24 November 2017
The debate surrounding how to track in-year progress at both schools and MATs is constantly evolving. Since the removal of levels, schools and trusts have been struggling to find a replacement to ensure consistency and comparability in measuring assessment data. Here's our two pence on which methods have been successful within the trusts and schools we work with.
When schools run by a Trust or a Local Authority represent two versions of this same group approach, how can you prove which adds greater benefits?
As you’ve no-doubt seen from the relentless marketing by third-parties – GDPR is coming 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
19 October 2017
Measuring staffing typically accounts for 70%-80% of a school’s budget, but after gathering feedback from the dozens of different MATs we work with, we found that the measures MATs and schools are currently using vary wildly
Now that ASP has been updated with KS2 2017 data, we’ve had lots of schools asking how they can get training on using ASP and Arbor together - the good news is we’ve got 3 free recommendations for you!
The DfE has launched Analyse School Performance (ASP) to replace RAISEonline - but what's it actually like using it for meaningful performance analysis?
Just as sales and marketing automation have transformed the private sector, so too we think that school automation will transform the education sector over the next 5 years by saving staff time on repetitive administrative tasks, allowing them to focus on teaching!
From our discussions with 100s of MATs, we’ve learnt some great lessons about how the 4 types of MAT scale their systems and people. We've summarised everything we've learnt in this handy post!
At the start, MATs are small and can cope with manual processes and procedures, spreading staff across multiple institutions, and allowing schools a certain degree of discretion over how they manage themselves. However, as the number of schools approaches 5, the central team (who often also work within a school) become overstretched.
We challenge the notion that MAT alignment and school autonomy are oppositional. In fact, alignment can enable autonomy if you have accountability and transparency in place!
Reducing time spent on data & assessment is THE KEY to reducing additional teacher workload
22 February 2016
3 ways to use your precious capital smartly This is the time in pre-opening when the EFA cheque book is out for IT which can be a hugely daunting task for the uninitiated.
14 December 2015
As schools develop their own means of tracking and showing progress, I’ve noticed certain key principles are often used to underpin no-levels assessment frameworks
Earlier this year Ofsted announced that they will begin inspecting academy chains, meaning that now is a more important time than ever for multi-academy trusts to have a full, detailed understanding of the performance of all their schools. If you are a trustee, director, governor, or part of an executive management team, access to clear and timely performance data is crucial to your ability to monitor outcomes and pinpoint areas of underperformance.
23 September 2015
The findings of the Commission on Assessment without Levels, originally established in February 2015 to bring greater clarity to the move beyond levels, were finally published last week. But what exactly does the report say? Here are the 5 things you need to know.
16 September 2015
Assessment for Key Stages 1 - 3 has changed, and with it the Ofsted inspection framework. As you begin the new school year, here are 3 ways to impress Ofsted with your new no-levels assessment framework.