” Baseline assessment will support much of this but running alongside this will be an adjustment to our school vision – how does our vision for learning fit in this new climate? What adjustments do we need to make? What financial impacts will this lead to? These are typically long term questions that we are having to make decisions on rapidly in a very uncertain world.
Assessment is better understood. We’re in the process of using Puma and Pira assessments which import neatly into our Arbor MIS. This will show us how student groups are doing across key measures. Equally we’re using our Early Years assessments to gauge how far we have to go in order to meet minimum requirements. Early evidence is suggesting that younger children have a wider learning gap than older children. What we know is that younger children also tend to make more rapid progress than older children. At the moment we have set a challenge to address 18 months of learning in one year. This will have to be adjusted if we are called to close again, as the suspicion is that a second round of school closures could create an even greater learning gap than the first.
Ofsted are also likely to ask whether you’re just doing the “minimum” to get students back on track with their learning, or if you’re being adaptive and creative in order to enrich their learning. The fact that we can’t get out on trips (Transport for London has closed school trips) makes this difficult for us to do, especially for foundation subjects. So we’re working with what we can do locally and internally, for example our Head of School recently dressed up as the Queen (which managed to convince our Year 1’s!)
Arbor is where we can evidence core learning and the effectiveness of our policies around attendance, behaviour etc. We can get the data we need rapidly to show where we are, how things have changed over time, and which students are behind the trends, which is vital in Ofsted conversations.
With just over one week to go until ArborFest – our free virtual conference dedicated to schools and trusts – we wanted to tell you all about what’s on so you can book your place! From 12th-13th November, ArborFest is your chance to hear how fellow school staff have transformed the way they work with
With just over one week to go until ArborFest – our free virtual conference dedicated to schools and trusts – we wanted to tell you all about what’s on so you can book your place!
From 12th-13th November, ArborFest is your chance to hear how fellow school staff have transformed the way they work with Arbor MIS. You’ll discover best practice in all areas – from assessment, to reporting, to parental engagement. We’ll also give you a sneak peak of what’s coming up on our Product Roadmap.
If your school isn’t yet using Arbor, it’s a great opportunity to get a taste of what it’s like to be part of the UK’s fastest-growing MIS community, and to see first hand how our schools use Arbor day-to-day.
Here’s a look at what’s on and all the links you need to sign up – just click the title of the talk! Click here for the full programme.
Best practice and advice from schools and trusts using Arbor MIS
Arbor’s CEO James and Chief of Customer Success Sonia will welcome you to ArborFest and let you know all about the top sessions to look out for.
Find out how to use Arbor to get even greater insight into your students.
Find out how Arbor’s tools could help you communicate in a more dynamic way with your school community.
Hear about our new releases, and take part in workshops to shape the future of Arbor
Ever wondered how an EdTech product team works? Arbor’s Head of Product Hilary will reveal how we decide what to develop to help schools work better.
Discover two of our brand new features for Teaching Staff – an all-in-one classroom management tool and a personalised dashboard.
If you’re using Arbor MIS, this is your chance to tell us what you think about the design, usability and layout to help us improve the experience.
(For Arbor customers only)
MAT Feedback Forum: Teaching and Learning in Group MIS
If you’re a MAT Central Team using Arbor, this is your opportunity to tell us what you think of Arbor’s Group MIS to help us improve the experience.
Our Keynote Speaker, Rachel Coldicutt, expert on the relationship between social impact and tech, will show you how you can manage uncertainty and move on after Covid-19.
We’ll show you how you can quickly access the attendance data you need in a few clicks using Arbor’s out-of-the-box reporting.
Join former Headteacher, Jackie, to find the right approach to assessment and progress tracking for your primary school, and how to implement it in Arbor.
If you’re a primary school discovering Arbor for the first time, join this demo to see Arbor MIS in action.
Hear top tips from fellow Teachers for managing your class and keeping on top of your admin! We’ll also show you how Arbor helps reduce workload, plus our new teacher-focused features.
Join Arbor’s Assessments Lead, Chris, to find out how we’ve built school and MAT-level assessments in Arbor, and what’s on the horizon.
Join Martyn, Deputy Head at The Reach Free School, and Chris, Arbor’s Assessment Lead, to learn how you can get greater insight into student progress in Arbor.
If you’re a secondary school discovering Arbor for the first time, join this demo to see Arbor MIS in action.
If you’re an administrator at a trust using Arbor MIS, this is your chance to tell us what you think of Arbor’s Group MIS to help us improve the experience for trust Office Staff.
Join Stephen, Chris and Nataliia from Arbor to hear how we’re shaping Arbor to best support MATs over the long term.
Arbor’s Chief of Customer Success, Sonia, will walk you through the support we provide throughout your life with Arbor, to help drive long-term impact.
We’ll show you how Arbor makes the DfE Daily Form easy, plus how to keep track of student and staff sickness and absences.
Meet fellow Data Managers, Exams Officers, Admin Staff sharing top tips for managing exams in Arbor.
End your ArborFest experience with closing remarks from the Arbor Team. Hear about what’s coming next and how you can keep up-to-date with what we’ve got coming up. See you there!
If you’re discovering Arbor for the first time, join this demo to see Arbor’s Group MIS in action.
Discover our brand new toolkit for schools and trusts that are large, complex or want more control of their data and system infrastructure.
We really look forward to welcoming you at ArborFest this year. It’s a great opportunity not only to learn more about Arbor MIS but also to network with fellow school staff from across the country.
If you’d prefer to arrange a 1-on-1 demo of Arbor for your school, one of the team would love to speak to you. You can book that here.
Otherwise, see you online!
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Behaviour management is a constant challenge and can take up a large amount of Teachers’ time. With students struggling to adjust to change during the pandemic, managing difficult new behaviour is just one of the challenges Teachers are facing. With awareness of students’ mental health at the top of the agenda, it’s important to understand
Behaviour management is a constant challenge and can take up a large amount of Teachers’ time. With students struggling to adjust to change during the pandemic, managing difficult new behaviour is just one of the challenges Teachers are facing.
With awareness of students’ mental health at the top of the agenda, it’s important to understand how best to support each individual. A large part of this is looking at how we can reframe and manage “problematic” behaviour in the classroom, to understand what students are dealing with emotionally.
We spoke to Rob Long, Educational Psychologist, about his work with schools and the best strategies for managing classroom behaviour.
A lot of schools look at behaviour at a surface level. Though it’s worth saying that schools differ greatly, many focus on “managing” behaviour, having “zero tolerance” and relying on rewards and sanctions. These strategies are based on the assumption that the child is wilfully misbehaving; that is that they can control their behaviour. While such approaches will work for many children, there are “repeat offenders” whose behaviour needs to be understood if they are to be supported effectively.
In some mainstream schools, it can be 3-5% of the school population who are responsible for something like 50% of the discipline referrals. So it’s often the same children/young people who are being sanctioned. It would be fair to say therefore that sanctions are not working for them. In fact, some children, sadly, have habituated to sanctions. It’s what they expect as normal.
The problem with a “zero-tolerance” culture is that some students (3-5%) are consistently at risk of being excluded. There is a case for trying to understand these problem behaviours – an approach that more and more schools are developing.
A one-size-fits-all behaviour policy doesn’t work – we need to address individuals.
We need to understand students’ behaviour on a deeper level in order to get to the root of why they’re acting the way they are. Often students who misbehave are dealing with Adverse Childhood Experiences, such as mental health problems at home, deprivation or abuse. It’s evidenced that children who have had four or more of these experiences are especially vulnerable to having problematic behaviours.
Behaviour is never random – there’s usually a motive for it. Even aggression can be driven by such emotions as fear and anxiety. We should see behaviour as a form of communication, and ask what it is that the student is trying to communicate to us. Have they had breakfast that morning? Is their schoolwork at the appropriate level for them? Are they being bullied? Are there learning difficulties? Have they experienced trauma? Behaviour is ambiguous, three children may have the same problematic behaviour, but for three different reasons.
Given that 1 in 8 children are dealing with some sort of mental health problem (according to MentalHealth.org), and most adult mental health problems start before the age of 15-16, schools need the training to be aware of and support students to manage their emotions.
Here are some techniques I’d encourage schools to use in order to reframe “bad” behaviour (I would prefer the term “problematic” behaviour) and promote a positive, supportive environment for students:
Some children will struggle to adapt to new routines and rules this term, so they’ll benefit from Teachers modeling the new behaviour and showing them how to relate to their classmates, the curriculum and themselves.
Cultivate a compassionate and understanding atmosphere in the classroom with the Teacher as someone they can open up to and share their concerns with.
Some students may not have learned how to deal with challenging emotions in an appropriate way. Teachers can help by modelling problem-solving skills. Talk out loud, showing them how to weigh up and think through problems.
It’s important to reframe “bad” behaviour as “mistakes” rather than something fundamentally wrong inside the student. Do they have the necessary skills, or do I need to teach them? What is the function of this behaviour, are they gaining something or avoiding something? Teachers and Support Staff need to act as behavioural “detectives”. Also often a “behavioural mistake” can be a learning opportunity.
Students need to know that having anxious or angry thoughts is part of normal human life; they help us prepare for bad things happening. Acknowledge their negative emotions, then shift the focus to their positive emotions. Negative emotions lead us to turn in on ourselves, to self-protect, so balance this by focusing on positive emotions which lead us to go out and explore the world, such as gratitude (who has helped you today?), curiosity (what have you learnt?) and achievement (what was a new skill or success?).
It is important to recognise that schools today face even more demands on their time and resources. They therefore often don’t have the time to support students’ mental health problems to the degree they’d like to.
I encourage schools to make wellbeing a whole-school priority. Evidence shows that the more students feel belonging to a school, the better their emotional wellbeing. Feeling connected to their school results in less externalising and internalising problematic behaviours.
It’s true that there is a growing openness to mental health within the education sector – I’m seeing a “therapeutic” understanding approach to emotional health filtering down to schools and there’s more and more information and support out there. However, the Government needs to support, with resources, the importance of wellbeing and mental health in schools. We need to change the culture that turns students with added mental health needs away from schools because they can’t manage them.
Case Studies | Popular | School Operations
Since most of us can remember, maintained schools have generally used the IT systems that their Local Authority recommends and supports. Until recently, there hasn’t really been any other option. But in the last few years, many Multi-Academy Trusts have been reviewing their schools’ tech and replacing their legacy, server-based systems with more efficient, cloud-based
Since most of us can remember, maintained schools have generally used the IT systems that their Local Authority recommends and supports. Until recently, there hasn’t really been any other option.
But in the last few years, many Multi-Academy Trusts have been reviewing their schools’ tech and replacing their legacy, server-based systems with more efficient, cloud-based solutions.
Many Local Authorities, too, have started to collaborate with suppliers like Arbor in order to support their schools to move to a cloud-based MIS. We’re working with a growing number of Local Authorities up and down the country, each of whom has gone through our rigorous accreditation and training so that they can support their schools with Arbor.
If your Local Authority hasn’t started to look at cloud-based options yet, don’t let it hold you back! Many schools have decided they can’t wait and are moving to the cloud by themselves, supported by Arbor’s simple migration process. In Hampshire alone, over 22 schools have moved to Arbor, spurred on by two early pioneers.
Find out below how two Hampshire schools broke away from their LA and moved to Arbor MIS – and they haven’t looked back.
1. What motivated your move to Arbor MIS?
We used to have a number of different systems that managed all the different operational aspects of a school (MIS, attendance, communication, assessment, medical, etc), and although individually these systems worked well, we found that you had to keep switching between them to get the full picture, i.e. linking attendance to progress, or emails home to confirm social media consent. This, coupled with the extraordinarily complex processes to get straightforward answers to simple questions (e.g. What is the absence trend of our PP children this term?) was becoming increasingly frustrating for us.
I had used Arbor Insight reports for a couple of years, and loved the clarity in which detailed information was presented. The charts and graphs were consistently user friendly, and I was able to get the data I needed swiftly. I did some investigating into Arbor MIS, and spoke to a couple of schools – who all spoke highly of the system. When we costed Arbor over a three year period and found that we would save just under £6k compared to the other systems we were using, the transition was a no brainer!
2. Did you have any concerns before moving?
There were a number of issues that I needed to be confident about before moving to Arbor. Obviously we checked their reliability, ‘uptime’ status over the past few years, accounts, customer service, compliance with GDPR and other relevant legislation. I was also mindful of our school being the first maintained primary school in the county to move away from local authority’s preferred product. We were also twitchy about the actual transition and the physical moving of all our MIS data from one product to another! We knew that we were taking a leap of faith!
However, after the delays in getting the data out of the old system, the actual transfer into Arbor was slick with several layers of verification. Additional checks by the Arbor team continued to make us feel confident that our data was being well looked after!
3. What was your staff’s reaction to changing MIS?
The office team were instrumental in evaluating Arbor before moving over to it, so they had some idea of what to expect. They were very excited about the transition, especially with regard to us being a growing school and requiring a product that would grow and help us streamline systems and processes. We are still finding time-saving devices regularly in the product!
My Business Manager is able to put all the staff details in a single system, and add staff attendance, contract details and we are investigating transferring our Single Central Record over too. Teachers like being able to locate parent’s contact details quickly, alongside assessment and attendance data. All these features make for a happy staff!
4. How has Arbor transformed the way you work?
One of the most notable areas that has been transformed is the census return. Having our own maintained nursery (with its variety of Nursery 2s and 3s, 15 and 30 hour funding, irregular sessions, non compulsory attendance, paid for sessions, etc.) used to require multiple telephone calls to the previous system’s help desk. These were often painfully long, incredibly complicated and stressful days! However, the most recent census return was completed in under 20 minutes (and when help was required, it’s always clear and accurate!).
I love the automated reports – I’ve got two main ones set up at the moment; one for safeguarding, the other for attendance. These scheduled reports are automatically generated and emailed to the relevant staff. These save so much time!
For us, however, Arbor is the one-stop-shop for everything. During parents’ evenings, we load on the pupil’s page, and we have all the information at our fingertips. We can quickly see who is social media safe, or doesn’t have permission for the administration of paracetamol, who has a food allergy, or what they achieved in their Y1 Phonics screening. We used to waste so much time digging into separate systems to find all this – having it all on the screen in one place has been fantastic!
5. What would you say to a Local Authority maintained primary school in an area like Hampshire who’s thinking of moving away from SIMS but is nervous about it?
Do it! Don’t hesitate! There are better, more efficient and more effective ways of working. Arbor holds your hand all the way through the process (and beyond – they definitely do not “drop you once you’re in!”). The ongoing communication, support and training continually reassure and help you get the most from Arbor. They are continually developing the product (the Covid attendance summary page is brilliant for the daily DfE return!), and they listen to your suggestions for improvements too! Take the plunge – you won’t look back!
To find out more about how Arbor’s cloud-based MIS could help your school work faster, smarter and collaborate more, join one of our webinars at ArborFest – our exclusive online event for schools across the country. You’ll hear how fellow school staff have transformed the way they work with Arbor MIS. Find out what’s on and book now – it’s free!
Read Part Two for our second interview with Kay Bowen, Headteacher at St John the Baptist CoE Primary
As hundreds of maintained schools are choosing to move to cloud-based systems, many independently of their Local Authority, we’ve been speaking to schools in Hampshire about why they made their decision to move to Arbor. You can catch up on our first interview with Jason Anderson, Headteacher at Romsey Primary School here. In this blog,
As hundreds of maintained schools are choosing to move to cloud-based systems, many independently of their Local Authority, we’ve been speaking to schools in Hampshire about why they made their decision to move to Arbor.
You can catch up on our first interview with Jason Anderson, Headteacher at Romsey Primary School here. In this blog, we speak to Kay Bowen, Headteacher at St John the Baptist CoE Primary, who moved to Arbor in Spring 2020.
The cost of our previous system and lack of usage; feeling that it probably could do a lot but we did not have staff trained and experienced in using it over many years and thus we weren’t able to get the power from it. We wanted a system that everyone could use to quickly find out anything they needed to about a child.
We wanted to save time and make the office function more efficiently, have everything paperless, with all staff able to access all they needed themselves rather than relying on the office. We felt sure there was a more 21st Century solution to school data than the rather 20th Century system we had.
Cost was a concern as we could not afford to spend more (on training for everyone). We needed to find a really straightforward system so that everyone could do the basics and we would not have much time or money to train people. We also had the worry of losing data or things being complicated for parents at the start, thus them being disinclined to use it. I think I was also worried that a lot of these systems seem to be very “secondary centric” and would they understand that an average sized primary has different usage and needs compared to a big secondary?
They seem quite relieved, and hopeful! The office team we have are new in post in the last few months so they are keen to learn a new system that they will then know inside out.
4. How do you hope moving to Arbor will transform the way you work?
I hope that everything will be efficient and fast. The medical info will be shared more easily, and data should remain up to date every day without needing to be checked. We hope that it will be easy for parents to use to communicate messages from the school. We hope it will reduce the load on the admin team to do routine data work and they will be freed-up timewise.
5. How is implementation going so far?
OK – there has been a lot of work to tidy our current system which has been more difficult than for other schools as we have a new team and they had not learnt the old system, so it is time consuming. We are about to swap over systems, but we have had someone to talk it through with every week and check if we have any queries. Our Admin Staff have had their first training session and report that it all looks very straightforward to add information to.
6. What would you say to a local Authority maintained primary school in an area like Hampshire who’s thinking of moving away from SIMS but is nervous about it?
Don’t be afraid – having a system that everyone can use with ease as an end point to keep in mind makes it doable. Plus, financially we’re not losing out this year, even with the additional training costs of year one, when you add up all the systems we had for emails, payments, MIS – we will be saving money every year going forward and can see that we will be saving time too.
With the potential of an Ofsted inspection this term, we’ve been speaking to Arbor schools and MATs about how they’re feeling and preparing. Although Ofsted are calling this term’s inspections “interim visits” that will focus on supporting schools to welcome students back to full-time schooling, the inspections are still likely to cause upheaval for schools.
Ofsted may not be asking schools to do any formal preparation, however School Leaders will naturally want to present as much evidence as possible about how their students are doing this term.
To help you best prepare for Ofsted, we’ve gathered together some of the key questions they’ve been asking over the last few weeks, and how Arbor MIS can support you to prepare for each of them.
Gather your evidence in Arbor…
In Arbor, you can quickly pull together attendance data over time, and compare classes, Year groups, demographic groups, or Covid-19 bubbles:
Arbor’s Covid-19 Dashboard is your reference point for daily attendance across your school, split into the key DfE categories, including students with an ECHP, with a social worker and cases of Covid-19. Click into any measure to see a full list of students in each group:
For MATs, Arbor’s Group MIS gives you real-time attendance stats across your schools, allowing you to drill down from the trust-level data to the individual students:
Arbor’s built-in dashboards help you understand behaviour across groups of students (Year groups, Form groups etc.), and track how the types and frequency of behaviour has changed over time:
You can also add new types for Covid-19 related behaviour, such as pulling off another student’s mask during a lesson. Arbor will notify the relevant staff who need to know about the incident, and set up your follow-up actions automatically:
Track the effectiveness of your behaviour interventions groups by pulling together a quick report in Arbor:
Arbor’s new My Homepage gives your Teaching and Pastoral Staff live information about the student groups they look after, so they’ll never miss a new detention, pastoral or medical note. Easy filters also help them keep track of the behaviour, attendance and attainment of their key demographic groups:
Check out this interesting example from a mixed-phase MAT in Leicestershire, The Mead Educational Trust (TMET), about the methods they’re using to assess the impact of Covid-19 on their most vulnerable students.
