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Arbor Insight | School Improvement
Category : Blog , Uncategorized
Download your FREE 2018/19 KS2 and KS4 Performance Summary Report to compare how you’re performing against schools in your LA and schools “Like You” We know school budgets are getting tighter each year, so we’ve built completely free KS2 and KS4 Performance Summary Reports for every primary and secondary school in the country. We believe
Download your FREE 2018/19 KS2 and KS4 Performance Summary Report to compare how you’re performing against schools in your LA and schools “Like You”
We know school budgets are getting tighter each year, so we’ve built completely free KS2 and KS4 Performance Summary Reports for every primary and secondary school in the country. We believe fast and effective data analysis should be available to all schools, at a price that won’t break the bank, so you can get on and focus your time where it matters most – supporting your students.
Your reports present your data in a clear, visual graphs and charts, making it easy for you to find the data you need to celebrate successes, prioritise interventions, inform your School Improvement Plan and quickly spot areas to highlight in meetings with governors. Log in or sign up for your free Arbor Insight portal today, and download your school’s unique Performance Summary Report to see your school’s performance over the last 3 years.
Who is this report for?
Headteachers, SLT, data managers and governors will all find this report useful. You can add as many users as you like to your free Arbor Insight Portal, so everyone can see how your students are getting on.
What features does this report have?
(i) School context
See how the proportion of FSM, EAL and SEN has changed over the last three years
Fig. 1: The Pupil Context page of your Free Performance Summary Report
(ii) Compare your performance against schools “Like You
We know it’s harder to get students to the expected level if they come from more disadvantaged backgrounds, so your report shows you how schools in the same phase and proportion of Prior Attainment, FSM and EAL are performing in Headline measures
(iii) Compare your performance against schools in your LA
See how all other schools are performing in the same Headline measures in your LA
(iv) Compare your performance against National average
See what the difference is between your school’s average performance in each measure compared with the National Average
Fig. 2: Your report compares your pupils’ performance to the national average in a variety of measures
(v) 3 year Rolling Average
Find out if this year’s performance is an anomaly or consistent with the last three years
(vi) Focus on “Closing the Gap”
This section of the report helps you focus on closing the gaps in your school for School Improvement Planning, understanding the key areas to prioritise and for working out where to focus interventions. This section of the report looks at the attainment gaps in your school
Fig. 3: Your report shows you where you need to focus in order to close the gaps in your school
How can I get this report?
To download your free 2018/19 Performance Summary Report:
1. Already an Arbor Insight user? Log in here: https://login.arbor.sc
2. If you haven’t logged in before, sign up here for free in 30 seconds: https://login.arbor.sc/auth/register
3. Click on the Free tab in the Performance Reports section of your portal
4. Click the green Download button
5. Find your PDF Performance Summary in your downloads folder
What else can I find in my Arbor Insight portal that’s free?
On the left-hand side of your Insight portal, you can find completely free dashboards which show you:
All of these dashboards are updated with the latest ASP data as soon as we receive it from the DfE.
If you’re an academy that’s been open since 1st September 2017, we’ve also built a free Academies Financial Benchmarking report for you! To learn more about this report, just click here.
What else do you do?
Arbor Insight is a free tool we offer alongside our cloud-based MIS that schools and MATs love to use. If you’re interested in learning more about how our MIS can take the stress out of daily school admin and make your data more powerful, book a free demo here.
I still have a few questions. Can I contact you for help?
Absolutely. You can reach the Arbor team at email@example.com or by calling us on 020 7043 1830.
MAT Conference | MAT Operations
At our MAT CEO conference on 5th December, Luke Sparkes, Executive Principal of Dixons Academies Trust, gave a thought-provoking presentation that challenged traditional thinking about the structure of MATs. He spoke about how DAT has looked to looked to entertainment giants Spotify and Netflix to develop a model that moves away from a “no-interference” approach to
At our MAT CEO conference on 5th December, Luke Sparkes, Executive Principal of Dixons Academies Trust, gave a thought-provoking presentation that challenged traditional thinking about the structure of MATs. He spoke about how DAT has looked to looked to entertainment giants Spotify and Netflix to develop a model that moves away from a “no-interference” approach to its high-performing schools. We’ve transcribed his presentation below!
I’ve been asked to share our thinking on the concept of ‘aligned autonomy’ – the optimal balance between consistency and self-determination that can empower agility.
I must start by stressing that aligned autonomy is a process, not a destination, and, as a Trust, we are very much at the start of the process. This is only the second time we have talked about our ideas externally; we aren’t sure how they will be received, but we hope to disrupt thinking.
At Dixons we have 6 core principles:
The most important is that we are values-driven. Every decision we make, every conversation we have, every lesson we plan is absolutely rooted in our values.
In the last 12 months, we have started to organise our Trust around the concept of aligned autonomy.
A different MAT model
As a growing Trust, we are constantly grappling with our organisational development. The received wisdom from other Trusts includes:
At Dixons, our model had developed differently. In particular, as Principals, we’d grown used to having a lot of autonomy. As a Trust, we talked about the concept of earned autonomy – if a school is performing strongly it should have freedom and the Trust shouldn’t interfere.
However, we started to realise that we were storing up problems for the future, because the Trust had almost become a holding body for a series of largely autonomous units.
Of course, the strengths and identity of academies should be respected, but the whole point of a Trust is to enable schools to ever more deeply engage with, learn from and support each other. We knew we’d reached a point in our growth that we had to think and act differently. We needed to develop a different Trust model.
I think Dixons has always had a reputation for being fairly cutting-edge (in some circles) and has learnt quite a bit from industry over the years (not least from Dixons electricals in the early years). When shaping our new model, we looked at how leading organisations across the world (in a range of industries) are managing their growth. A series of slides from a Netflix presentation – which has described as Silicon Valley’s most important document – really resonated with us:
According to Netflix:
Process brings seductively strong near-term outcomes – a highly successful company or Trust:
But then the market shifts, due to technology or competitors; or, in a MAT’s case, due to curriculum or accountability changes. The organisation is unable to adapt quickly and can grind into irrelevance.
And so it seems like there are 3 bad options:
But, there is a fourth option.
We believe that the agile organisation is dawning as the new dominant organisation paradigm. Organisations will no longer be ‘machines’ with top-down hierarchy, but ‘organisms’ with agile leadership.
Freedom from hierarchy doesn’t exist anywhere in nature (not least in schools), but no one would argue that all hierarchies are good. With that in mind, we’re trying to design our flatter, less hierarchical organisation as a distributed, interdependent, continually evolving system.
Leadership shows direction and enables action, but “boxes and lines” are less important. An agile organisational culture puts people at the centre, which engages and empowers everyone in the organisation. They can then create value quickly, collaboratively and effectively. Leadership in agile organisations serves the people in the organisation, empowering and developing them. They create space for teams to discover new opportunities and effectively respond to change.
Agile way of working
Agile is not a methodology; it’s a way of behaving, it’s a culture, a mindset. Autonomy of agile teams is a must but it’s not sufficient, as teams also need alignment. This grid is a useful way to explain the relationship between autonomy and alignment:
At one end of the spectrum you have low autonomy and low alignment. This results in a micromanaging organisation and an indifferent culture – there is no higher level purpose, and schools are told to “shut up and follow orders”.
On the other hand, there’s low autonomy and high alignment. This creates an authoritative organisation and a conformist culture, where employees are told which problems need to be solved, but also how to solve them. Arguably, a number of Trusts are taking this approach, but, as those companies are finding, we believe this approach will stifle innovation and drive talent out.
High autonomy and low alignment can result in an entrepreneurial organisation, but leads to a chaotic culture.
The Dixons Story
As a Trust, we were heading towards chaos. We were starting to see divisions – rather than working for Dixons, staff increasingly talked about working for City, Kings, Trinity or Marchbank. We were autonomous, but starting to sub-optimise, with each school only working for its own success and keeping things to themselves. As a relatively small Trust with some exceptional Principals (who were quick to respond to curriculum changes), we were securing great educational outcomes, but there was confusion, we had limited turnaround support and our central systems were inefficient (some still are).
We realised that to scale agile, we must continue to enable autonomy for our teams, but ensure alignment with the organisation.
Why Aligned (at Dixons)
Why Autonomy (at Dixons)
Aligned autonomy will deliver a more agile and less hierarchical organisation:
Strong backbone vertebrae
A core element of an agile organisation is a fixed and stable backbone that evolves slowly. In order to minimise workload and maximise impact, elements of the backbone must be as efficient and spare as possible. This also allows room for further elaboration and development in response to a leader’s own drivers and context.
Again, I must stress that aligned autonomy is a process, not a destination. A component of the backbone one year may be dropped in another because it outlives its usefulness, or because it is a time for further innovation and testing.
For each element, we have started to create clarity by stating which aspects are aligned across the organisation and which aspects teams have autonomy over:
And so, this fourth option, this new MAT model, is focused on avoiding chaos as you grow with ever more high performaning people – not with rules.