In Arbor you can set up customised formative assessments which allow you to track how your students are developing during the year. Easy-to-use colour-coded dashboards will then help you monitor performance, and show you clearly where you need to intervene:
You can then filter your results to see how particular Covid-19 groups are performing:
Set up interventions to get certain students back on track, and review the cost and effectiveness of your interventions in one dashboard:
For guidance on how to utilise the Government’s Catch-Up funding, you might find this cheat sheet from The Key useful.
If you’re new to Arbor and want to find out how our cloud-based MIS can help your school work faster, smarter and collaborate more, join one of our webinars at ArborFest – our exclusive online event for schools across the country. You’ll hear how fellow school staff have transformed the way they work with Arbor MIS. Find out what’s on and book now – it’s free!
School Improvement | School Operations
We spoke to Educational Consultant David Hughes about why such a large wave of schools have started moving to cloud-based tech in recent years (approx. 1,700 have switched to a cloud-based MIS since 2017). David Hughes is the author of “Future-Proof your School” and “Re-examining Success”, as well as the popular blog “Learning Renaissance’” He
We spoke to Educational Consultant David Hughes about why such a large wave of schools have started moving to cloud-based tech in recent years (approx. 1,700 have switched to a cloud-based MIS since 2017).
David Hughes is the author of “Future-Proof your School” and “Re-examining Success”, as well as the popular blog “Learning Renaissance’” He has over 40 years of experience in schools and Education Technology, with particular expertise in change management, professional development and flexible learning.
Read below for David’s advice for how schools can make sure large-scale technology changes support learning in a sustainable way.
The challenges of running a school remotely during Covid-19 have accelerated the cloud-based revolution – but this is a trend that was already well established.
There are two main drivers:
1. Economies of scale
2. School improvement
Schools now recognise that they can save money using cloud-based solutions, which place the technical support burden on the vendor, meaning schools no longer have to maintain costly servers on site. In times of stretched budgets, this is enough to encourage many schools to switch.
However, there are also deeper educational motivations at play. Although the first generation of EdTech products greatly improved the productivity of collecting, collating and presenting information, schools are rightly now demanding more intuitive and granular information.
For example, schools recognise that their Management Information System (MIS), not only saves time for office staff, can actually drive iterative school improvement. Where previous systems merely showed the “what”, they can now use their MIS to ask deeper “why” questions. They can use their own data to experiment and collaborate in the search for better learning outcomes for students and more effective professional development for staff across the school.
I think a lot of this comes down to negative past experiences with technology roll-outs. Schools often didn’t realise that a technology change isn’t just about installing a system and teaching staff what the buttons do – it requires a cultural change and a behavioural adjustment for teachers.
I’ve seen many companies who are too keen to make a sale and let schools skimp on training or rush through the implementation. This always leaves teachers exasperated that as well as their normal teaching load, they now have to incorporate a confusing new technology.
Instead, good technology providers take the time to demonstrate how they can drive up standards across the school, either by saving time, enabling better collaboration, improving teaching practice, or shining a light on successful strategies. Ultimately, schools and vendors need to be critical friends and share a vision centred around educational outcomes.
Companies need to realise that there’s no point in building a great piece of tech unless it’s totally aligned with the needs of your customers. Too often, companies are at risk of letting the “tail wag the dog” – making decisions based on what’s possible, rather than what’s needed.
One aspect of Arbor’s offering that greatly impressed me was the number of experienced former Teachers and Senior Leaders in the company. Hiring and consulting with Educators means companies understand their users’ context and can be more responsive to development needs in a timely and iterative way.
Having flexible, cloud-based systems is now a necessary condition for driving school improvement, but it’s far from the only thing you can do. There are a number of other dimensions that need to be addressed if technologies are to support learning in a sustainable way.
The most critical aspect, which is often least addressed, is to do with the dominant school culture, or “the way we do things in this school”. This will decide where, when, how and why change is initiated or stalled. School culture comes down to more than leadership – it’s a commonwealth of perspectives which drive behaviours in the school.
School Leaders should engage the whole school in change right from the start – this means involving people in the preliminary discussions, not just when unveiling the final plan. Leaders should also be clear about their goals, whether short or long-term (e.g. maximising exam performance in a particular year, versus a longer-term transformation).
Having worked in and with both high-achieving and struggling schools, a common theme that shocks me every time is that senior leadership teams often don’t think to audit what skills and experience staff have at the outset of a project. Change is done to rather than with them. This management-centred perspective limits the scope, success and sustainability of change.
With simple tools, such as a survey of “can do” statements, School Leaders can generate a complete picture of the skill level across the whole school before starting an initiative. Staff who consistently score highly become the “champions” of the project, developing materials and processes which other staff can then adapt to suit their own needs in the classroom.
Covid-19 has (understandably) forced schools to be far more reactive in their approach. There is much talk of the “new normal” which, in my view, is extremely premature. The current situation is not normal, it is transitional.
There is some truly transformational potential in determining not to go back to the “old normal” and instead exploring how the disruption of the pandemic has changed the way staff and students have shown they can learn. For example, both students and staff have found new ways of working in the disruption, and students have, to an extent, become independent and autonomous learners.
Here are a few ideas for how we could be more ambitious going forwards:
This blog post references materials developed in the books “Future Proof Your School” and “Re-Examining Success”, as well as the Learning Renaissance blog by David Hughes, which schools are welcome to incorporate into their staff CPD library.
To find out more about how Arbor MIS could transform the way you work, get in touch on email@example.com, arrange a demo or join a free webinar.
How will you present your schools’ performance to your board this year? Where will you pull the data from? As a MAT leader you’ve got the task of presenting what could be a very mixed picture of attainment this term, with each of your schools facing a unique set of challenges and a slightly different
How will you present your schools’ performance to your board this year? Where will you pull the data from?
As a MAT leader you’ve got the task of presenting what could be a very mixed picture of attainment this term, with each of your schools facing a unique set of challenges and a slightly different approach to “catch-up”.
So how can you best support your trustees with data this term? One of the most useful resources they’ll benefit from is a clear overview of prior attainment, which will help them contextualise the current situation.
In this blog we’ll show you how your newly updated Understanding Your MAT Report will give you a ready-made report to share with your board showing them a complete overview of your prior attainment data.
Created especially for your trust, your Understanding Your MAT Report brings together key measures like your schools’ ASP performance statistics, alongside your MAT’s size and local demographics, to help you understand the unique make-up of your trust compared to others in England.
This specialised combination of aggregated data is presented in a clear and compact report, with colour-coded charts and expert commentary in plain English, making it the perfect document to kick off discussions at your next meeting.
Your Understanding Your MAT Report is live now for you to download from your free Insight portal!
The Understanding Your MAT report will give your board a grounding in the socio-economic factors affecting attainment at your trust over the last three years. They’ll be able to assess at a glance your schools’ strengths and challenges, and how they compare to trusts in the wider national context.
Here’s an explanation of how your trustees can use the report in more detail:
1. Get a clear picture of student performance
2. Understand student performance in context
3. Shape smart strategy
The report uses your schools’ latest validated 2019 Analyse School Performance (ASP) data to show your spread of performance in key measures at KS4, 2 and 1, such as Progress 8, Achieving Expected Standard: Reading, Writing and Maths, and Working at the Expected Standard: Year 1 Phonics. We’ve also just updated your report to include ASP data for all schools who joined your trust up to 1st September 2020.
The report also compares all results against three key benchmarks: Trust average (the weighted average of all your schools’ results), National average (weighted average of all state schools in England) and National MAT average (weighted average of all academies in England) to help them see what makes your MAT distinctive.
You can also share with Trustees a login to your free Arbor Group Insight portal, where they can dig further into any data set to see student level figures. Here they’ll also be able to download 2019 reports for all schools in your trust for free, allowing them to drill down to identify the subjects and student groups behind any underperformance.
KS4 Progress 8 score, Understanding Your MAT Report 2020
Trustees might be wondering whether the pace at which you’re growing is normal compared to other trust. They might also want to know if your school demographics (e.g. the proportion of students eligible for Free School Meals, or with English as a Second Language) is higher or lower than other similar trusts.
As they’ll see from the report’s leading article “Breaking the link: Attainment, poverty and rural schools”, the relationship between disadvantage and attainment varies considerably between different parts of England, so it’s important for trustees to understand how this plays out across your mix of schools.
The Understanding Your MAT Report will help you answer these questions, by showing you how your MAT context compares to other trusts in the country.
Using latest 2019/20 GIAS (Get Information About Schools) data and information from the Office for National Statistics (ONS), the report gives an overview of your MAT’s size, growth, blend of phases, pupil characteristics (% of FSM, SEN and EAL pupils), as well as the “Area Type” classifications for where your schools are located, including level of education and the unemployment rate.
Area Type Blend, Understanding Your MAT Report 2020
With the attainment gap for students from disadvantaged backgrounds potentially widening by up to 75% as a result of Covid-19, it’s more important than ever to be able to explain the link between your students’ performance and their contextual factors.
By understanding all the factors impacting achievement at your MAT, your trustees will be better equipped to help identify student groups in need of extra support this year.
Your Understanding Your MAT Report is ready to download from your Arbor Group Insight portal. If you’re not registered, don’t worry, you can sign up for free.
If you have any questions about your report, or if you’d like one of our team to show you around Group Insight, get in touch at firstname.lastname@example.org or call 0208 050 1028.
We’re thrilled to announce the launch of Virtual ArborFest – the second instalment of our festival dedicated to schools and trusts using Arbor MIS. Only 1 month away, ArborFest is your chance to hear tips and tricks from fellow school staff using Arbor, as well as expert best practice from the Arbor Team. We’ll also
We’re thrilled to announce the launch of Virtual ArborFest – the second instalment of our festival dedicated to schools and trusts using Arbor MIS.
Only 1 month away, ArborFest is your chance to hear tips and tricks from fellow school staff using Arbor, as well as expert best practice from the Arbor Team. We’ll also give you a sneak peak of what’s coming up on our product roadmap.
Join us online on 12th-13th November for a two-day event with lots of talks, workshops and feedback forums to choose from. The best thing is ArborFest is completely free!
You’ll see that we’ve split ArborFest into three key themes, each with multiple talks inside it. Click the link above to see the full programme and book into the sessions you’d like to join:
For schools who are discovering Arbor for the first time, and don’t yet use our cloud-based MIS, we’re holding special sessions just for you so you can learn more about Arbor. Book your place here if you’re a primary school, secondary school or MAT.
We’re excited to announce a very special keynote speaker for ArborFest – Rachel Coldicutt. An expert on the relationship between social impact and tech, and former CEO of Doteveryone, Rachel will walk us through “The Glimmers Report” – a new, practical toolkit to help schools, trusts and other community organisations reflect on their rapid transformation, look ahead, and set new Key Performance Indicators.
We’ve put together a video showcasing our last ArborFest back in February of this year (when meeting in a room full of people was normal and exciting!) Take a look and see what ArborFest means to us:
We look forward to seeing you online soon – don’t forget to tell your colleagues!
When school systems are working well, you shouldn’t even notice they’re there. They should run in the background, helping you to speed through your daily admin and giving you all the information you need, when you need it. However, many schools find that over the years, they’ve somehow accumulated lots of different IT systems that
When school systems are working well, you shouldn’t even notice they’re there. They should run in the background, helping you to speed through your daily admin and giving you all the information you need, when you need it.
However, many schools find that over the years, they’ve somehow accumulated lots of different IT systems that only do one job each.
A messy network of systems which don’t “communicate” with each other, also leaves your student data in lots of different places. This puts an added burden on staff who have to enter data manually multiple times over, and added risk of errors or things going missing.
If you counted the number of hours your staff spend every day entering data or logging into various systems to find information – it would really add up. This is valuable time that they could be spending on tasks that matter – like speaking to a parent, or supporting students in the classroom.
By auditing your school systems, you’ll spot immediately where cutting down on your systems could save costs and give staff quicker access to the information they need. You might be surprised by the amount of overlap you have where two or three systems could be replaced by just one.
For MATs, using lots of different systems becomes especially unsustainable when they grow to 5-10 schools or more. At this scale, consolidating and centralising systems can not only hugely cut costs, but will also allow staff across the trust to work together more easily. Dave Noble, Director of Operations at Red Kite Learning Trust, has a great example of his vision for centralisation.
The most important question to have in mind when you start reviewing each of your systems, is Why do we need it?
And more precisely:
What does it do that another system can’t?
Do staff use it frequently? If not, why?
Do staff use every feature of it?
For example, a school might have been using a behaviour tracking software for many years, and are happy with how it charts behaviour points over time. But this is the only feature they use this software for. In cases like this, and with many other systems that are an added cost, it’s worth questioning whether you could do it all within one tool – such as your MIS.
We recommend tackling your systems audit using this four step process. Many schools find it helpful to work in an Excel template like this:
How you can approach a systems audit
Start by listing out all the systems your staff use for their core tasks, like attendance, assessment, behaviour and communications. Remember to ask staff at all levels and from all areas across the school – don’t assume that one person will know what everyone is using!
Move on to listing the annual costs of each system. If you don’t have to pay for something annually and you already have it, you can mark the cost as £0. Make sure to split out all software products even if they’re from the same company because you might find one is more useful than the others.
Go back down your list and note each software’s functionality – not just what you’re currently using it for, but what it could do if you used every feature within it.
You’ll probably have come across several overlaps by now. This is the tricky part: for everything that overlaps, consider which has the greater value, and which you could think about cutting.
This value judgement can’t entirely be based on price, although that is important. You should also question why you had several systems in the first place. Is one of them more user-friendly? Is it quick to train new staff on? Could you get a better deal and a better product by getting rid of both altogether?
If you decide to cut out some of your systems, this might require a change in mindset for staff who have been used to working in a certain way for years.
Working now with over 1,200 schools, most of whom chose to move to Arbor MIS to consolidate their systems, we’ve seen schools manage this change and come out the other side with much more efficient ways of working.
Arbor brings together all your core school tasks into one place, giving everyone shared access to information and a shared view of progress. Staff save time by only having one login to remember and no longer having to transfer data manually between systems.
Of course, your audit might have shown you that some systems are worth keeping alongside your MIS, and that’s great – now you know you’re making a good investment. At Arbor, we integrate with over 30 powerful external systems to give you the flexibility to use the ones that work for you, whilst making sure your data is all joined up.
To find out more about how Arbor could help you work faster, smarter and more collaboratively, join a free webinar or arrange a personalised demo.
Tellmemore@arbor-education.com | 0208 050 1028
It’s the time of year when most School Admin Officers have one thing at the top of their minds – census. With the end of October deadline fast approaching, and workforce census on the horizon, you’re probably somewhere deep into the process by now. Census can be a bit of a daunting task, and with
It’s the time of year when most School Admin Officers have one thing at the top of their minds – census. With the end of October deadline fast approaching, and workforce census on the horizon, you’re probably somewhere deep into the process by now.
Census can be a bit of a daunting task, and with so much unexpected admin to cope with this year, another lengthy, clunky process is the last thing your back office needs.
Here are five ways that Arbor takes the hassle out of census management, giving you valuable time back in your day:
Preparing and updating your data is quick and easy in Arbor, thanks to bulk actions. Update information about a group of students, such as attainment grades, UPNs, or student contact details at the same time, in just a few clicks.
Click the pencil to update all students in one click
In Arbor, you’ll always have the most recent DfE validation form for your school built into the system, so you don’t even have to think about it. This cuts out a major step in the process, allowing you to run the same checks on your census data as the DfE, all within Arbor.
Forget scrolling down endless tables and forms, in Arbor you can review your census data in an interactive dashboard, which means you can click into each category and easily check the students listed.
Click on any category and review which students are listed
You can then cross check which students should be in each category from your demographics dashboards:
Get quick access to demographic information for all students
Once you run checks on your data, Arbor will flag any errors or missing data so you can see what needs your attention at a glance. You can then amend and correct each line instantly from the same screen.
Spot an error and fix it right away without leaving the screen
We’re the first MIS to integrate with an HR platform (CoreHR XD) giving schools and trusts a smarter way to manage HR tasks like workforce census. If you’re using Core HR XD, integrating with Arbor means you’ll always have up-to-date information about your staff right when you need it, helping you complete your census in half the time.
Our Help Centre is full of handy guides and videos that help make your census process as smooth as possible.
But don’t just take it from us – here’s how some of our schools have found completing census in Arbor:
Interested in finding out how Arbor’s cloud-based MIS can help you work more easily collaboratively this term? Book a demo today, or join one of our webinars.
After the success of our MAT Conference webinar series in Summer Term, “Adapting to Change: Lessons from Leaders in a Global Crisis”, we’re excited to announce our new series “Building a Resilient Trust: Lessons from leaders 8 months in”. As the months quickly roll on in this new academic year, trust leaders are having to
After the success of our MAT Conference webinar series in Summer Term, “Adapting to Change: Lessons from Leaders in a Global Crisis”, we’re excited to announce our new series “Building a Resilient Trust: Lessons from leaders 8 months in”.
As the months quickly roll on in this new academic year, trust leaders are having to shift from crisis mode towards ensuring their schools and staff are getting back on track with their curriculum, attendance, systems and other areas of school life.
We’ve created this new webinar series to give you a safe space to hear from fellow CEOs, COOs, CFOs and Directors about what they’re doing to prepare for further challenges now and in the future.
In each 45 minute webinar you’ll hear from an established trust leader speaking with James Weatherill, Arbor’s Co-Founder and CEO, on areas such as leadership, remote learning, financial management and software procurement. They’ll speak openly about their experience and how they’re future-proofing their trust, giving you practical ideas and strategies to take back to your own trust.
To sign up for individual webinars, or for the whole series, simply follow the links below.
Sign up for the MAT Conference Webinar Series here (and be the first to hear when we add new webinars!)
Friday 23rd October, 11am
How to Build a Centralised Approach to Financial Management that will Outlast Covid-19
– in conversation with Jason Brown, CFO at Bath and Wells Multi Academy Trust (BWMAT) and Will Jordan, Co-Founder of IMP Software
With 33 schools to oversee, Jason will explain how he re-examined and re-aligned budgets last year and how this affected the trust as a whole. Jason has been at BWMAT since it’s formation, so has a wealth of experience in scaling sustainably and challenges along the way. Find out how a centralised approach to Financial Management impacted BWMAT’s Covid-19 response and how the past few months will change the way the trust will operate in the future.
Will, Founder of IMP, also joins this webinar, to discuss IMP’s MAT forecasting solution that you can use for budgeting, automated forecasting and reporting. In the webinar, you’ll get first access to their free whitepaper on GAG-pooling.
Sign up here
Friday 20th November, 11am
Is Blended Learning the Future of Education?
– in conversation with Giles Hill, Digital Learning Lead at Aspire Academy Trust
Wondering what the future of education will look like and how you can build your teaching and learning initiatives across your trust to support this? Giles will discuss the benefits and pitfalls of both classroom and online learning and offer his advice for trusts now and for the future. Giles is part of the EdTech Demonstrator Programme, a government-backed initiative supporting schools and trusts to deliver remote learning during the coronavirus period – and to build the foundations of solid future EdTech strategies.
Friday 27th November, 11am
Lessons Learnt From Procuring Systems During Covid-19
– in conversation with Jim Farquhar, COO at Nicholas Postgate Catholic Academy Trust
Moving from old to new technology systems will always be a bit of a heart-in-mouth feeling, and moving 27 schools to a cloud-based MIS is no different – especially during a pandemic. Jim will speak candidly on his first-hand experience of migrating systems during lock-down, and the lessons he’s learnt. He’ll share advice on how you can start this process if you’re thinking of a systems change and what should be on your checklist to ensure your trust us prepared for the future.
Friday 4th December, 11am
Leading Through a Crisis: How to Keep your Staff Engaged, Motivated and Connected
– In conversation with: Andy Buck, CEO of Leadership Matters
The coronavirus pandemic has placed extraordinary demands on leaders in education. With regional lockdowns and continued uncertainty, a focus on your leadership style and practices is as important as ever. Entering the winter months will be a test of character, and this webinar will provide you with some tools and top tips for leading through this period.
If you’d like to get a taste of what our last MAT Conference Webinar Series was like, take a look at the ebook we’ve put together featuring six of the best interviews with MAT leaders at the moment when the Covid-19 crisis took hold.
“Building a Resilient Trust: Lessons from leaders 8 months in” is brought to you for free by Arbor Education as part of our social mission to transform the way schools and trusts work, saving teachers time and improving student outcomes. We want to help you get the support you need during a time of unprecedented change so you can ensure students get the best start in life.
To hear more about how Arbor’s cloud-based MIS could help you and your schools work better today and be ready for tomorrow, join us for an MIS Demo Webinar, designed for trusts like you.
Over the last three years, there has been a big movement of schools choosing to replace their server-based school systems with more flexible, cloud-based ones. We’re proud to say that 1 in every 3 schools that switch MIS choose Arbor – that’s a new school every day! We’re now working with over 1,400 schools and
Over the last three years, there has been a big movement of schools choosing to replace their server-based school systems with more flexible, cloud-based ones.
We’re proud to say that 1 in every 3 schools that switch MIS choose Arbor – that’s a new school every day! We’re now working with over 1,400 schools and MATs across the country and since March 2020, we moved over 400 schools to Arbor completely remotely.
When thinking about moving your school to a new cloud-based system, it can often seem daunting, especially if you haven’t gone through a large-scale change at your school before.
That’s why we wanted to walk you through how we move schools to Arbor, from data migration, through to making long-term impact, and all the support we provide along the way.
The most common worries schools have about moving MIS are: that it will put a big burden on school time, that their data might get lost, and that staff might not get used to new processes.
We understand these worries, and that’s why we’ve designed the Arbor implementation process to make sure schools get the right support every step of the way.
Once you sign with Arbor, your Arbor journey follows three key phases. We work with you to make sure every stage of the process happens at the right time, and that everyone in your team is brought in when they need to be.
Generally, primary schools can go “live” with Arbor in as little as eight weeks, and secondary schools in a term!
Phase 1: Technical Migration
We first plan your implementation process around your needs and priorities. We then transfer your school’s data to Arbor and give you lots of opportunities to check everything is accurate. Meanwhile, your staff can take part in introductory training to help them get familiar with how Arbor works on a test site.
Phase 2: Getting Started
Your Arbor site is now ready to go “live”! Your staff can take part in training on how to use the core parts of Arbor, and customise it to your school needs.
Phase 3: Active (long term)
We offer lots of further training, consultancy and services options designed to make Arbor a success at your school and help you drive impact over a longer period of time.
Find out more:
Download “How we make Arbor a success at your primary school” brochure here
Download “How we make Arbor a success at your secondary school” brochure here
Download “How we make Arbor a success at your MAT” brochure here
We believe that switching MIS is so much more than moving your data to a new system, it’s the start of a journey to change the way you work for the better.
For primary schools, we’ve designed a simple automated process that gets you set-up on Arbor, with guidance, hints and tips from the team every step of the way. Book expert training for your staff at a time that suits you, and put it into practice on your new Arbor site.
For secondary schools, we partner you with a dedicated Arbor Project Coordinator who gets to know how your school is set-up and what you want to achieve by moving to Arbor. They then shape every training session around your needs, and help you plan how to meet those goals over the long term. They’ll also drive the momentum of the project forward, take care of all admin, and keep you in the loop with regular progress calls.
If you’re thinking of moving to a cloud-based MIS, join one of our free webinars to find out if Arbor MIS is the right fit for your school. We run sessions for primaries, secondaries and MATs, as well as sessions dedicated to implementation. Alternatively, you can arrange a personalised demo here.
Schools are at the heart of Arbor. Hear from Arbor’s Head of Product, Hilary, all about how we use feedback from schools and the “RICE” framework to shape the vision for our MIS. At Arbor, we’re always looking for new ways to help schools work better. When we develop new features in our MIS, we
Schools are at the heart of Arbor. Hear from Arbor’s Head of Product, Hilary, all about how we use feedback from schools and the “RICE” framework to shape the vision for our MIS.
At Arbor, we’re always looking for new ways to help schools work better. When we develop new features in our MIS, we design them to be intuitive, and to help school staff work faster and collaborate more at all levels.
The vision we work to in our Product Team is made up of three core objectives:
1. Provide staff with meaningful data they can use to identify and act on trends
2. Design a truly school-focused MIS which helps speed up daily tasks and save staff time
3. Develop ways for staff to work better together, creating more joined-up school communities
The way we achieve these objectives is by working hand-in-hand with school staff to make sure everything we work on makes a measurable difference to their working life. It’s also important to us that everyone who uses Arbor up and down the country has the same quality of experience.
That’s why our product roadmap is public-facing and we welcome Arbor schools to contribute their feedback to it. Our Product Managers keep an eye on the roadmap regularly for comments which feed directly into how we prioritise the products we’re developing.
We also gather feedback from schools via termly feedback forums, surveys and our customer festival – ArborFest.
In the Product Team, we use a method we’ve adapted from the “RICE” framework in order to prioritise our roadmap. This helps us plan what we work on next, from feature improvements, to new integrations with popular platforms like TimeTabler, to big new ideas like our all-in-one classroom management tool – My Classroom or the Arbor App.
Using the RICE framework helps us prioritise our roadmap to make sure we’re developing the products that will make the greatest possible impact to the greatest number of school staff in the shortest or most appropriate time frame.
The framework is a calculation – we plug into it all the customer feedback, market analysis and suggestions we’ve gathered, plus how beneficial the new features will be to schools. We then weigh these up with other factors like how long it will take us to build new features.
Here’s how RICE breaks down:
We really value the insights we receive from our Arbor schools. Comments on our product roadmap are really useful in our product development process, but we’re also piloting new ways of gathering more detailed feedback from schools to help us measure the impact we’re having more widely. We’ve launched several channels for this:
Termly Feedback Forums
Once a term, we hold feedback forums tailored to different staff roles and school phase (e.g. Teachers, Business Managers, Trust Admin Staff) to gather feedback on the new product features we’re working on. These intimate sessions with one of our Product Managers are a great way for us to hear how our ideas are going to impact everyday school life, and how we can improve them to help you work even more effectively.
If you’d like to find out more about the feedback forums we’re running this term, get in touch with your Arbor Account Manager.
We send an NPS (Net Promoter Score) survey to Arbor schools every term, which helps us understand how Arbor is helping you save time, understand your data better and improve school life overall. Measuring the impact we have on schools is a core part of what we do – it’s also what our investors ask us to demonstrate.
Last term, our schools told us:
Following the really successful event we hosted earlier this year, we’re taking ArborFest online! Arbor schools are invited to join us for a two-day virtual programme on 12th and 13th November packed with talks by the Arbor Team and fellow schools, and product feedback forums where you can find out more about what’s on our product roadmap.
Arbor schools – check your email inbox for your invitation and link to sign up for all sessions!
It’s great to see from our recent feedback that Arbor schools feel that we’re listening to their needs – that’s what motivates us every day.
Discover how Arbor could help you work more easily and collaboratively this term – either by booking a demo, or joining one of our webinars.
Today we’re announcing Arbor’s biggest product release ever, with seven new features designed to help you work faster, smarter and collaborate more across your school or trust. Working hand-in-hand with school staff like you, we’re constantly improving and evolving Arbor to meet the new demands facing staff. This wave of brand new tools forms part
Today we’re announcing Arbor’s biggest product release ever, with seven new features designed to help you work faster, smarter and collaborate more across your school or trust.
Working hand-in-hand with school staff like you, we’re constantly improving and evolving Arbor to meet the new demands facing staff. This wave of brand new tools forms part of our vision to make a measurable difference to the working life of school staff everywhere.
With schools facing perhaps the most challenging term for decades, we’ve designed these features specifically to give a boost to everyone – from Teachers, to Office Staff, to Chief Executives.
My Classroom is our brand new, all-in-one classroom management tool. Build flexible seating plans, take the register and record behaviour incidents all from one place for this first time (no other MIS does this!)
My Homepage will be a new personalised space within Arbor for Teaching Staff which keeps you up-to-date with all your students at a glance. Plus, live alerts and to-do lists will help you speed through admin between lessons.
To help you get started on your school improvement planning this term, we’ve released a complete set of our popular past performance reports (worth £300-400) exclusively for free.
With no new DfE performance data this year, free access to Arbor’s most popular reports from 2019 exams will give you a reliable picture of your prior attainment data to help you see where to focus your efforts this year.
For Academies, we’ve also created a few Academies’ Financial Benchmarking Report to help you kickstart your budget planning.
Sign up to get your free reports here.
The latest version of the Understanding Your MAT Report will contain the most up-to-date contextual information about your trust. Together with your past ASP performance measures, your trust’s size and local demographics will help you understand your MAT’s unique strengths and challenges compared to others in England.
As schools and MATs have grown in size and complexity over the past few years, we’ve been building out our product and support to help School and MAT Leaders deal with the challenges of scale:
With Advanced Support, you’ll be able to speak to a Success Analyst who knows your set-up intimately so they’ll be able to get to the bottom of any technical issues you have faster, and give you tailored solutions. Plus, they’ll save you valuable time by setting up automatic reports for you with exactly the information you need to see regularly, such as a weekly attendance report.
Introducing a brand new toolkit designed to help you simplify your system setup and get more insight from your data at scale.
With Single Sign On and Two-Factor Authentication, staff will be able to log in securely to their email, virtual learning environment and Arbor MIS at the same time – with only one password to remember! With the possibility of local lockdowns or staff having to isolate, these features will free staff up to access their systems from wherever they’re working.
We’re committed to working with our schools to make sure that with Arbor, schools really do work better. This new release is packed full of features to take the hassle out of admin, give your staff time back, and ultimately help your school be ready for whatever tomorrow brings.
We’d love to speak to you about our new features, so get in touch if you want to find out more.
To find out more about moving to Arbor MIS, get in touch on email@example.com, arrange a demo or join a free webinar.
Find out more about our brand new features from your Account Manager on firstname.lastname@example.org.
As the fastest-growing MIS provider in the country, we’re learning and changing all the time. As we grow further, Arbor’s Talent Acquisition Manager Sophie, explains why Diversity & Inclusion is one of our top priorities. Striving for a wide range of perspectives Diversity & Inclusion (D&I) is a very important topic at the moment, both
As the fastest-growing MIS provider in the country, we’re learning and changing all the time. As we grow further, Arbor’s Talent Acquisition Manager Sophie, explains why Diversity & Inclusion is one of our top priorities.
Diversity & Inclusion (D&I) is a very important topic at the moment, both here in the UK and across the world. The recent Black Lives Matter protests have brought the issue to the fore, and shown just how important it is for people to come forward to tell their stories around discrimination.
Diversity doesn’t just relate to visible characteristics such as gender, ethnicity and cultural background, it also includes a wide range of non-visible differences such as religion, social background, sexual orientation, personality, thinking styles and ways of working.
At Arbor, we’ve always thought of ourselves as a forward-thinking, innovative and authentic company, but as we grow we’ve been thinking more and more about how to make sure we’re creating a diverse and inclusive workplace for all our employees.
It’s important to us that we have a wide range of types of people and perspectives represented. Diversity is proven to increase creativity, innovation, efficiency and productivity in the workplace as well as employee engagement and as a growing tech company this is exactly what we are striving for.
We have some way to go to achieving a full balance of diversity in our offices, and it’s not something, unfortunately, that can happen overnight. To maintain a diverse and inclusive culture takes real, practical actions and commitment across the board.
First and foremost we need to understand the make-up of Arbor. We are proud of our commitment to diversity and inclusion but without data we won’t be able to measure how successful our efforts are. We’re in the process of gathering data on the backgrounds, ethnicities and demographics of both our employees and applicants to our job openings. This will help us understand where we’re under-represented so we can work to improve diversity.
We’ve created a dedicated D&I Guild internally, made up of people from different backgrounds and teams across the business, who bring perspectives from lots of different industries. We’ve also made D&I a measurable part of our objectives and key results for the People team, so we have real ownership over these actions.
The D&I Guild has been setting up “lunch & learns” with presentations from both internal and external speakers, including Crayola The Queen who spoke about LGBTQ+ and the difficulties she has experienced in the workplace, as well as Sophie Elwes who shared how disability has affected her working life. I recently spoke about being aware of unconscious bias during the recruitment and interview process, with transferable lessons for the wider world too.
We’ve got lots of initiatives coming up, with more talks and promotion of awareness months including Black History Month and National Disability Employment Awareness Month. We’re also going to be partnering with leading organisations at the forefront of the D&I field.
This is a very exciting time of growth for Arbor, so if you wish to join a company with with employees at their heart, check out our careers page here: https://careers.arbor-education.com/
Here are our current open roles:
Billing Manager – Leeds/London/Remote
Software Trainer – Remote/South
Account Manager (6m FTC) – Leeds/London/Remote
Senior Marketing Manager – London
Product Engineering Lead (PHP) – Leeds/london/Remote
Senior Product Engineer (PHP) – Leeds/London/Remote
As the DfE advised in their letter to schools last February, it’s a good idea to re-procure any large contracts (such as Management Information Systems (MIS)) when they come to an end. When procuring systems like your MIS, going through an approved framework allows you to search a range of accredited suppliers for one which
As the DfE advised in their letter to schools last February, it’s a good idea to re-procure any large contracts (such as Management Information Systems (MIS)) when they come to an end.
When procuring systems like your MIS, going through an approved framework allows you to search a range of accredited suppliers for one which matches what you’re looking for.
A framework is the simplest route to buy off-the-shelf software, without limiting personalised support through the buying and delivery process. It saves you spending hours drafting requirements, researching companies and going through the tender process – instead giving you all the information you need to choose the most competitive, reputable and safest provider all through one platform.
You’ll also have peace of mind that due diligence checks have already been carried out on the products and companies, and that you’re complying with buying procedures and applicable procurement law.
Today, we’re excited to announce that Arbor has been added to the DfE’s latest G-Cloud 12 framework for approved cloud suppliers!
Find out below how you can use the G-cloud 12 framework to procure a cloud-based MIS for your MAT.
The G-Cloud framework, available on the DfE’s Digital Marketplace, contains 31,000 cloud services for cloud hosting (services for processing and storing data), cloud software (internet applications) and cloud support (helping you set up and maintain your software).
All companies on the framework must go through multiple legal, financial and social responsibility checks on the way they work and the services they provide.
You can find the DfE’s guidance on using the G-Cloud framework here.
1. An important first step is to work out exactly what your trust needs from your system or service before you start. For example, it might be important to you to have built-in communications and meals management, or you might want to customise the system to your bespoke assessment framework. You will likely want a system that’s compatible with multiple internet browsers and devices, and gives you secure logins.
The DfE provides this requirements list to help you start (though it’s from 2014, and most English MIS have developed new capabilities since then).
2. Go to “Cloud software”
3. Search for keywords that are relevant to what you’re looking for, such as ‘Primary MIS’, ‘Secondary MIS’, or ‘MAT MIS’, to find the list of relevant suppliers. Remember to download this list for your audit trail once you’ve found what you’re looking for.
If there are too many results after putting in your keywords through, you can click a filter, e.g. “2-factor authentication” to see the suppliers that provide that feature.
4. Read each supplier’s product and pricing information
5. Send any clarification questions to the suppliers or host a demo day to confirm which supplier best meets your needs
6. Award your contract using the G-Cloud contract template
Arbor MIS helps over 1,200 schools and 100 MATs work more easily and collaboratively, with intuitive tools designed to make a difference.
Arbor’s Group MIS is the only true MIS for MATs, allowing you to see the bigger picture across your trust. Designed with trusts like yours, Arbor helps you work more collaboratively, with tools that make working together easier at every level.
100 schools have joined Arbor through G-Cloud so far! You can find us on G-cloud 12 here:
If you want to see Arbor in action you can book a free demo or join a webinar here.
In our popular “Adapting to Change” webinar series last term, we invited MAT leaders to share how they were adapting their strategies to navigate the Covid-19 crisis as it unfolded. We’ve collated six of the best interviews into a special book which we hope will give MAT leaders useful advice for how to support your
In our popular “Adapting to Change” webinar series last term, we invited MAT leaders to share how they were adapting their strategies to navigate the Covid-19 crisis as it unfolded.
We’ve collated six of the best interviews into a special book which we hope will give MAT leaders useful advice for how to support your schools through constant change and prepare for whatever the future brings.
You can download your copy of the “Adapting to Change” ebook here
Here’s a bit more about the book from Arbor Co-Founder and CEO James:
As MAT leaders there has never been a moment where so much change happened in such a short period of time. In the past six months every trust has been forced to adapt almost all processes overnight to safeguard and support staff, students and the wider community. Whilst this has been an incredibly tough time (I hope you got a break over the summer), it’s also taught us a lot, including how agile, bold and resilient schools could be.
At Arbor we’ve seen a lot of new ideas and practices emerge over the Spring and Summer terms from the 100+ MATs we work with, and have been holding weekly webinars with MAT leaders on strategies they’ve put in place to help adapt to this change.
This book is a concise write-up of practical tips and tactics from MAT CEOs centered on the broad topics of Leadership, Student and Staff Wellbeing and Online Learning. You’ll see how others have wrestled with pivoting their organisations quickly, defining how much autonomy to give to schools, making sure staff don’t burnout and how to ensure quality when teaching online. Hopefully it will stimulate a few new ideas as you look ahead to the future.
I’d like to thank all the authors and those on our webinars for being so open and brave in sharing their experiences as they happened. No one’s pretending they have all the answers, but if there’s ever been a time to experiment with new ways of working it’s now, and I’m encouraged by what I see.