The key to this is to increase talent density faster than complexity grows. And with the right people, instead of a culture of process adherence, you can cultivate a culture of creativity and self-discipline, freedom and responsibility. Leadership is about context, not control. Agility means building a structure that allows people to react in real time. In our current age of urgency, we have to take the principles behind agile and use them a little differently. Let’s call them the three “insteads”:
Scaling agile at Dixons
The following models help to show how we have started to scale agile at Dixons:
Each academy (or what agile organisations in industry would describe as a tribe) is made up of squads or departments that are built around end-to-end accountability and share the same long term mission. The Principal is the Academy Lead and is responsible for setting the context and providing the right environment. The Principal is supported by an EP who acts as an Agile Coach. Together they provide leadership that shows direction and enables action. Senior and middle leadership groups (described as chapters in industry) promote collaboration and cross pollination of ideas across departments. They are also responsible for developing people.
Finally, we have started to develop cross-cutting teams that act like guilds. These are groups of people from across the organisation who want to share knowledge and practices, innovate and develop new ideas (in all areas – curriculum, support, and operations). Each cross-cutting team has a coordinator and teams can form, dissolve and reform as resources shift and priorities change. They can also be used to secure alignment. A people-first organisation relies on true work of small, cross cutting teams:
Scaling agile in this way through squads, chapters and guilds will help us to create a talent-driven organisation. At Dixons, we believe talent is king. Talent, even more than strategy, is what creates value. Hierarchy can isolate and bury talent. Flattening the organisation and pushing power down will stimulate personal growth and create speed. Leading a talent-first organisation requires agility. It requires enough ego to be comfortable with making the hardest decisions and enough humility to defer to the brilliance of other people.
It means living with the idea that the talent will determine the direction and strategy of the organisation.
These are the 3 critical moves to unleash talent:
1. Most vital people must be in roles where they can create significant value
2. They must be free from bureaucratic structure
3. They must be afforded the training and opportunities to expand their skills
We believe that the agile organisation is dawning as the new dominant organisational paradigm. Agile groups can thrive in an unpredictable, rapidly changing environment. They are both stable and dynamic. They focus on customers (or in our case, students), fluidly adapt to environmental changes, and are open, inclusive, and less hierarchical; they evolve continually and embrace uncertainty. An agile organisational culture puts people at the centre. And all of this is only possible through high autonomy – that is a must – but also high alignment. We must continue to enable autonomy for our teams, but ensure alignment with the organisation.
MATs | Schools
Questions you should ask your MIS about GDPR As you’ve no-doubt seen from the relentless marketing by third-parties – GDPR came into force in schools in May 2018! The below is our take on the questions you should ask your suppliers, including your MIS to ensure you’re GDPR ready. Just copy and paste! Why should
Questions you should ask your MIS about GDPR
As you’ve no-doubt seen from the relentless marketing by third-parties – GDPR came into force in schools in May 2018! The below is our take on the questions you should ask your suppliers, including your MIS to ensure you’re GDPR ready. Just copy and paste!
Why should schools & MATs care about GDPR?
GDPR introduced significant new compliance obligations for schools and new requirements for the processing of children’s data, notably increased governance requirements and much higher fines if schools & MATs fail to comply (upto the greater of €20m or 4% turnover). Ensuring compliance is unfortunately a good deal of work, but you can lean on your systems providers to do a lot of the heavy lifting for you.
Questions to ask your MIS
Your MIS is the key source of student and staff information you have in your school, including most of what GDPR would constitute ‘personal data.’ It’s important when preparing for GDPR that you ensure that your MIS is compliant, then you can switch attention to other suppliers and systems that feed off the data in your MIS.
Does your MIS have any current data protection and cyber qualifications (e.g. ISO 27001, Cyber Essentials Plus)
Increased risk, especially for MATs who are data controllers for multiple schools
Is your MIS liable for any act or omission by these sub-vendors?
If you as a MAT pool your data centrally in a dashboard or central schoolview, does that meet GDPR requirements around permissioning and data pooling?
Does your MAT central data meet GDPR requirements ensuring that data is permissioned and each school’s sensitive data is kept separate?
What should your schools be doing now?
There’s a lot of scaremongering by third parties, but Iain Bradley (Head of Data Modernisation) at the DfE has written what I think is a very useful blog that discusses the steps schools should be taking now.
The above steps are often best captured in a data mapping exercise which we’ve done at Arbor, and which Iain from the DfE has done at the primary school where he’s a governor. A copy of the picture is below.
How Arbor can help
Arbor exceeds current data security recommendations. We’re ISO 27001 compliant (the standard in data protection certification), on the government’s G-Cloud framework and accredited to hold sensitive data. We also stress test our processes and procedures by getting tested by third parties and holding cyber qualifications.
We’ve put a presentation together that sums up these points which you can read by clicking here. All in all, GDPR is something that schools should consider seriously, but you should lean on your providers to help alleviate the burden.
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