Our mission at Arbor is to help centralise your insight, improve your communications and streamline how you work across your trust. If you’d like to find out more about how we can help, please get in touch.
I look forward to seeing you online in our next series of MAT webinars this term, or even one day in person!
Interested in finding out how Arbor’s cloud-based MIS can help you work more easily collaboratively this term? Book a demo today, or join one of our webinars.
At Arbor we’re on a mission to transform the way schools work with intuitive, people-friendly tools that help staff work faster, smarter and collaborate more. With constant new demands on schools right now on reporting, logistics and communications, staff are working longer hours than ever to keep up. We believe this is preventable. When you’re
At Arbor we’re on a mission to transform the way schools work with intuitive, people-friendly tools that help staff work faster, smarter and collaborate more.
With constant new demands on schools right now on reporting, logistics and communications, staff are working longer hours than ever to keep up. We believe this is preventable. When you’re stretched to maximum capacity, you should be able to lean on your MIS to pick up the slack.
Whether you’re part of SLT, or work in the school office, discover below five of the top ways you’ll save you hours of admin each week with Arbor, and accomplish more – put together by Arbor Programme Manager, Joanna.
1. Save time each day by automating your reports
2. Save duplication across your teams by sharing reports
3. Cut down on repetition with bulk actions
4. Manage data retention and keep GDPR compliant in a couple of clicks
5. Make your communications smoother using templates
With Senior Leaders spending around 4.4 hours per week on data analysis, automating their reporting can help give you valuable time back to focus on understanding your data and driving impactful decisions.
In Arbor you can use ready-made reports and schedule them to be sent to your colleagues on a regular basis automatically. For example, you could schedule a weekly attendance report to all SLT showing students with < 90% attendance. This cuts down on the time you would spend manually gathering data and creating the report each week.
Here’s a few geeky details:
Discover more ways Arbor’s automation will help you streamline routine processes, reduce errors and mean you spend less time on repetitive tasks here.
2. Save duplication across your teams by sharing reports
Arbor is designed to make it easier to collaborate with colleagues, and to give everyone a shared view of progress and purpose. Built-in dashboards give staff at all levels quick access to the information they need, but it’s also quick and easy to share custom reports you’ve made with other colleagues at your school or schools within your wider trust.
The ins and outs:
Thanks to Arbor’s link to Microsoft Power BI and other BI tools, you can also export your reports if you want to customise how you look at your data. Read our five steps to creating your own BI dashboard here.
Bulk actions in Arbor allow you to perform actions or add information for multiple students or staff at a time. It’s amazing how much time this can save!
Here are just some of the tasks made much easier using bulk actions:
Keeping on top of GDPR regulations for the data you keep on students and staff can be time-consuming and cause a lot of worry for Admin Staff. In Arbor, we take the hassle out of data retention with an automatic dashboard for both students and staff. Arbor will flag for you which records have passed the recommended retention time. You can then select and delete them safely in bulk.
Do you send out the same communications to parents at regular intervals? Maybe it’s a weekly newsletter or a regular bulletin to parents whose children are missing lessons. With Arbor’s built-in communication templates, you can have SMS, letters or emails saved and ready to go when you need them. We’ve created a bank of typical templates but it’s also easy to make your own!
If you want to be even smarter, you can set up your communications templates to automatically include data from a report you’ve created. For example, you could send an email to the parents of Year 5 EAL boys whose attendance is below 90%. Arbor will automatically send the right attendance figure to the right parent.
We know it can sometimes feel daunting to change the ways you’ve been used to working for a long time. But as Arbor schools tell us, switching your mind set to more efficient processes can save you a lot of time and hassle in the long run.
Hear it from Joanne Hedges, Data Manager at Manshead Academy:
“I’d been working with our old MIS system both in support roles and as the Data Manager here for over 20 years, so I think everyone was really surprised at how I embraced the change to Arbor, but I could see at an early stage of the implementation process that it had some really powerful and easy to use features for creating custom groups and sending out communications for all the curriculum groups as well as the custom groups. I thought I would need to create lots of custom reports, but most places where the information is displayed you can just use the download button instead. I really wouldn’t want to go back to the old system.”
And Julie Smith, PA to Headteacher at Parkroyal Community School:
“The first word that comes to mind [when describing Arbor] is ‘simplicity’. It’s easy to grasp, and new users can quickly work their way around the system’s functions – you don’t feel like you need hours of training, as you do with other systems. Something I love about Arbor is the fact that it’s multi-functional across the school. By that I mean that most areas of the school use Arbor, whereas with our previous MIS provider, we found that it was only really the School Office staff that were using it – classroom teachers were using it to take the register in their classes, but that was about it! Now everyone in school knows how to use it. Arbor is a school-wide tool, not an office-based MIS System”
Interested in finding out how Arbor’s cloud-based MIS can help you work more easily and collaboratively this term? Book a demo today, or join one of our webinars.
Great lessons don’t necessarily call for cutting-edge technology. Teachers make great lessons, not apps. What teachers do best is motivating their learners and creating a safe, engaging environment in the classroom. But sadly, time-consuming admin and clunky systems are holding them back from time with their students. We believe great tech can actually help teachers
Great lessons don’t necessarily call for cutting-edge technology. Teachers make great lessons, not apps.
What teachers do best is motivating their learners and creating a safe, engaging environment in the classroom. But sadly, time-consuming admin and clunky systems are holding them back from time with their students.
We believe great tech can actually help teachers in the classroom. The right tools take the hassle out of your daily tasks, freeing you up to get back to what matters: delivering great lessons.
With lots of new challenges this term, we’ve put together a list of three people-friendly classroom management apps that will help simplify how you manage safeguarding, behaviour, attendance, seating plans and blended learning:
Banishing paper logbooks and filing cabinets from over 13,000 schools all over the country, CPOMS is an intuitive app for monitoring child protection, safeguarding and pastoral issues. It cuts down paperwork for staff, while ensuring incidents are properly reported, details are shared securely and students are kept safe.
Arbor MIS integrates seamlessly with CPOMS, so you won’t have to worry about transferring data between the two systems to keep them up-to-date. Your sensitive data will be safe and secure in CPOMS, while Arbor looks after the rest.
Take the hassle out of organising your lessons with My Classroom from Arbor. Our new all-in-one classroom management tool has been designed by teachers, for teachers to help you manage your class seamlessly – giving you your time back to focus on teaching and learning instead.
My Classroom brings seating plans, registers and behaviour management into one place for the first time. Create interactive seating plans using easy drag-and-drop blocks, then add attendance and behaviour points directly onto your plan throughout your lesson on your tablet or desktop. You can share your plans with colleagues too!
The best thing about My Classroom is that it’s powered by Arbor MIS, so you’ll automatically see photos and contextual data about each of your students on your seating plans. Plus, everything you capture in My Classroom shows up on each student’s profile, helping you to tell the full story of each of your pupils lesson-to-lesson.
Many schools in the Arbor Community are planning to continue with a blended learning approach going forward, even when most teaching has returned to the physical classroom. Making lessons available online means students can catch up or reinforce their learning remotely outside of school. Using a virtual learning environment such as G-suite or Office 365 is also a great way to encourage sharing of resources between staff.
The DfE are providing funding for all UK state schools to get G-suite or Office 365 set up and get ongoing support for free. Arbor is working with 14 of the Government’s accredited suppliers on the scheme – for a full list and more information on the scheme, check out our blog!
Of course, technology can only go so far – the real challenge this term is how to support both students to adjust to new routines and rules, and process some of the difficult experiences they might have had during lockdown.
To discuss this in more detail and share some practical advice, we’re bringing together an expert panel for a webinar on “Best Practice: Classroom Management Post-Lockdown” on Thursday 24th September at 11am. For more information and to book your place, click here.
When you’re putting together your School Improvement Plan, an important first step is to gather evidence of your school’s performance. Understanding your attainment in depth, including the attainment gaps between different student groups and the factors that cause them, will help you identify the areas your improvement efforts could have the most impact. Since there
When you’re putting together your School Improvement Plan, an important first step is to gather evidence of your school’s performance. Understanding your attainment in depth, including the attainment gaps between different student groups and the factors that cause them, will help you identify the areas your improvement efforts could have the most impact.
Since there are no performance tables or ASP data from the DfE this year, the best place to look is at your prior attainment data (averages over three years are ideal) as a starting point.
To give you a full picture of your school’s attainment from the last three years, we’ve released a bundle of our most popular Arbor Insight reports (usually worth £300-400) exclusively for free. Find out more below or go straight to download your reports here.
Gathering full and reliable prior attainment data could mean lengthy searching through DfE performance tables, and pulling together internal spreadsheets and student records.
To save you time this term and help you kickstart your school improvement planning, our exclusive bundle of our Arbor Insight reports will show you the full picture of your students’ progress and attainment over the last three years, giving you the context you need to see where to focus your school improvement strategy.
You can download your reports from your free benchmarking portal – Arbor Insight – used by over 10,000 schools in the UK to dig deeper into their results and benchmark their performance.
Here’s what the reports will help you to achieve:
Your reports are waiting for you in your free Arbor Insight benchmarking portal – sign up here and download them today!
The Mead Educational Trust (TMET) is made up of ten primary and secondary academies in Leicestershire. In the first week of Autumn Term, Arbor’s Senior Partnership Manager Daniel Giardiello spoke to Mark Oldman, Director of Inclusion and SEND at TMET, to find out how they’re addressing the post-lockdown learning gap, particularly for their most vulnerable
The Mead Educational Trust (TMET) is made up of ten primary and secondary academies in Leicestershire. In the first week of Autumn Term, Arbor’s Senior Partnership Manager Daniel Giardiello spoke to Mark Oldman, Director of Inclusion and SEND at TMET, to find out how they’re addressing the post-lockdown learning gap, particularly for their most vulnerable students.
In the first few weeks of term, we’re going to re-baseline students using assessments that are very similar to what they took last February. From this, we’ll be able to assess if there has been lost learning, and if so, we’ll restart the curriculum from the point that they need us to, and ensure that deep learning is still able to take place. This is going to be particularly important in the formative primary years.
In order to chart the impact of Covid-19, we’re going to use a “vulnerability index” which, rather than assessing age-appropriate attainment, looks at where each student is compared to where we expected them to be, so we can plan best how to get them back on track. This term we’re applying it to all students so we can gather more information about the situation for each individual. Once each student catches up to where we expect them to be, we’ll move them back onto the usual way of reporting.
We’re also going to use the Covid-19 Wellbeing Questionnaire from ImpactEd to ask KS2+ students across trust what their experiences were during lockdown, with a focus on wellbeing. Using this structured, universal method will allow us to test the temperature of the whole trust, and gather more reliable data than what Teachers could observe in the classroom. The first questionnaire will happen in the first few weeks back, followed by a second in early October. The second point of assessment will give us our first real data drop of academic attainment, which we’ll be able to compare with the wellbeing assessment at the beginning of term.
This combination should begin to show us the impact of Covid-19 because it could reveal sets of students who have become vulnerable whom we might not have known about.
Interventions Assessment: Assessing students’ circumstances
Yes, we’re predicting that Covid-19 will have created a new set of vulnerable students who, under normal circumstances, wouldn’t have been considered vulnerable. Due to having lost six months without the rigour and routine of regular schooling and socialisation with peers, gaps will appear across the board.
It’s important that we don’t start term with assumptions of who our “disadvantaged” and “vulnerable” students are, but we work out who is vulnerable now. Those who are already acknowledged as vulnerable are at an advantage in some ways because we already know about them and they’ve had tailored support throughout lockdown.
During school closures, the vast majority of our SEND children were coming in – for our schools in very disadvantaged areas, this was a large number of pupils who needed wrap-around family support. In many ways our relationships with these pupils has strengthened as a result, and we hope to use this to our advantage when closing the attainment gap.
First and foremost, we need to assess the wellbeing of our SEND cohorts – particularly how they’re feeling being part of their class. Although they might not feel vulnerable in the first few weeks, if their classmates are able to catch up faster than them, they may begin to struggle. To combat this, we’ve employed an educational psychologist to come in two days a week to help properly diagnose what our students are going through, such as digging into difficulties at home. We’re also putting our most vulnerable students into smaller “mini” bubbles to make sure they don’t get excluded or marginalised from their wider classes if they present new challenging behaviour.
In KS1, we’re planning an in-depth focus on the formative skills such as literacy and maths in order to make sure they have strong foundations to progress through the rest of school. We’ve also hired an SEMH Primary Intervention Teacher to work with rolling carousels of children on social and communication skills, so as to quickly fill the gaps that could have developed.
Going into lockdown, we have a well-developed blended learning policy but what we realised was that not all children’s homes were equipped. We first sent a questionnaire home to assess the access to devices, making sure that we were clear of what we expected, for example “has access to a laptop for at least two hours each day” rather than simply “has access to a device” which could have meant borrowing a parent’s smartphone.
We bought 1,200 Chromebooks and distributed them across the trust. We also invested in a Microsoft learning platform and appointed digital champions to help roll it out. We plan to keep our online learning programme going post-Covid-19 as a means of aiding progress. It will allow students to do extra learning remotely outside of school. Our wide-ranging intervention strategies and expert teaching has been further invested in, and will be the key to ensuring a secure and successful start in our primary schools, and to helping Year 6s transition to Year 7.
Covid-19 has forced us to collaborate and think more as a trust. For example, it’s given us the opportunity to improve how we transition students between year groups and between schools, particularly from Year 6 to 7. Our Primary and Secondary Leads have been working effectively together and by recognising the strength in each other’s practice, have been able to influence trust improvement plans even further.
For our most vulnerable students, we’ve learned that this transition needs to be even more personalised, recognising that the effects of lockdown could be far reaching and impact their wellbeing for a sustained period of time. We know that happy schools with meaningful relationships will underpin our approach to intervention in ensuring successful pupil returns.
We’re going to be catching up again with Mark Oldman in October to see how his recovery and catch-up strategies are working out. Watch this space!
With constant changes to Government guidance, family situations and the wider national picture, schools and trusts certainly learned a great deal last term. Where there were huge challenges that meant working in totally new ways, schools has also taken some positive lessons from the crisis. It gave schools the opportunity to pivot fast to work
With constant changes to Government guidance, family situations and the wider national picture, schools and trusts certainly learned a great deal last term. Where there were huge challenges that meant working in totally new ways, schools has also taken some positive lessons from the crisis.
It gave schools the opportunity to pivot fast to work more efficiently and find new ways to reach out to parents and guardians. It also put the spotlight on student and staff wellbeing issues, bringing them top of the agenda.
We recently caught up with Jon Ward from The Parks Academies Trust who told us about the ways he and his staff adapted their ways of working during the crisis. Moving their secondary schools to Arbor MIS in April – right in the middle of partial school closures – meant they saw right away the new and better ways of working with a cloud-based MIS.
Staff across the trust felt Arbor allowed them to collaborate and align over their work. Plus, it took the hassle out of important Covid-19 related tasks like tracking attendance and following up with hard-to-reach families.
To read more about the measurable differences Jon and his team have measured since moving MIS during Covid-19, download their full case study here along with other feedback we’ve received from schools during Covid-19 crisis.
Arbor helps schools of all sizes work faster, smarter and more collaboratively, with intuitive tools designed to make a difference.
With over 1200 schools and trusts, we’re proud to be the UK’s fastest-growing MIS community. Join in and book a demo today, or join one of our webinars.
Schools in the Arbor Community have been sharing with us some of their questions and thoughts about reopening this term. Some wonder how social distancing is going to work and if there will be more last minute changes to DfE guidance. Others worry about students adjusting back into full time schooling, and how to catch
Schools in the Arbor Community have been sharing with us some of their questions and thoughts about reopening this term. Some wonder how social distancing is going to work and if there will be more last minute changes to DfE guidance. Others worry about students adjusting back into full time schooling, and how to catch them up on lost learning.
However the “new normal” is going to look for your school this term, we’ve put together a list of the most important things you should be thinking about this week:
1. Go through your social distancing checklist
2. Prepare communications your parent and guardian community
3. Evaluate your catch up plan for students
4. Prioritise student and staff wellbeing
Depending on the size and layout of your school, and staff capacity, there’s no one solution to keeping students apart. Here are some top tips to consider:
Find out how Wykham Park Academy is planning their timetabling and social distancing this term here. Arbor schools – check out our Help Centre for lots of guidance on setting up flexible timetabling arrangements.
At the start of term, you’ll be sending your parents lots of updates on the new protocols you’re putting in place. But you should also think about how you can start strengthening relationships with your parents and guardians after their children have been at home for so long. Here are some more top tips:
After months of disrupted learning, students’ progress is likely to be set back, with the most vulnerable and disadvantaged students hit the hardest. Getting learning back on track will be a big challenge, but here are some suggested first steps:
a) Assess where students are at: You might want to run low-stakes assessments to identify gaps in students’ knowledge this term. The Key has some useful guidance on this and there’s a good school case study here
b) Compare with past performance: Once you have a baseline of performance post-lockdown, comparing this with prior attainment will give you a better sense of how students’ progress has been affected.
To save you time pulling together data, we’re giving schools free access to Arbor Insight reports this term, which will give you a full picture of your students’ progress over the last three years. The reports will be out soon but join the waiting list to be the first to get yours!
c) Identify your most at-risk students: In order to use the Government’s catch-up fund most effectively, it’s important to assess which of your students will benefit from it the most, such as vulnerable and disadvantaged groups. Bear in mind that the “vulnerable” category might include more students now as situations have changed.
Arbor’s built-in reporting will allow you to quickly analyse the attainment of your key student groups across subjects, and instantly spot the biggest gaps. Our free performance reports will also help you understand how these attainment gaps have changed over time and the impact of socio-economic factors on your attainment.
It’s likely that students will be dealing with some difficult emotions when they return this term. Teachers might see some new and challenging behaviour in the classroom, but as Educational psychologist, Dr Rob Long, explains, it’s important to understand the anxiety causing the behaviour so they can best manage it. SecEd Magazine has some great guidance on how to support students’ mental health and wellbeing this term.
Remember not to overlook your staff wellbeing; they’ll need support adjusting to the new term as well. Check in with your staff at the beginning of term and think about ways to allow staff to collaborate with and support each other.
Arbor helps schools of all sizes work faster, smarter and more collaboratively, with intuitive tools designed to make a difference.
With over 1200 schools and trusts, we’re proud to be the UK’s fastest-growing MIS community. Join in and book a demo today, or contact us on email@example.com | 0208 050 1028.
GCSE and A-Level Results Days are going to look a little different this year. Some schools will be sharing results with students in-person in bubbles, while others will be managing the whole process remotely. However you need to run your Results Days this year, we know your top priorities will be making sure the day
GCSE and A-Level Results Days are going to look a little different this year. Some schools will be sharing results with students in-person in bubbles, while others will be managing the whole process remotely.
However you need to run your Results Days this year, we know your top priorities will be making sure the day goes smoothly, the results get to the right people at the right time, and students get the support they need.
That’s why we’ve made it simple and straightforward to import, share and analyse your results with Arbor. Check out our overview below of all the ways we’re supporting you this year to manage your Results Day successfully.
Our Support Team is full of secondary and exam specialists who will be on hand throughout both Results Days, as well as the days before, on phone, webchat and email. This year, they’ll also be available from 6.30am on 19th August to give you extra support with preparing your GCSE results.
We’ve added lots of materials on our Help Centre to support you with preparing, organising, sharing and analysing your results. We also hosted a webinar last week walking you through the basics – you can catch the recording here.
The Arbor Community is always buzzing around Results Day with Exams Officers, Office Managers and SLT sharing tips and best practice. If you haven’t already, join the forum for free today!
As soon as results are available, importing them into Arbor is quick and easy. Your results dashboard will flag any errors in your data so you can resolve them straight away. Plus, you can also reverse the results import if you need to.
We’ve teamed up with industry-leading analytics tools that schools love, including 4Matrix, SISRA and ALPS Connect, to make it easy for you to analyse your results in depth. Simply export your results from Arbor into a spreadsheet for quick upload into your chosen platform.
When it comes to releasing results to staff, you can easily set up your embargo time and date, and control who has access to results before and after this time.
On Results Day, you can choose from lots of different options for sharing results with parents. You can download results both in bulk and as individual PDFs, which you could either print out and distribute in person, or share electronically (note, we’d advise adding password protection to each student’s PDF statement). Share your results in a way that’s right for you:
Since there may be a mixture of some students collecting their results remotely and some in-person at staggered times, it could be a challenge to make sure every student gets the right support from staff on the day. To help you keep track of the contact students receive and the follow up needed, we recommend setting up a log sheet in Excel/Google Sheets to record key points of contact and resolutions on the day. This will also be a useful reference if you have to process any appeals.
Add key student details (e.g. name, SEN, PP, EAL, CLA), then add columns for the milestones you want to record, for example if the student has had communication from staff and how (e.g. email/telephone), if they have requested their teacher-assessed grades and if a follow-up is needed.
Here’s an example of what this log sheet could look like:
If you’d like to find out more about how Arbor MIS could transform the way you work, our team would be happy to show you around in a virtual demo – simply book here. Alternatively, give us a call on 0208 050 1028 or email firstname.lastname@example.org.
We’re proud to announce that United Learning, the largest mixed-phase MAT in England, has just chosen Arbor MIS for its 72 state schools. More schools switch to Arbor than any other MIS, and we now support the two largest primary and secondary MATs in the UK! From Autumn Term 2020, 34 secondary schools and 23
We’re proud to announce that United Learning, the largest mixed-phase MAT in England, has just chosen Arbor MIS for its 72 state schools. More schools switch to Arbor than any other MIS, and we now support the two largest primary and secondary MATs in the UK!
From Autumn Term 2020, 34 secondary schools and 23 primary schools in United Learning will move to Arbor – joining the 15 United Learning schools who already use us. Together they’ll join our growing community of over 1,000 schools and 100 MATs who have all chosen Arbor to help transform the way they work – including REAch2, the largest primary school MAT, who moved to Arbor in 2018.
As a large mixed-phased trust, United Learning chose Arbor to help them analyse information across all their schools simply and effectively, automate repetitive administrative tasks and operate remotely at scale all from one system.
Dominic Norrish, Chief Operating Officer at United Learning said: “United Learning are excited to realise the benefits that a modern cloud-based MIS such as Arbor will bring to our schools – resilience, mobility, security and the reduced costs of a single, highly capable tool.”
We’ve taken the time to build out features tailored to each school phase:
United Learning is the latest MAT to choose Arbor – joining trusts like REAch2, Aspire, Diocese of Salisbury Academy Trust, Red Kite, LEO Academy Trust, Wellspring, and Hoyland Common Academy Trust who have all moved to Arbor in recent years.
320 schools started using Arbor between January-December 2019, joining the growing movement of schools switching to the cloud to transform the way they work. Recently we’ve been focused on helping our schools work flexibly and remotely during Covid-19, with over 250 schools having moved to Arbor during lockdown! We’ve built out our MIS to help schools manage staff rotas, communicate with parents, and set classwork remotely (see more on that here).
You can read more about our cloud-based MIS in our brochures for primary and secondary schools (click here), and MATs (click here).
Interested to see whether Arbor could be a good fit for your school or trust?
We’d be more than happy to arrange a remote, personalised demo for your team – just click here, or reach us at email@example.com or call 0208 050 1028.
As part of our “Adapting to Change” webinar series for MAT leaders, Dave Noble, Director of Operations at Red Kite Learning Trust, shared with us how the trust have been dealing with the Covid-19 crisis. Dave explained the vision he’s building for a centralised and collaborative IT infrastructure across the trust. Embracing new technology has been
As part of our “Adapting to Change” webinar series for MAT leaders, Dave Noble, Director of Operations at Red Kite Learning Trust, shared with us how the trust have been dealing with the Covid-19 crisis.
Dave explained the vision he’s building for a centralised and collaborative IT infrastructure across the trust. Embracing new technology has been vital in responding to the challenges of the pandemic, from maintaining business critical operations like payroll, to reaching out to vulnerable students, to managing the quality of remote teaching and learning.
Check out Dave’s webinar and presentation below.
To find out more about how Arbor MIS could transform how you work at your school or MAT, we’d be happy to give you an online demo. Get in touch or email firstname.lastname@example.org. Alternatively, you can call 0208 050 1028.
The summer break is usually a chance to step back, reflect on the last Term, and gradually start preparations for Autumn. This year, with so many new timetabling and curriculum arrangements coming in September, there’s likely to be even more planning to do in July and August. Whilst you’re preparing for the new Term, you
The summer break is usually a chance to step back, reflect on the last Term, and gradually start preparations for Autumn. This year, with so many new timetabling and curriculum arrangements coming in September, there’s likely to be even more planning to do in July and August.
Whilst you’re preparing for the new Term, you and your staff can access Arbor MIS from home so you can look back at last year’s data, set up your new classes, assessments and registers, and send vital communications to keep parents in the loop.
Whenever you need during summer, you and your staff can access our online support resources for a refresher on how key parts of Arbor work. You can also share tips with fellow Arbor users on the Arbor Community. And don’t forget our expert Support Team is on hand to answer questions too!
Find out below more about all the free support you can access over summer.
Building relationships with colleagues and learning from each other has been especially valuable during the Covid-19 crisis. The Arbor Community has been a great forum for schools and MATs to share their experiences and get advice on the best ways of working.
Over summer, as you prepare for Autumn, you’ll be able to use the Community to chat with colleagues from other schools and compare plans. You’re bound to meet someone who does the same role as you who can show you tips and tricks that you might not have thought of to save you even more time next Term.
We celebrated the positive impact of the Arbor Community at our first ever ArborFest event earlier this year. 100 School Leaders, Business Managers, Teachers and Admins using Arbor across the country came together for a fantastic day of demonstrations on topics across the school landscape – from assessment, to parental engagement, to running an effective school office.
To mark the success of ArborFest we put together a video of the highlights. We’re planning another virtual ArborFest in Autumn Term so keep an eye out!
Whether you need to complete essential admin tasks to get everything set up for September, or you want to give your staff training resources they can use in their own time, the support resources on our Help Centre and our expert Support Team are here whenever you need them.
*Between 24th July and 28th August our Support Team will be available 9am-12pm on Fridays.
If you’re new to Arbor, you can find out more about how a cloud-based MIS will help you run your school or MAT flexibly next term in a free online demo. Alternatively, get in touch with us at email@example.com or call 0208 050 1028.
With planning arrangements and timetabling at the top of school leaders’ minds right now, we invited expert timetabler and curriculum planner Jan Hetherington to join our webinar series “Adapting to Change” to share her solutions for September. Jan is Vice Principal and Specialist Leader of Education for Curriculum Leadership at Wykham Park Academy, a secondary
With planning arrangements and timetabling at the top of school leaders’ minds right now, we invited expert timetabler and curriculum planner Jan Hetherington to join our webinar series “Adapting to Change” to share her solutions for September.
Jan is Vice Principal and Specialist Leader of Education for Curriculum Leadership at Wykham Park Academy, a secondary school which is part of the 15-school Aspirations Academies Trust. As well as developing the timetable for her school, she also coaches senior leaders across other trusts on how to create more effective timetables.
Jan shared with us some of the plans Wykham Park Academy is putting in place to keep students socially-distanced and to help maintain teaching and learning standards in September. She explained that above all, she wants to ensure that the new arrangements don’t sacrifice students’ full learning experience.
You can read Jan’s conversation with Arbor’s CEO James Weatherill below.
What I mean by that is students need a variety of rhythms across the school day and week to get the highest quality experience. The right timetable should put together the right groups of students with the right teachers. Every lesson slot has a currency; some are lower value than others, for example nobody wants Friday Period 5, or Monday Period 1. Staff need to appreciate that if they get any of those lower value slots, they’re going to have different pedagogical challenges. The timetable should also be suited to the age of the students. I worked once with a MAT which completely restructured their day based on teenage sleep patterns with a staggered day.
As we went into lockdown, we decided that KS3 would have four lessons a day – English, Maths, Science and Humanities – and Year 10&11’s would have five lessons a day. We didn’t synchronise these in the school timetable, we simply uploaded them onto Google Classroom. Our staff skill set has grown exponentially in terms of using online platforms. We had been using Google Classroom already for about a year for setting homework, but we’ve had to learn rapidly over the last few months how to use it for much more.
At first, when we didn’t know how long school closures would last, we wanted to keep a normal lesson format as far as possible. But after Half-Term, we shifted to project-based work for KS3. Year 10 moved away from new learning into consolidatary learning, and for Year 11 we put on four lessons a day only to support those students who were at risk of achieving a 4 or above.
The quality of pre-recorded teaching and learning was mixed at first, so we started to give live lessons to KS5. We chose not to do this for the rest of the school due in part to union advice, plus we wanted to protect staff given potential safeguarding issues and uncertainty around best practice. Instead teachers uploaded pre-recorded lessons – some with audio, some with video.
A key lesson was wrongly assuming that simply uploading a Powerpoint will do. We quickly realised that students need more support; they need a full learning experience with learning modelled by the teacher. For example, we started to use videos showing the teacher writing or demonstrating. It’s also important in pre-recorded lessons that the teacher still engages with the students personally, for instance calling out student names as though they were live in the classroom.
We’re going to use the same lesson timetable we would have used in the normal course of events. The location of lessons might change but the timings won’t. We’re also going to offer a full curriculum. This is because we want to keep things as normal as possible in terms of what is being taught in order to give students’ the richest experience possible. We worry that if they had only a “partial diet” they might easily disengage. We also don’t want to stagger lesson start and end times too much because this would lead to unsupervised time.
We’re going to split the student body into different physical zones, with their own entrance exit and toilets. On the Banbury Aspirations Campus (which contains an Academy, a Studio School and a Sixth Form), we have the unique advantage of a massive site with lots of different buildings housing lots of different specialist areas, so this makes it easier for us to keep students apart.
We’ve got the potential for three different entrances into the school site. Students will have their own route to their zone, and within the zones, they’ll be able to move around into new spaces in order to maintain a rich and varied school day. KS3 will be kept in a “bubble within a bubble”, having all their lessons in one classroom. They’ll only leave their zone as a class to do specialised activities like Drama. KS4 will be zoned as a Year Group “bubble” so all their lessons will be in that zone unless they move for specialist activities.
We’re going to have a reduced menu and students will place an order, then pick it up and go. We’ve got two dining room spaces and we’ll have staggered slots so two “bubbles” can use the room but be separated by time slots. We’re going to continue the breakfast clubs we run for disadvantaged students by keeping them in a “bubble” with each other.
We’re still waiting for advice from the Government on what “enhanced cleaning” means. In the meantime, Headteachers are looking at what pubs and restaurants are doing right now to inform our plans. IT and Food Tech rooms are tricky because they’re used by every Year group and they’re available to book. The plan is to timetable them so there’s at least one lesson period in-between usage so we can clean down surfaces before the next group of students. We’re also going to limit use of those rooms to practical lessons, keeping theory based lessons elsewhere. Cleaning is of course going to be a big expense. We’re looking to the trust to support with that.
Breaks are easier because students will use the outdoor spaces within their zones. We won’t be serving food at break, but students are welcome to bring their own break time food. We will be offering snacks and keeping an eye on known vulnerable students to make sure they are fed.
I’d recommend staggering lesson times and movement times. Also assess what size of “bubble” you’re comfortable with. Some schools I’ve heard of are doing Key Stage “bubbles” which can include 600 students! Some are using online platforms to teach different lessons to classes that stay in one room.
On his blog recently, James Duran gives a range of options for Teachers to consider to balance “catch-up” content and new material. We’re planning a parallel approach of new learning with some revision along the way. We’ll review the content and progress regularly, and define “threshold” concepts within the curriculum students need to understand to move forward.
We plan to make all lessons digitally accessible if needed, making use of the online platform skills staff have learned. We’ve found pre-recorded videos are not just convenient but have the additional benefit that students can pause and rewind which can actually help to reinforce learning. If there’s another lockdown, we’re going to commit to doing live digital lessons because we don’t want to sacrifice the face-to-face element again going forward.
We’re still working out our quality assurance processes. Some schools have been doing live lesson evaluations but we don’t want to do that. In September, we’ll first of all carry out an audit of the technology students have at home to avoid the situation we’ve had where 600 students had to have paper lesson packs because they couldn’t get online. We’ll also do a RAG rating so we’re taking into consideration student preference and learning style.
We’re going to put a digital learning policy in place so students know what we expect of them. In terms of teaching, we expect the same high quality as in the classroom. We want to maintain the learning structure we use normally, with a balance between guided practice and independent practice.
The structure will look like this:
1. Live guided practice: 15 mins or more (live or recorded) where teachers model what they want from students. We’ll encourage the use of audio for this, rather than video, because we know that audio doesn’t split students’ attention in the same way video can
2. Live Q&A and dialogue, encouraging peer interactivity,
3. Independent offline practice, then students upload the work they’ve achieved
We also want to encourage a variety of different learning experiences (e.g. app-based and flip learning). In terms of assessment, we’re still working this out and looking into a system that allows live online assessment. We’ll definitely be including low stakes testing (e.g. using Kahoot). We’re also looking into functionality which allows students to put their work up on the screen rather than asking the teacher to come over and have a look.
If you look at the research after the 2011 earthquake and lockdown in New Zealand, it showed that students did better than expected when they returned. John Hattie (2020) says rather than focusing on “gaps” and content students have “missed”, you should focus rather on what students actually need.
In this vein, we’re not expecting the new arrangements to have a huge effect on students because they’re going to be in a group that’s good for their learning and they’ll be with the right teacher. The sequence of learning may change over the year but they’ll achieve it all by the end of the year.
If you’re new to Arbor, we’d be happy to give you an online demo. Get in touch or email firstname.lastname@example.org. Alternatively, you can call 0208 050 1028.
During Covid-19 and partial school closures, schools have been adjusting their timetables, rules and plans along with rapidly changing DfE guidance. Since there’s now more clarity from the Government about the return to school in September, it’s a little easier to put plans in place for the new Term. There are a lot of things
During Covid-19 and partial school closures, schools have been adjusting their timetables, rules and plans along with rapidly changing DfE guidance. Since there’s now more clarity from the Government about the return to school in September, it’s a little easier to put plans in place for the new Term.
There are a lot of things to consider when planning for September – from how to create a “bubble” timetable, to helping students catch up on lost learning, to drawing up your new school improvement plan.
With the help of some of the schools, trusts and education experts we work with, we’ve put together a list of six key things you should think about to help you get everything in place for Autumn:
1. Have you planned for different scenarios?
2. Can you quickly adapt if new DfE guidance comes out?
3. Can you communicate easily with your school community?
4. How are you going to support your students and staff?
5. Have you got good online learning tools?
6. Have you set up your systems for next Year?
Let’s break that down…
When you’re writing risk assessments, you should consider a few different scenarios that could happen in September, and make sure you’ve got the resources and policies in place to cope. A we’ve all learned from the past few months, the Covid-19 situation can change suddenly, so you should build flexibility into your plans.
Take a look at this useful example of a “Covid-19 Exit Strategy” document that Mark Lacey, CEO of Diocese of Salisbury Academy Trust, has helpfully shared with us. It outlines various risks, such as the rate of infection rising or large numbers of students having to work from home, and how the trust would address each of them.
Once you’ve planned for lots of different scenarios, you should also make sure your systems can adapt and support you if the DfE suddenly introduces new guidelines. For example, could you quickly gather key attendance or demographic information to report to the DfE? Could you quickly adjust your timetable if a local lockdown was introduced in your area? Could your staff access the student information they need from home?
In Arbor, you can log all attendance and absence on your Covid-19 dashboard, and access all the data you need wherever you’re working. You’ll also have key stats to hand, such as everyone who is expected in school that day, and you can directly follow up with any parents/guardians if you need to. Arbor also takes the hassle out of planning staff rotas, creating flexible timetables and arranging classroom layouts for social distancing.
Want more support in creating your September timetable? Join our webinar today (Thurs 9th) at 2pm “Structuring your schools’ timetable: what you need to know as a trust leader for Autumn Term” with Jan Hetherington, Vice-Principal at Wykham Park Academy.
Once you’ve planned your new timetable and daily logistics, it’s a good idea to make sure you’ve got a cost-effective communications system that can cope with all the various updates you’ll need to send out to parents, staff and students. You might also want to think about innovative and uplifting communications you can send out to motivate your community. We found this great example from Hackney Primary using videos to show students what school will look like when they return.
In Arbor MIS, you can send emails, texts and Arbor App messages (which are great to share updates with parents directly on their phone) from wherever you are in the system. You can also share information on the Parent Portal or Student Portal that parents and students can log in and see. Check out our top 3 tips for keeping in touch with your school community.
As students and staff return from six months of partial lockdown, it’s going to be tricky to adjust to the “new school normal”. We’ve seen school and MAT leaders bringing wellbeing to the top of their agendas recently, by introducing things like “Wellbeing Days” and appointing new members of Pastoral staff. You can read here how Dan Morrow, CEO at Woodland Academy Trust, nurtures his staff wellbeing.
When planning how to look out for your most vulnerable families and staff members, bear in mind that the “vulnerable” category may include more people now as situations have changed. In Arbor, you can quickly produce reports on key demographic groups such as children with EHCP, child protection status, FSM, and children of key workers at school and MAT level.
With students coming to school in “bubbles”, you may need to continue a blended approach of face-to-face and remote teaching. During partial school closures, online learning has taken lots of different forms, some using systems like Google Classroom or Microsoft Teams to set assignments and hold video lessons. But depending on the technology students had at home and how prepared schools were, remote education has had varying degrees of success.
Think about what you can learn from this Term and how you can improve your online provision going forward. As The Harris Federation found, it’s a challenge to measure the effectiveness of online learning by just looking at quantitative data, like the number of lessons or assignments. Instead, try gathering feedback from staff and students on how they’ve found remote learning so you can see where to make improvements.
You should also make sure your staff are confident using online teaching tools. Did you know the Government is offering a grant for support with Office 365 and G Suite? Find out more info here.
Before the Summer Holidays, it’s vital to set up your statutory enrollment information, calendar, courses and assessments in your Management Information System (MIS), so your staff can hit the ground running in the new Term. In Arbor, we have a dedicated section in the system which walks you through the steps you need to complete so Arbor can get everything ready for you when you return.
Don’t forget, over summer you can access all our free support resources in the Help Centre if you want a refresher on parts of the system before September. If you’d like to arrange any training for new members of staff, get in touch with your Account Manager at email@example.com.
Since the pandemic began and schools have been working flexibly and remotely, we’ve welcomed over 400 schools and MATs to Arbor who we’ve onboarded, migrated and trained 100% remotely. Most of these schools chose to move to Arbor MIS (Management Information System) to replace their server-based system which was preventing them from managing their schools
Since the pandemic began and schools have been working flexibly and remotely, we’ve welcomed over 400 schools and MATs to Arbor who we’ve onboarded, migrated and trained 100% remotely. Most of these schools chose to move to Arbor MIS (Management Information System) to replace their server-based system which was preventing them from managing their schools remotely, and meant they weren’t able to adapt to the new DfE guidelines quickly.
We use a simple, personalised process to move your data to Arbor and to get staff ready to use the system confidently, with expert guidance every step of the way. If you’d like to see a brochure about the support we offer from signing with Arbor and throughout your journey, leave your details here and we’ll send you a copy.
Rather than take our word for it, it’s often most helpful to hear how real schools and MATs have found the experience. Recently we caught up with the team at Woodland Academy Trust, a Primary MAT in Bexley and North Kent, who have moved to Arbor during lockdown.
You can read our conversation below with Dan Morrow (CEO) Sue Ashton (COO and Deputy CEO) and Yvonne Bruce (School Business Manager).
Our MAT Programme Manager Joanna has been very supportive and approachable from the start. She and her colleague Kate have ensured that we have been on target in the run up to the data migration, with regular calls being made to our Arbor Champions and School Business Lead.
There was a level of nervous excitement during our Discovery Day. Being a SIMS user for so many years, it was difficult feeling 100% about moving to a new system. Again, Joanna was very supportive and explained each step from the Trust & School’s priorities, operational priorities, module role out, training and data migration, going live and third party applications, ensuring that we understood the information we needed to provide.
The Discovery Day was very useful as it allowed us to really look into the applications we were using, and to look at the key successes and challenges we were currently facing when it came to deciding on which applications to migrate over.
The migration was very smooth and lived up to the expectation I had from the seminar I attended, when other users assured me that this process was seamless. The response from other members of our team has been that they were able to find the answer to their queries through your help page and only needed to speak to a trainer on very rare occasions.
Whilst this is clearly a structured process, there was some clear anxiety from our executives and data users over it. The security and assuredness of the project framing from Arbor’s side ensured that these could be addressed and the actual delivery was without any issue whatsoever.
The training has been very thorough and relevant to our needs. The trainers have made their way through the areas at a good pace for everyone on the call to take in and understand. They have each encouraged questions and answers after every section to make sure that everyone on the call understands what has been said. The recording of the training sessions has allowed us to reach out to other members of staff to review.
In a number of our sessions we have had different groups of staff with different focuses and areas of interest. The training has meant that the universal concepts can be delivered and that more bespoke training is then brokered and arranged as needed. The clear respect for people’s time and the subsequent thought and care put into the whole training programme has been a clear win, as it’s meant that our whole team have then engaged with the training.
The response from our Office and Business Management teams across the Trust has been very positive; with comments that Arbor is easy to navigate, especially around reports and is a far superior system to what we were using previously. Setting up the new academic year has also had positive responses; with many of the team saying the step-by-step guide was the easiest they’ve come across, that it’s quick and time-saving and the ability to save as you go has ensured confident use of the system.
The permissions around business roles has taken some getting used to as not all roles in Arbor have the permissions for the business roles we are used to, but again, your help centre has been on hand to show that we can add ad hoc permissions to specific roles.
I would say this has been the perfect time to move! Firstly, It has allowed more personnel to sit on training sessions than perhaps would have been possible under normal circumstances.
Equally, to have a positive change project that has been so well scoped and framed has given us a boost to be able to “control the controllable” and see robust and rigorous systems introduced to further underpin the care that our children and communities deserve.
The news bulletins from Arbor have been helpful with regards to tips for setting up the new academic year and the attendance information required by the DfE.
It has provided a “blank page” to reconsider the way we collect, store, monitor and report our information and at a time when we are looking to reimagine as well as return within education, the timing has been far from a threat; it’s a golden opportunity.
If you’d like to find out more about how Arbor MIS could help you manage your school or trust flexibly next Term, you can book a free online demo or contact firstname.lastname@example.org. You can also reach us on 0208 050 1028.
Data and Insight
As you begin strategic planning for Autumn Term, you may want to dig into your data from the last three years in order to shape your new improvement plan. Arbor’s out-of-the-box dashboards make this easy, helping you quickly access meaningful data so you can make the best decisions. You can drill down into key attendance,
As you begin strategic planning for Autumn Term, you may want to dig into your data from the last three years in order to shape your new improvement plan. Arbor’s out-of-the-box dashboards make this easy, helping you quickly access meaningful data so you can make the best decisions. You can drill down into key attendance, behaviour and attainment metrics and easily spot useful patterns, all without the need for any special training (and no need for a complex setup process!).
We’ve been working with schools and MATs recently who want to customise how they analyse and visualise their data even further using BI (Business Intelligence) tools, such as Microsoft Power BI, Google Data Studio or Excel. We make it easy to export your Arbor data securely into BI tools if you want to, so you can dig even deeper into your student measures.
Using BI tools are great for:
So what does using BI look like in practice as a MAT? Andrew Mackereth, Arbor Senior Partnership Manager, caught up with Empower Trust in Shropshire about how they created a custom dashboard in Google Sheets using their Arbor data. Find out why they wanted to create it and how they built it in five easy steps below.
1. Share information with the Board
As the Board of Trustees is accountable for the performance of the Multi-Academy Trust and its Academies, a key issue for Ian Nurser, Empower’s CEO, was to provide them with a breadth of accurate, timely information across a range of key performance indicators (KPIs). This would allow the Board to understand the trust’s strengths and development issues, assess progress and review future risks and priorities.
Pulling everything into a single live dashboard would give the Board a single source of truth. At each meeting, the data would automatically refresh, updating the current picture, or monthly/termly trends at the same time.
2. Make sure everyone has the same information
It was important to Empower that the CEO, the Trust School Improvement Officers and local governing bodies (LGBs) had access to the same Academy-level information to allow them to question, support and appropriately challenge Academy leaders to build on their strengths and continually improve.
3. Bring together a range of live data sources
Empower wanted to bring together real-time information across a broad range of KPIs including attainment and progress for all year groups, pupil attendance, exclusions, SEND, safeguarding and staff absence (as an indicator of staff wellbeing). Using Google Sheets would enable the reports to automatically update as each Academy entered data.
As well as providing real-time information, they wanted to increase efficiency and save leadership time by compiling the content for their termly CEO and Headteacher reports to Trustees and LGBs automatically. They also wanted this information to be available to other groups of Trust and Academy staff such as SENCos and EWOs, so they could better monitor SEND, attendance, staff wellbeing, etc.
Empower took the following steps to plan and build their Google Sheets dashboard:
1. Agree the data they want it to show
2. Find the sources of the data
3. Plan the structure of the dashboard
4. Export the data they want from Arbor
5. The dashboard is ready and will refresh automatically!
The main process involved in creating a dashboard in Google Sheets is exporting data sets from Arbor using “Live Feeds”. Empower pulled the majority of their data from the data tables in Arbor and the other information (such as the number of days of absence caused by holiday) using Arbor’s unique Custom Report Writer.
For each data set (table) they wanted to export from Arbor, they created a “Live Feed” for it, then inserted it into their custom dashboard using the Google Sheets add-on. Then they selected the graph type they wanted to use to illustrate the data (like the bar chart below).
It’s important to be confident that your data is safe when you export it out of your MIS. That’s why in Arbor you can add authentication to your “Live Feeds”. This means that anyone accessing your new custom dashboard (whichever BI tool you create it in) must enter a password. You can also track when each Feed was last accessed. Read more about how Arbor keeps your data secure here.
To find out more about how to explore BI tools with your Arbor data, join our free webinar next Tuesday (7th July) at 11am. In this 45-minute session, we’ll show you how to get the most insight from your school data, both within Arbor MIS and using Power BI. Former Middle Leader at a secondary school and now Arbor’s Lead Product Manager Stephen Higgins will be joined by two data experts – Ed Cadwallader, School Improvement Consultant, and Mark Hodges, Education Systems Manager at Cantium Business Solutions.
There’ll be plenty of time for questions of our three panellists.
Click here to sign up for your free place – hope to see you there!
Schools have had to adapt how they operate at a rapid pace over the last few months, and change isn’t always easy, particularly for a large, complex school or MAT (we’ve written on this subject before). As schools begin to look forward to September, flexibility and adaptability will continue to be part of life. Like
Schools have had to adapt how they operate at a rapid pace over the last few months, and change isn’t always easy, particularly for a large, complex school or MAT (we’ve written on this subject before).
As schools begin to look forward to September, flexibility and adaptability will continue to be part of life. Like many schools, you might be considering switching to cloud-based systems so you can manage your school more flexibly next Term.
Whatever change you’re considering, Arbor’s Partnership Manager, Mark Maitland, has some advice below for how a change in mindset can help you make change a success.
Over the past fifteen years, I’ve been helping individuals, schools and companies work through change. I started out in my career as a Teacher in special needs before moving into psychotherapy and change psychology. When faced with new ways of working, behaviour and new technology, I’ve seen people react in lots of different ways, some finding it more difficult than others.
I was once worked with GP practices to help them change to a new cloud-based system which would free up GP time and improve patient safety. Even when they could see the benefits, staff were reluctant to change their ways of working because it was what they were used to.
This “fear” of change is hardwired in our brain from the past when change was dangerous. Nowadays, when we face a change, our brain’s first reaction is to hesitate! It’s a very emotional reaction to protect ourselves and play it safe. Familiarity is a comfort.
In times of national crises like the pandemic we’re living through right now, two things happen. Society looks to retreat and wait for a return to normal. Then, once we get over the initial shock and accept that “normal” isn’t returning as quickly as we hoped, we begin to reflect and think about what we might do differently in future.
I’ve definitely noticed a shift in mindset from some of the schools I’ve been speaking to since Covid-19 began. Before the pandemic, the demands of normal school life would often get in the way and make staff less open to changing how they’d always done things. They were fearful of yet another burden on their time, and a potential threat to them being able to do their jobs properly.
What we’re seeing more of now is School Leaders stepping back, reflecting on lessons they’ve learned over the last few months, and looking at changes they can make to prepare themselves for the future.
At the top of their minds is asking themselves if the systems they have in place can cope with flexible ways of working going forward.
A crisis can often clarify our minds and allow us to make practical decisions in order to get through. Switching systems like your MIS (Management Information System) during such a busy and challenging time might feel too daunting, but lots of schools have found that by finding something that’s within their control that will help them deal better with the crisis can feel really positive.
At Arbor, we believe you should be able to rely on your tech when you’re pulled in lots of different directions. But if you’re still using a legacy, server-based MIS, you’ll find it difficult to run your school flexibly next term.
Our cloud-based MIS lets you run your school however you need to, giving all your staff the student information they need wherever they are. In Arbor, you can easily plan your rotas, set up flexible timetables, log and manage attendance and keep track of vulnerable students easily with in-built reports.
Read about how both Hoyland Common Academy Trust and LEO Academy Trust moved to Arbor during lockdown, along with more than 225 schools since March!
To find out more about how Arbor’s cloud-based MIS can help you future-proof your school during Covid-19 and beyond, join one of our free webinars or book an online demo. You can also call 0208 050 1028 or email email@example.com.
We’ve been working hand in hand with schools and MATs to help them adapt to change and work flexibly during the Covid-19 outbreak. Because Arbor is cloud-based, staff can continue to access all the student information they need to do their daily tasks remotely, without worrying about having a VPN or patches. There’s lots of
We’ve been working hand in hand with schools and MATs to help them adapt to change and work flexibly during the Covid-19 outbreak. Because Arbor is cloud-based, staff can continue to access all the student information they need to do their daily tasks remotely, without worrying about having a VPN or patches.
There’s lots of uncertainty about what school life will look like in September. Schools don’t know how many students will be on-site or what social distancing arrangements will be in place. What they do know is they’ll need to prepare for lots of different outcomes.
Trying to plan flexible arrangements is difficult if you’re still relying on a server-based MIS. That’s why lots of schools are switching to a reliable cloud-based system which will allow them to manage their school flexibly over the next few months.
Over 600 schools have moved to Arbor since March 2020. Here are three reasons why moving to the cloud now will help you manage your school during Covid-19 and beyond:
There’s likely to be more challenges to come next year, so you need a school system that automates your essential daily admin and frees you up to focus on supporting your students and staff.
Whether all students come back, or you have split-populations, Arbor’s cloud-based MIS will allow you to easily plan your rotas and set up flexible timetables. You’ll be able to log and manage attendance from wherever you are, plus track key demographic groups such as children with EHCP, child protection status, FSM, and children of key workers easily with in-built reports.
Having a cloud-based MIS in place makes it easy to adapt to rapid changes in regulation, like socially distanced timetabling, new attendance and absence codes or key worker status. This is because whatever the DfE introduces, Arbor can update within 24 hours, meaning you can keep on top of new requirements from the next day. No more patches or workarounds!
With staff working in different ways, and in different locations, their jobs are much more difficult if they have to come into school to access the information they need. That’s where a cloud-based MIS like Arbor comes in, which gives staff all the student data they need wherever they are.
Having instant access to data about the children in your school also reduces the safety risk. Staff can see immediately if something doesn’t look right and follow up immediately with their Teacher or parent directly from the same page. No more switching systems or downloading contact lists! You’ll find more tips for keeping in touch with your school community here.
In our latest webinar for MAT leaders, we were joined by Derek Hills, Head of Data and Andy Meighen, IT Director from The Harris Federation. In our previous blog, we explained Harris’s unique approach to IT and how they were able to enable remote learning for their 36,000+ students when the Covid-19 crisis hit. In
In our latest webinar for MAT leaders, we were joined by Derek Hills, Head of Data and Andy Meighen, IT Director from The Harris Federation. In our previous blog, we explained Harris’s unique approach to IT and how they were able to enable remote learning for their 36,000+ students when the Covid-19 crisis hit.
In this blog, Derek and Andy share how they analysed their data across the trust using Microsoft Power BI, so they could measure how well students and staff were engaging with the online learning tools they’d put in place.
Once remote lessons got underway at The Harris Federation, questions soon arose around how it was all going; how many Teachers and students were engaging and what the quality of the interactions were. It was easy for Teachers to get insights about their classes from Microsoft Teams, but it was difficult to get useful information at a departmental, academy or trust level. To combat this, the IT team developed reports using Power BI to analyse usage data across the trust.
Below is a standard Power BI template they used to see all trust digital activity over a period of time, such as where users were logging in from and which files they were accessing. This was useful as it meant they could look at huge quantities of log data (10 million rows a day) during lockdown.
This image shows a different report they used to look at log information showing all online student activity. This allowed them to easily see the peaks and troughs over time, which helped them identify anyone they should follow up with.
The below report showed them usage of systems during the Covid-19 period. Office 365 is orange, SharePoint is pink, OneDrive is grey, purple is Teams and yellow is Exchange (email) (not many students).
They could see that in March, there was a big increase in email use as students and staff needed to communicate more than ever before, but Teams soon overtook email as remote lessons became regular. Use of Onedrive dropped, potentially because students and Teachers were storing and accessing assignment files within Teams instead.
They also used Power BI to get important demographic information for safeguarding purposes. They also had to keep Governors and the Board of Trustees up-to-date with stats such as attendance.
Covid-19 has drawn attention to just how important having a strong IT infrastructure has been for teams across Harris. It has allowed the IT team to continue business as usual for the large part, and respond to the huge number of data requests they’ve received during lockdown.
Though they’ve been able to learn a lot about the quantity of their online learning data, e.g. the peaks and troughs of usage, which parts of the system were being used and by whom, but what they haven’t been able to analyse is the quality of what was actually going on in the classroom.
We’d be interested to know how and what you’ve learned from your online learning data at your school or trust, and the lessons you’ll take forward as you continue with a blended learning approach. Post a comment here or on the Arbor Community forum.
You’re invited to join us for the next webinar in our “Adapting to Change” series tomorrow (Friday 19th) where we’ll be demonstrating how to use benchmarking and performance analysis to drive smart strategy at your trust. Sign up for free with the link below.
Friday June 19th 2020, 11:00am
Using Arbor’s benchmarking and performance analysis to inform data-driven decisions for your trust
Photo by Annie Spratt on Unsplash
Recently we invited Derek Hills, Head of Data and Andy Meighen, IT Director from The Harris Federation – a trust of 48 academies in London and Essex – to talk about how they rolled out an online learning programme for their 36,000+ students. They explained how when Covid-19 hit, their flexible, cloud-based setup allowed them
Recently we invited Derek Hills, Head of Data and Andy Meighen, IT Director from The Harris Federation – a trust of 48 academies in London and Essex – to talk about how they rolled out an online learning programme for their 36,000+ students.
They explained how when Covid-19 hit, their flexible, cloud-based setup allowed them to quickly and easily give all students access to online education, which would not have been possible using a legacy, server based system. You can read more below about Harris’s unique IT approach and how they responded to Covid-19.
Check out our next blog to find out how they analysed their online learning data!
With 4,500 staff and 36,000 students across primary and secondary, Harris uses a centralised and standardised IT set-up designed to give everyone the same experience across the trust.
The focus of Derek and Andy’s roles is making IT work for everyone across the trust with systems that are as efficient and cost effective as possible.
The key principles of their IT approach are:
The IT team at Harris manages data centrally through a combination of their own data warehouse and cloud-based systems. They created a data warehouse so that they could hold all their MIS (Management Information System) data on premises and develop systems on top of it.
Using a data warehouse also means that when they bring in a new system, for example Microsoft Teams, it can set up user accounts for all students and staff automatically. Admin Staff simply add the student names, then the data warehouse puts them into the right groups, saving the central IT team time.
Whenever they design new systems or processes, Derek and Andy ensure they can be used across all academies. They want to make sure all staff and students have the same technology options at their fingertips. At the same time, it’s also important to give Teachers the freedom to use digital tools in a way that suits the particular lesson they’re giving. For this reason, the IT team doesn’t advise that staff teach in a certain way, or use a certain VLE (Virtual Learning Environment) such as Google Classroom. From experience, without top-level buy in from trust leadership, initiatives like these are rarely successful.
Harris uses Microsoft systems across the trust which are set up to communicate with their data warehouse. These are some of the key parts of the puzzle that help the systems interact:
As schools began to close and remote working became necessary, Harris was able to respond quickly, using lessons they’d learned from a recent snow day. On that day, phone lines couldn’t cope, staff ran out of SMS credits and the web connection crashed. They therefore had already solved these issues, and increased their supply of laptops for students and staff to take home when Covid-19 hit.
Setting up remote teaching and learning was also a smooth transition because staff were already using Microsoft Teams and Show My Homework to record lessons and set assignments. The only difference was that staff had to adjust to doing much more on Teams such as leading live lessons. The IT team also needed to set up lots more users on Teams – in March alone they set up 20, 000 accounts which took two weeks as Microsoft struggled to cope!
Click here to see the four steps the IT team took to set up users on Microsoft Teams using their data warehouse
Although they were smooth to set up, remote lessons brought some challenges. IT worked quickly with Teachers to adapt the ways students interacted with Microsoft Teams. For example:
Check out our next blog to find out what Harris has learned about their online learning programme from analysing their data in Microsoft Power BI.
During our webinar series “Adapting to Change”, we’ve been hearing from lots of Multi-Academy Trust leaders about how they’ve shifted their strategy to deal with the Covid-19 crisis. Dan Morrow, CEO of Woodland Academy Trust, shared how he’s looking out for staff wellbeing, whilst Mark Greatrex, CEO of Bellevue Place Education Trust, spoke about the
During our webinar series “Adapting to Change”, we’ve been hearing from lots of Multi-Academy Trust leaders about how they’ve shifted their strategy to deal with the Covid-19 crisis. Dan Morrow, CEO of Woodland Academy Trust, shared how he’s looking out for staff wellbeing, whilst Mark Greatrex, CEO of Bellevue Place Education Trust, spoke about the balance between school autonomy and trust centralisation, and Mark Lacey, CEO of Diocese of Salisbury Academy Trust shared some lessons for leaders in a global crisis.
Our latest speaker in our Adapting to Change series, LEO Academy Trust gave a brilliant talk about how they’ve rolled out cloud-based technology and consolidated their systems across their trust. They shared how they had to rapidly step up their rollout as the Covid-19 crisis began to kick in. They also explained some of the ways Arbor’s cloud-based MIS has helped them work flexibly during lockdown since they moved in March.
LEO’s Director of Technology (Learning) Graham Macaulay and Chief Operations Officer Nicky Gillhespy shared some great advice for fellow MAT leaders, particularly if you’re planning on updating your trust’s digital strategy in light of the demands of Covid-19.
We’ve summarised their talk below – we hope it gives you some useful tips to take back to your trust when thinking about how to manage the coming weeks and months.
Our Trust is built up of six academies, 3550 students, 415 members of staff across seven sites, but we wanted to bring in one digital strategy which drives our use of technology across the board. It was really important to us that we aligned all our key stakeholders in a clear direction before thinking about how we would actually roll out new systems.
When we began planning our new digital strategy in September 2017, we had five challenges we needed to overcome before moving forward:
To solve these problems, we had two options. The first was to carry on doing what we’d always done and “fill the holes and paint over” so that on the surface everything looked like it was working. This would have been the easy option, as it would involve no new staff training, no new risks, costs or demands on staff time.
Option two was to innovate and think differently. We had to realise that the world was massively changing and that we as an organisation needed to embrace that change. Sometimes the quick wins don’t always produce the best outcomes in the long term.
Defining what we wanted to achieve
The digital vision has to come from the top and you have to have the support of the Trust Board. You also have to have input from various different groups. The key to our success was setting up Digital Working Parties with key stakeholders from across the trust, including Trustees, the CEO, the CFO, COO and Director of Technology. We asked key questions such as “What do we want out of the system?”, “What do we need?” and “What are we doing now that we could do better?” Then we tasked the IT and Technology departments to devise new solutions. Having input from every single area within our trust helped to manage knock-on effects of initiatives and make sure they worked for everyone.
Planning is essential
During the journey, there have been highs where we’ve made progress and delivered change, but of course, there have also been challenges along the way. We learned quickly that the key to success, as with any change management project, was setting essential milestones along the way. Then as the plan began to change, we could default back to our core objectives in order to manage expectations.
We spent a lot of time thinking about long-term development, for example the sort of organisation we wanted to be and the opportunities we wanted to provide to our staff and pupils. But we also needed to deliver short-term projects where staff could see the benefits immediately. What was important was to position these “quick wins” within the longer term direction.
Communicating the strategy
We initially took a “dissemination approach” to communicating the changes to staff. Centrally, we communicated in the Digital Working Party, then Headteachers and Principals passed on the message to their teams. We reflect now that this process could have been improved because it meant those messages weren’t always delivered on time or accurately, and this generated a feeling of hearsay between schools. It would have been better if we’d have taken on some of that responsibility centrally.
Changing mindsets and empowering staff
We wanted to ensure that every staff member had the core skill set they needed to make the changes we were putting in place. We therefore spent almost a whole academic year preparing support materials for staff and delivering CPD on everything from beginner’s Google, to creating forms, to managing files.
Running a staff development programme was essential to making the digital project a success. And this work is ongoing – as we evolve our digital strategy, we will regularly review our provision for our staff and their capabilities, and change the way we deliver our CPD accordingly.
Although most staff have adapted to the new technology we’ve introduced, there was some reluctance and fear of change. We found the most important thing was to build their confidence. Our Office Staff have enormous skill and so we asked them why they liked working in certain ways so we could make sure our new ideas suited them and made their workload easier. By encouraging them to take part in our Digital Working Parties, and demonstrating their particular skills, they started to flourish.
The impact of technology on teaching and learning
Since we moved to the cloud, we’ve been able to change our pedagogy and the way we deliver teaching and learning. We’re running a programme to provide all KS2 children with a Chromebook to use in school and to take home. This has enabled us to move from a passive approach where teachers talk and children do an activity, to having a lot more strategies that enhance the teaching and learning. Pupil engagement has rocketed as a result.
We’re also really proud that one of our schools has become a Google for Education Reference School which means they regularly host visitors from around the world to look at the impact that technology is having on pupil experiences and outcomes.
Supporting remote learning
During these unusual times, we’ve used technology to maintain a sense of normality as much as possible. One of the ways we’ve supported teaching and learning has been through setting up a simple Google website for schools to upload activities. The vision was to provide fun opportunities for children and help families support their children with their education from home. The site is massively helping not just our children, but children across the world, with around 15,000 visitors every day!
We’ve also set up Google Hangouts for our classes, as well as sessions for our “Digital Leader” pupils with speakers from Google and Adobe sharing words of wisdom and ideas for how they can develop their computing knowledge. We’re also holding virtual discos with staff acting as DJs which we’re streaming live.
We moved to Arbor on 16th March – midway through the start of the Covid-19 crisis – but the timing worked out perfectly. Moving to a cloud-based MIS meant that our Office Staff could do all of their admin work at home. From the operations side we have been able to continue business as usual since the crisis hit, since all of our payments and orders could continue, and we could set up staff to work from home easily.
Moving to the cloud has changed how we work for the better and put us in a really strong position, especially for the demands of distance learning. From one computer we can access all areas across the trust, such as the MIS, our data stores and our finance systems. As soon as we decided to close our schools, we created a form to find out from pupils and staff whether they had access to a device or the Internet at home. We then made sure that every pupil and member of staff went home with a web-based device.
Look out for more webinars with MAT leaders in our series “Adapting to Change”. You can also check out our Summer schedule of webinars all about how to manage your school or MAT flexibly with a cloud-based MIS. With sessions specific to primaries, secondaries and MATs, and managing assessments, meals and payments, and more, find the session that’s right for you and book here. See you online soon!
Just before half term, lots of schools joined us for a webinar hosted by The ONTO Group all about designing a new school timetable in line with social distancing. It was a great opportunity for schools to discuss the challenges of their settings with timetabling experts and MIS providers. Lots of important practical and technical
Just before half term, lots of schools joined us for a webinar hosted by The ONTO Group all about designing a new school timetable in line with social distancing. It was a great opportunity for schools to discuss the challenges of their settings with timetabling experts and MIS providers. Lots of important practical and technical questions were raised, including “How could I split my school into two populations?” and “How can we keep students separate when they arrive and depart from school?” TimeTabler had some useful advice that you can find on our blog.
Since then, the conversation has continued on Facebook, with school leaders sharing the solutions they’ve found. You’ll find some great example timetables that members have shared in the “files” section on the page.
With schools now starting to open up to more year groups, the questions now are “How are you putting your new timetable into practice?” and “What is working well and what have been the challenges?”
To discuss all this and more, join us for another free panel discussion next Tuesday (9th June) in partnership with The ONTO Group and with contributions from Edval and TimeTabler. Sign up for free here to join fellow Timetablers and School Leaders and share best practice.
The main topic we’ll be discussing is “Should you put your new timetable into your MIS?” The answer to this will look very different depending on your school setting. We’ll dig into this in the webinar, but beforehand we’ve put together some of the things you can think about to help you make the right call for your school:
If you’re using Arbor MIS, you can find all our guidance on how to set up your new groups and classes, and complete your New School Year Setup on our Help Centre. You’ll find everything we’re doing to support schools during Covid-19 here. You can also discuss with fellow Arbor schools on the Arbor Community.
As we all know, schools have had to rapidly change the way they work in the last few months – adjusting their processes to meet the needs of children and families in and out of school. In turn, IT teams that support schools have also had to change the way they operate. At Arbor we’re
As we all know, schools have had to rapidly change the way they work in the last few months – adjusting their processes to meet the needs of children and families in and out of school. In turn, IT teams that support schools have also had to change the way they operate.
At Arbor we’re proud to work in partnership with more than 30 IT teams across the country, who collectively support thousands of schools. Teaming up with support partners means we can give schools freedom and flexibility so they can get the support that’s right for them.
Over the past weeks, we caught up with some of our support teams (Agilisys in Sefton, ICT Schools Team in Buckinghamshire, Cantium in Kent, HertsForLearning in Hertfordshire, iCT4 in Cornwall, and Orbis in East Sussex) to get their perspectives on the challenges schools are facing and how they’re helping.
We thought we’d share this insight into what’s being going on behind the scenes. Look out for links to some useful blogs and webinars to support you with wider school opening.
Up and down the country, our partners have been working hard to help schools get used to a new way of working, whilst dealing with working remotely themselves. For many it’s been the busiest period they can remember, with teams pulling together despite, as Richard May from Orbis puts it, having “relocated to a variety of spare rooms and kitchen tables”, and as Sheryl Everett from Buckinghamshire Council adds, with the companionship of “pets, offspring and partners.”
Whether putting their own business continuity plans into action, or reacting quickly to help schools with the latest government guidelines, it’s been a time of constant adaptation for our partners. They’ve moved their usual consultancy services online and redesigned their summer training programmes so they can deliver them digitally. However, it has been important to the majority of teams to provide continuity and business as usual as far as possible. Maintaining familiar working patterns has not only been vital for schools, but it has been helpful for IT teams too, as they adapt to the new climate.
For the first few weeks of lockdown, the biggest challenge for our partners was to make sure schools who didn’t have cloud-based systems (for example, if their MIS was server-based) could access the data they needed and get work done. This often meant many hours of work setting up remote access to locally hosted servers via VPNs. One of the most important focuses has been helping schools work securely without their normal networks.
Find out all about the new government grant that could save you thousands on tech support with your G Suite or Office 365 setup – and our Support Partners who could help you – on our blog.
Partners were also busy guiding schools through the rapidly changing government advice. The team at Cantium, for example, pulled together a dedicated resources page where schools could find all the information they needed on Covid-19 in one place.
Find all the support you can get from Arbor during Covid-19 here.
When plans were announced to open schools to more year groups from 1st June, partners began helping schools think about how to design a timetable that keeps students and staff safe. We attended a webinar hosted by The ONTO Group, EdVal Timetables and TimeTabler on how to adapt your timetable for social distancing. Check out our top tips from TimeTabler in our guest blog.
Join us for our next webinar all about timetabling on Tuesday 9th June when we’ll be sharing examples from schools of how to embed your new timetable. Sign up for free here.
More recently, the focus has switched to supporting online learning, helping schools through daily blogs such as those provided by Herts for Learning, or webinars on a range of distance learning topics and getting schools up-and-running with O365 or G-Suite. The team at iCT4 for example, have been running daily Q&A sessions on Microsoft Teams.
Richard Martin from London Grid for Learning (LGfL) wrote a guest blog for us recently with advice for schools on how to manage teaching and learning remotely, including links to digital training for staff.
Join us for a free webinar all about how to manage online learning on Friday 12th June. Derek Hills, Head of Data and Andy Meighen, IT Director at Harris Federation will be sharing how they rolled out their online learning to over 36,000 pupils during lockdown, and what they’ve learned from looking at the data from remote learning. Sign up for free here.
As we look to the future and the gradual extended opening of schools, our partners will continue to have an important role to play in both supporting schools with the technology and the pedagogy for a more blended learning approach. If we’ve learnt one thing from the current crisis, it’s that we can all operate effectively more remotely. Whilst our partners (like all of us) can’t wait to get back to a more normal way of working, elements of online training and service delivery will be here to stay.
If you’re an IT Support Team, School or MAT and you want to find out more about Arbor MIS get in touch at firstname.lastname@example.org, or give us a call on 0208 050 1028.
Arbor Updates | Data and Insight
See your trust in a new light with our new free report Often serving a broad range of pupils from different backgrounds, and sometimes varying geographical areas, a big priority for Multi-Academy Trusts (MATs) is ensuring their spread of provision gives every pupil an equal chance of success. There are lots of factors that play
Often serving a broad range of pupils from different backgrounds, and sometimes varying geographical areas, a big priority for Multi-Academy Trusts (MATs) is ensuring their spread of provision gives every pupil an equal chance of success.
There are lots of factors that play a part in how pupils perform, such as where they live, whether they’re eligible for free school meals (FSM), or have special educational needs (SEN). As a DfE official warns that the attainment gap for pupils from disadvantaged backgrounds could widen by 75% as a result of Covid-19, it’s more important than ever for trusts to look at their school performance in context. The problem is, it’s not always easy to gather all this data in one place without trawling online data tables or waiting on spreadsheets.
That’s why we’ve launched a brand new free report for MAT leaders – the “Understanding Your MAT Report”. Created for every MAT in the country, the report helps you understand your unique make-up in a national context, so you can shape smart strategy going forwards.
Designed in partnership with the Centre for Education and Youth, the Understanding Your MAT Report brings together your schools’ key performance measures, alongside your MAT’s size and local demographics, to help you understand your unique set of strengths and challenges. What’s more, the report shows you how your MAT compares to other trusts nationally for the first time.
Your Understanding Your MAT Report is live now for you to download from your free Arbor Group Insight portal (our benchmarking tool for MATs)! If you don’t have an account yet, sign up here for free.
What can you do with the new Understanding Your MAT Report?
We use your schools’ latest validated 2019 Analyse School Performance (ASP) data to show you your spread of performance in key measures at KS4, 2 and 1, such as Progress 8, Achieving Expected Standard: Reading, Writing and Maths, and Working at the Expected Standard: Year 1 Phonics.
Then we compare your results against three key benchmarks: Trust average (the weighted average of all your schools’ results), National average (weighted average of all state schools in England) and National MAT average (weighted average of all academies in England) to help you see what makes your MAT distinctive.
Plus, you can use your report as a companion to your free Arbor Group Insight portal, where you can dig further into any data set to see pupil level figures.
Image 1 – KS4 Progress 8 score, Understanding Your MAT Report 2020
You might be wondering “Is my MAT growing at the same pace as other trusts?” Or “Is our proportion of students eligible for Free School Meals higher or lower than other trusts?” The Understanding Your MAT Report will help you answer all these questions and more, showing you how your unique make-up compares to other trusts in the country.
You’ll get an overview of your MAT’s size, growth, blend of phases, pupil characteristics (% of FSM, SEN and EAL pupils), as well as the “Area Type” your schools are in, according to Office for National Statistics (ONS) area classifications. The report also shows you the demographic factors associated with the areas your schools are in (such as the level of education and the unemployment rate) which helps you understand your pupils’ socio-economic background.
Image 2 – Area Type Blend, Understanding Your MAT Report 2020
By bringing together your demographics, pupil context and school attainment, your Understanding Your MAT Report will help you understand all the factors impacting achievement at your MAT. As you’ll see from the report’s leading article “Breaking the link: Attainment, poverty and rural schools” (preview here), the relationship between disadvantage and attainment varies considerably between different parts of England, so it’s important for trusts to understand how this plays out across their mix of schools.
Use this analysis to drive decision making at your next strategy meeting, and find new ways to improve results for staff and pupils.
Your Understanding Your MAT Report is live now for you to download from your Arbor Group Insight portal – we’ve also sent the link to you by email. If you’re not registered, don’t worry, you can sign up for free here.
In our webinar series for MAT leaders “Adapting to Change”, we recently heard from Mark Lacey, CEO of Diocese of Salisbury Academy Trust, who shared his strategies for leading his trust through the challenges of Covid-19. Mark had some really useful advice for fellow MAT leaders around how having strong foundations through your strategic plan,
In our webinar series for MAT leaders “Adapting to Change”, we recently heard from Mark Lacey, CEO of Diocese of Salisbury Academy Trust, who shared his strategies for leading his trust through the challenges of Covid-19.
Mark had some really useful advice for fellow MAT leaders around how having strong foundations through your strategic plan, business continuity plan and risk registers, as well as a strong set of digital tools, can help you pivot flexibly in a crisis. Most importantly, Mark highlighted the need for realism and compassion for staff.
As you’re planning your exit strategy from the current Covid-19 crisis, you might find it helpful to take a look at Mark’s planning document which he kindly shared with us. As you’ll see, the document addresses key risk scenarios and outlines the trust’s response, with space for the individual schools to complete their responses. Click here to download the PDF.
We’ve summarised Mark’s conversation with Arbor’s CEO James Weatherill below.
How well prepared were you for the Covid-19 crisis?
I don’t think anyone was prepared for what has happened, but what we benefited from is we have a clear strategic plan, business continuity plan and risk register which gives us a strong backbone and allows us to adapt and flex when external events occur.
We also pride ourselves on having an adaptive culture at the trust. We recognise that we don’t always have all the answers, but that it’s more important to share best practice, collaborate, and be open to admitting when we’re doing something wrong. This allows us to change direction fast.
How did you adapt to the crisis?
Earlier in the year, we had already experienced a large challenge – we went through 7 Ofsted inspections over a period of 10 weeks – which forced us to adapt quickly. This served as a test in some ways for what was to come with Covid-19 and we were able to learn important lessons so we could easily switch to a new rhythm of working.
Given our schools are spread over quite a wide geographical area, we made sure above all that we worked tightly as a Central Team and that we set a clear direction. It was important that we were responsive in relaying information as soon and as clearly as possible to schools, and that we were accessible for whatever schools needed.
What have you learned about being responsive in a crisis?
The speed at which we’ve adapted to ensure emergency provision has shown us just how much potential we have for change. It’s also proven to us the importance of building into our strategic planning a focus on people more than process. We know staff will continue to feel vulnerable sometimes going forward and we believe taking a compassionate approach and prioritising wellbeing is really important.
When you return to more normal operations, how will your “people over process” approach change the way you work?
Putting people first is a difficult thing to measure and be certain about, but there are some concrete measures we can put in place. For example, we’ve seen that easy-to-use shared IT systems like Office 365 take a lot of burden away from staff and can help them feel connected. We also try to gauge how staff are doing through sending out digital forms and bringing representative groups of staff together to discuss certain issues. We aim to use the feedback we get from staff to build into our policy making going forward. A big emphasis across the trust is also social and personal development.
How do you monitor wellbeing when working remotely?
A big focus of ours as a Central Team is looking after our Headteachers. Our Academy Improvement Team members have each taken responsibility for a group of Heads who they meet with every week using Microsoft Teams (video chat). Every meeting starts with questions about their wellbeing – it’s been important for us to understand all the different struggles Heads are dealing with at the moment, such as spouses who are key workers or having children at home. We’re learning a lot, and fast, about how to sense how staff are doing from their body language and tone over video. Many of the tensions Heateachers found with staff at the beginning involved miscommunications over email, so we’ve actively encouraged video chat to bring a personal approach.
Keeping regular lines of communication has also been really important. We’ve converted our monthly bulletins to weekly bulletins focused on wellbeing, in order to make sure everyone has access to helpful resources.
How has your leadership style changed during Covid-19?
The most challenging thing we’ve faced as a Central Team has been working remotely and not being physically in each school. Whilst my natural leadership style is collaborative and approachable, this has been essential to emphasise even more, making Headteachers aware I’m here if they need.
Of course, we’ve been direct and interventionist where it was necessary. For example, we felt it was important to bring some schools together into hubs so that we had greater control of emergency provision and more staff could shield, despite some resistance from Headteachers.
How have you been using tech to adapt?
Because we’ve invested quite considerably in digital tools over the last two years, we didn’t have to suddenly bring on lots of new systems to cope with remote working. This crisis has shown us the real value of having systems like Arbor’s cloud-based MIS and Office 365 in place to rely on. It’s meant we can share data within and between schools easily, and communicate with parents using tools staff are comfortable using already. Some of our schools weren’t using some of the communications features before the crisis, but Arbor switched these on swiftly for us.
We’ve also seen the benefit of Arbor in our financial management during the crisis. We were able to set up our own Free School Meal voucher scheme and get all the data we needed from Arbor.
Setting up students on Microsoft Teams has also made a lot of impact. Going forward, we’re going to ensure everyone has access to a remote learning platform.
Has this crisis challenged your expectations on how quickly you can implement change?
It’s shown us the importance of being clear about what we all need to do together and what will have the most impact. It’s given us conviction and belief to step into changes more boldly in future.
What are your future plans?
Having learned from this current situation, we’re going to be cautious about making too many plans going forward. Being able to adapt is much more important. We’ve got to be realistic about what can be achieved over the next year, given schools will need time to recover.
In terms of planning towards wider school opening, we’re trying to make neutral decisions by weighing up the polarised spread of views out there. We’ve put together a risk assessment and planning document for our exit from the Covid-19 situation* which outlines key questions and issues, and the trust responses to each of them. It also provides space for schools to add their responses.
* You can download Mark’s “Risk Assessment: Planning for Exit from COVID-19 Emergency Period” document here.
What are your key takeaways from the Covid-19 crisis?
I hope we will all go forward with a greater appreciation for what we have and more compassion for each other. I have been incredibly impressed with everything our staff have achieved and will not forget it.
As a Central Team, we will aim to take collective responsibility for who we are as a trust and move forward with a strong moral compass.
You may have seen that the Government has introduced a new grant that schools can apply for to get support to use digital learning platforms G Suite for Education or Office 365 Education. This is a great opportunity for schools – especially at a time when you’re having to manage at least some of your
You may have seen that the Government has introduced a new grant that schools can apply for to get support to use digital learning platforms G Suite for Education or Office 365 Education. This is a great opportunity for schools – especially at a time when you’re having to manage at least some of your lessons, and your staff and students, remotely.
At Arbor, we believe that you should be able to lean on digital tools to pick up the slack when you find yourself pulled in lots of different directions. That’s why we’ve designed our cloud-based MIS (Management Information System) to allow schools to work flexibly – with access to all your data, the ability to follow up with vulnerable students, plan staff rotas and communicate with your school community – wherever you’re working from.
Arbor MIS integrates with G Suite and Office 365, which means all your students, staff and classes will be automatically set up in your online learning platform – so you can get on with teaching.
The new government grant will help you get started with G Suite or Office 365 with free technical support and project management. We’ve summarised below everything you need to know about the grant:
Here’s the breakdown …
1. What’s the deal?
Although G-suite and Office 365 are already free for educational settings, you’ll need technical support and project management to get set up. This is where the grant comes in. To migrate all of your teaching and learning resources to the cloud you’d normally have to pay a supplier £1-2,000, but qualifying for this grant means the DfE will effectively pay the supplier on your behalf.
2. How much is the grant?
Up to £1000 per school for a Multi-Academy Trust (capped at £10k per trust), £1,500 for an individual primary school or £2,000 for an individual secondary school.
3. Who can access the grant?
The grant is available to both Local Authority maintained schools and Academies, but not to independent schools.
4. How do I sign up?
First of all, we’d recommend doing some research into the digital platforms available to make sure you choose the right one for your school or trust. Speak to other schools, your IT provider or your Local Authority, and read advice from The Key in partnership with the DfE.
Next, you’ll need to choose a supplier who will work with you to migrate your data and set up your new platform. Only certain companies are part of the scheme, so it’s worth checking first whether your local IT partner is involved, and if not, whether they could recommend another supplier. See below for a list of Arbor partners who are on the scheme!
Once you’re ready to go ahead, you can apply using these links:
Some level of remote working looks set to be part of the “new normal” going forward for schools, so this grant is a great opportunity to review your technology and make sure you have a reliable set-up in place for the future.
In an earlier blog, we wrote about how carrying out a systems audit at your school can help you identify where you could cut down on systems to work more efficiently and save money in the long run. Moving to a cloud-based MIS means you can complete all your daily admin tasks and access all your data from one place, rather than all over the place.
The same principle is true for how you manage your online teaching and learning. Choosing a cloud-based platform, like G Suite and Office 365, allows you to access your curriculum resources in one central place, wherever you’re working. They also open up exciting possibilities for more efficient, collaborative working.
Here’s just a few things you can do on G Suite or Office 365:
What’s more, when both your MIS and your learning platform are cloud-based, this frees you from having to have a server at your school, saving you thousands of pounds in maintenance and replacement costs. Working on the cloud also secures your data making you less at risk of losing your information. You can read more here about how Arbor keeps your data secure.
Having an MIS and digital learning platform that you can rely on is great, but the next step to working even more efficiently and saving your staff more time is when all your systems can communicate seamlessly with each other.
That’s why Arbor has integrated with G Suite and Office 365. You’ll have all your student data from Arbor at your fingertips when you’re giving your remote lessons.
Here are some of the benefits of syncing Arbor with G Suite / Office 365:
We work with IT support teams up and down the country who support our schools to get set up on Arbor, and any other technical issues they have. Many of our partners are part of the new government G Suite / Office 365 scheme, so they come highly recommended from us to help you manage your move to one of these platforms.
See below for a list of our trusted partners on the scheme, and the support they offer. Feel free to get in touch to hear more about how you could work together to get your digital learning platform up and running.
Can support you with: G Suite and Arbor MIS
“Training teachers is the key to success with digital learning and a big part of what Vitalize deliver to schools throughout the UK. We have found that schools that invest in training and have a clear digital learning strategy achieve the most impact from deploying cloud learning platforms. It is great to see the positive impact in a short space of time that Google for Education can provide schools with. This will not only help schools now, but provide the basis of a digital strategy for the future.”
Can support you with: G Suite
“123ICT Computing Solutions specialise in working with primary schools to develop their digital education platform and our team of education consultants have trained and supported hundreds of teachers over the past few weeks. With our support and training, many schools have adapted well to the current situation and are now providing a reliable, engaging and easy to use digital education platform enabling daily lessons and activities to be delivered remotely.”
Can support you with: G Suite and Office 365
“Computeam were delighted to be part of this new DfE scheme to level-up digital learning in England. While Covid-19 has been the trigger, we believe the benefits of cloud-based teaching and learning will extend well into the future. As both a Google and Microsoft partner, Computeam can offer deep expertise in either platform. We can also extend the initial service by offering enhanced training and MIS integration to drive benefits from these technologies after the crisis has passed.”
“As a certified Google Partner with over 30 years’ experience within the education sector, we are delighted to be part of this joint initiative with Google and the DfE. Our EdTech Team are a fountain of knowledge and we pride ourselves on our ability to deliver new ways of improving on-premise or cloud learning which should be seamless, collaborative and engaging.”
Badger Computer Services
“Remote learning is not going away and digital platforms are the tools for schools to empower teaching and learning and connect with your students. The DfE funding is available for a finite time and our view is that we should be doing everything we can to ensure schools can continue to support our children’s futures and wellbeing even when away from the physical classroom.”
Turn IT on
Can support you with: G Suite, Office 365 and Arbor MIS
“Our mission at Turn IT on is to enable schools to get the most from their technology – and the last few weeks have shown that tech is an absolutely critical part of any school environment, whether in lockdown or “normal times”. This DfE initiative is a fantastic opportunity for schools, both in the short and longer term. Turn IT on is delighted to have been chosen to partner by both Google and Microsoft and we are looking forward to helping schools all over the UK take advantage of this great opportunity.”
Herts for Learning
Can support you with: G Suite
“The Covid emergency has required a re-engineering of the education system overnight and the schools that were able to adapt fastest were those that had already adopted digital classroom offerings. At HfL, we believe that successful implementation is just as much about the process of change management with staff and students as it is about technology and this is at the very heart of our approach when we work with schools.”
“During this challenging time, technology is crucial. At JTRS, we’ve been working hard to help schools achieve distance learning – we created a Distance Learning Resource Centre for parents, and we’re excited to be part of this DfE scheme to help schools who do not yet have a digital platform like G-Suite for Education. We can help you check if you’re eligible for the funding and apply for it, as well as implementing G-Suite for your school quickly.”
“Joskos has been working closely with the DfE on the platform provisioning programme, which will support schools as they look to leverage the ever growing world of SaaS based EdTech solutions. The scheme will proactively support schools as they start to bring some students in, whilst others remain working at home. We believe that the programme is a positive step forward in making sure that every young person can continue to access learning.”
Other Arbor partners on the scheme and what they can support you with:
Once you’ve started your school’s cloud journey with G Suite or Office 365, the next step is to think about your MIS. The Arbor team is here to help with any questions you have about how your school could make an easy move to be fully cloud-based today. Get in touch email@example.com or call 0208 050 1028.
Data and Insight | MAT Operations
Preview of the new Understanding Your MAT Report – special article In partnership with the Centre for Education and Youth (CfEY), we’ve created a new free report for MATs across the country – the Understanding Your MAT Report – to help you see your trust in a new light. Built especially for your trust, your
In partnership with the Centre for Education and Youth (CfEY), we’ve created a new free report for MATs across the country – the Understanding Your MAT Report – to help you see your trust in a new light.
Built especially for your trust, your report brings together key measures like your schools’ ASP performance statistics, alongside your MAT’s size and local demographics, to help you understand the unique makeup of your trust compared to others in England.
The report is out soon but you can sign up to our waiting list to get early access to your report now!
As a preview, we wanted to share with you the leading article from the report, written by Loic Menzies, CEO of The CfEY. The article introduces you to the contextual analysis the report gives you and the kinds of conversations your report might bring up in your next strategy meeting.
by Loic Menzies
The relationship between disadvantage and attainment varies considerably between different parts of England. Combining datasets shows that poverty has a particularly pernicious effect on educational attainment in some area-types, particularly the rural areas shown in green, below.
Free School Meals aren’t the only ingredient
In recent years there has been increasing recognition that the relationship between deprivation and educational achievement is not as simple as we once thought. Researchers like Simon Burgess have shown that the interaction between disadvantage and ethnicity / migration status, for example, is often underestimated.
At LKMco we’ve had a longstanding interest in ONS area classifIcations (see “The Two Kingstons – what FSM does and doesn’t tell us” and “Maybe it’s because I’m a Londoner”). These classifications combine a range of characteristics of different areas, including industrial and employment data; demographics and qualification levels.
Combining these classifications with school data reveals striking differences between patterns of school performance in different area types.
Affluent England and London in the lead (surprise, surprise)
At the most basic level, we see that area types differ considerably in their attainment and deprivation levels.
Areas described as “Affluent England” achieve most highly, but “London Cosmopolitan” and “Ethnically Diverse Cosmopolitan” areas are not far behind – despite having two or three times the same level of deprivation.
However, once we plot FSM levels against attainment, the results get considerably more interesting – and the worrying situation in rural schools is revealed.
A variable picture
Firstly, notice how, apart from a small cluster of very-low-deprivation, very-high-attainment schools on the far left, pink dots dominate the top of the distribution. These represent “ethnically diverse cosmopolitan” areas (most of which are in Greater London). This shows that regardless of their deprivation levels, pupils tend to do best in these areas. Meanwhile, red dots are concentrated in the top right-hand corner. These represent high-achieving, high-deprivation central-London schools.
How strong is the link between deprivation and attainment…? It depends on the area
Switching our attention to the trend lines and R-squared values (representing the strength of the relationship between poverty and attainment), we see that the angle of the lines differs considerably – as does the strength of the correlation, even though all eight correlations are significant.
Notably, in rural areas, the relationship between poverty and educational outcomes is particularly strong. So although pupils in rural schools with low deprivation attain highly, schools in deprived areas are really struggling.
It seems that rural schools have particular difficulty breaking the link between poverty and low pupil attainment.
What about pupil progress?
Switching the measure to pupil progress paints an even starker picture of pupil outcomes in disadvantaged rural schools.
In general, the relationship between FSM and Progress is much weaker than when looking at attainment (r squared values of <0.2 in most area types).
This is unsurprising, since how well pupils achieve at KS2 (which is taken into account in Progress 8), already depends a lot on their deprivation level.
However, in rural schools, we find that a moderate relationship returns. It, therefore, seems that low attainment in rural, high-deprivation secondary schools is not just about pupils having low starting points. Instead, there is an important link between school deprivation level and progress rates.
Why is pupil progress in disadvantaged secondary schools worse in rural schools than in other parts of the country?
When considering how to break the link between poverty and education outcomes, it is crucial to take a nuanced view of poverty. Geography, demographics and community/economic context plays a critical role in moderating the relationship between poverty and educational outcomes.
Studies of the factors affecting schools in different area types are therefore urgently needed since these would help schools understand how best to respond to their circumstances.
Key factors to explore could include:
Find out more about this analysis in Schools Week.
Loic Menzies is Director of The Centre for Education and Youth (CfEY). He specialises in education policy and research, youth development and social enterprise. He was previously a tutor for Canterbury Christ Church’s Faculty of Education, an Associate Senior Manager and Head of History and Social Sciences at St. George’s R.C. School in North West London and a youth worker. He has authored numerous high profile reports and works with policy makers to communicate the implications of research, for example presenting to the Education Select Committee on White Working Class Underachievement or presenting to civil servants on teacher recruitment, retention and development. He is currently editing CfEY’s first book with Routledge entitled ‘Young People on the Margins’.
For descriptions of all the area types in England, as defined by the Office for National Statistics (ONS), take a look at the ONS website.
Spring Term has brought a great deal of change for schools and trusts, with staff having to quickly adapt to every new challenge and requirement that came their way. As we move into Summer Term, change is set to be the new normal, and we’ll have to keep adapting in lots of new ways. Since
Spring Term has brought a great deal of change for schools and trusts, with staff having to quickly adapt to every new challenge and requirement that came their way. As we move into Summer Term, change is set to be the new normal, and we’ll have to keep adapting in lots of new ways.
Since partial school closures were announced, we’ve been working hand-in-hand with schools to build out our MIS (Management Information System) to ensure schools can continue to run flexibly. Because we can move schools to Arbor 100% remotely, lots of schools have taken this opportunity to get up and running on our cloud-based MIS to help them access the information they need wherever they are.
As experts in school operations and data, with many former teachers in the Arbor team, we’ve been sharing practical support and guidance over the last few months, designed to help schools adapt. In case you missed anything, we’ve put together a round-up below so you have one handy guide to managing your school flexibly.
1. Using Arbor MIS to manage your school remotely
2. Expert guidance on key topics on our blog
3. Advice from schools and MATs in our webinars
4. Hear from the Arbor Community
Here’s how to find everything …
We’re firm believers that you should be able to lean on tools like your MIS to pick up the slack when you find yourself pulled in lots of different directions. Arbor takes the hassle out of important tasks like following up with vulnerable children, planning staff rotas, and communicating with your students and parents, wherever you’re working from. Plus, we’re making updates every day to make sure you’re covering all the new government requirements.
Here’s a list of some of the features we’ve developed to help you manage your school or MAT during Covid-19:
You can find more detailed guidance and all the support you need from the dedicated Covid-19 page on our Help Centre. Don’t forget, our Support Team is always there for you on the phone, email and web chat.
Find out about the government grant you can apply for to get support with setting up G Suite or Office 365 at your school or trust on our blog.
Over the last few weeks we’ve been blogging about some of the top priorities for school leaders right now – from keeping in touch with students and parents, to nurturing staff wellbeing. We’ve gathered advice from across the Arbor team, guest experts, and schools and MATs in our network, designed to give some practical tips on how to adapt to change – whatever your role.
Check out the topics that interest you below, there’ll be more to come! Look out for links to useful resources in the blogs if you want to learn more.
From the Arbor team:
From guest experts:
From schools and MATs:
We’ve also been learning a lot from listening to our schools and how they’re coping during lockdown, and the strategies leaders have put in place. We’ve been asking questions like “How do you plan for change, support your students, and manage staff wellbeing when you’re working remotely?” and “How do you keep adapting as new guidance comes out?”
We’re running two free webinar series that have been really popular:
If you’d like to listen to the recording of any of our past webinars, get in touch at firstname.lastname@example.org.
Across our network of schools and MATs, we’ve seen some inspiring responses to an extremely challenging situation, with schools finding new and innovative ways to connect with their students. English Martyrs Catholic Primary School were straight out of the gate with their virtual PE lessons, as were LEO Academy Trust with their distance wellbeing sessions. Hoyland Common Academy Trust have been promoting mental health awareness and Avanti Schools Trust have been offering free yoga sessions!
As staff and students are working in totally new ways, it’s more important than ever to reach out and connect. When we shared some of our work-from-home stations and morning routines on Twitter, we were pleased to discover lots of our schools also wanted to share their creative ways to make the most of lockdown.
In what continues to be a difficult period, the Arbor team is always here to help and support where we can. We wanted to share a few pieces of feedback we’ve got lately from schools and partner organisations that we’re really proud of.
“Arbor’s been pretty essential to the distance learning program here and I’m confident we have a system that is really strong. We log daily checks with our students and have been able to use this to get to the stage where we can say we have contact with 100% of our studen