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Tim Gray - 6 February, 2019

Category : Blog

How you can track pupil progress in Arbor MIS

As I’m sure you’ve heard, School Pupil Tracker Online (SPTO) will be closing down at the end of this year. If you currently use SPTO, you’ll be looking for something to replace it with the same (if not better!) level of functionality and analysis, so this is a great opportunity to look at how you’re

As I’m sure you’ve heard, School Pupil Tracker Online (SPTO) will be closing down at the end of this year. If you currently use SPTO, you’ll be looking for something to replace it with the same (if not better!) level of functionality and analysis, so this is a great opportunity to look at how you’re using your current MIS system as a whole. To help you, we’ve written this a short blog explaining how schools & MATs use the integrated assessments module of Arbor’s simple, smart, cloud-based MIS to track, analyse and report on pupil progress.

Let’s start with the basics. Like SPTO, Arbor’s assessments module covers the following:

1. Formative Tracking: In Arbor, teachers can enter marks against curriculum statements and view formative analysis. This helps inform lesson planning and differentiate learning based on students’ understanding of the curriculum. You can either use preset or imported curriculum frameworks, or create your own custom curriculum framework in the system:

 

Image 1: A teacher marking a formative reading assessment

2. Summative Tracking: You can also access marksheets, enter marks for summative & ad hoc assessments, and view and export analysis for summative, ad hoc and 3rd party standardised assessments (such as PiRA and PUMA tests from RS Assessments by Hodder Education)


Image 2: Grade distribution dashboard analysing a summative assessment

Arbor also has some more in-depth, out-of-the-box analysis tools to help you dig deeper into your assessment data:

3a. Attainment over Time allows you to see how many students are achieving each grade during different assessment periods. The date chosen provides a breakdown of the available grades at that given point in time:


Image 3: Measuring Attainment Over Time

You can also choose to group students by demographic, in order to compare grades. For example, you can compare girls to boys and identify that boys require more support in this subject:


Image 4: Comparing students by demographic

3b. Below, At or Above: The Below, At or Above page allows schools to see the percentage of children who are below/at/above their targets for each assessment period:

Image 5: Tracking pupil progress using Below, At or Above, and clicking on a record to retrieve a slideover of students

3c. Analysis at MAT level: Some assessments, like PiRA & PUMA, even push up to Arbor’s Group MIS for dashboard analysis across schools:

Image 6: A screenshot of aggregated data in Arbor’s Group MIS

Image 7: A plain-text callout explaining your data

4. Most importantly though, the biggest benefit of using assessments in Arbor MIS is that it’s a fully-integrated module that syncs up with all the other data in your MIS system. This means:

  • Teachers only have one login to perform all their assessment marking, run their classes, take registers, and perform their other daily tasks
  • Our powerful bulk actions can be performed from any table of assessment data, for instance to send a mail merge email directly to your top performing students to congratulate them, or to directly enrol a set of underperforming students in an intervention
  • Assessment trends can easily be compared with trends in behaviour, attendance, and other modules both for groups and for individual students, to create a holistic picture of their progress in all areas through the school

Interested in finding out more about how Arbor’s simple, smart, cloud-based MIS could transform the way your school works? Get in touch with us via the contact form on our website or give us a call on 0208 050 1028

 

Stephen Higgins - 5 February, 2019

Category : Blog

3 stories about how Arbor transforms the way schools operate

At BETT this year, former school leaders Tim Ward & Stephen Higgins took to the stage at the Solutions Den to demonstrate how using Arbor’s simple, smart, cloud-base MIS could transform the way your school operates by putting essential data at the fingertips of your senior leaders, teachers & office staff, and by automating and

At BETT this year, former school leaders Tim Ward & Stephen Higgins took to the stage at the Solutions Den to demonstrate how using Arbor’s simple, smart, cloud-base MIS could transform the way your school operates by putting essential data at the fingertips of your senior leaders, teachers & office staff, and by automating and simplifying administrative tasks to reduce staff workload. For those of you who missed it, we’ve posted the presentation that they gave below!

A little bit about Arbor

We help schools transform the way they work to save teachers time and improve student outcomes

We’re an education company whose core aim is to improve student outcomes – I imagine that’s the same as your aim! At Arbor, we help you learn from your data, turning it into something that informs you and saving you and all the staff at your school hours of time per week. If we can help you do those two things, we’ll empower you to improve outcomes for your children.

We’re also funded by social investors, which allows us to act differently to other companies in several ways:

  • We limit the amount of profit we make and invest in developing our product instead
  • We offer all our products at an accessible price to save schools money
  • We offer some of our products and training for free – like today’s session!
  • We continually monitor our impact by asking our customers whether we’re saving them time and helping them learn from their data

To give you some context, we’re going to tell you a story of how Arbor’s MIS can transform the way that 3 people in a school work:

The date: January 2019

The location: Sunnyville Through School

The characters:

  • Miss Quill (Headteacher)
  • Mr Gray (Head of Maths and Year 11)
  • Anthony (Year 11 student)

Let’s start with Miss Quill. Miss Quill wants to find out what story the following data is telling her about her pupils at Sunnyville:

  • Attainment
  • Attendance
  • Behaviour

How can she do this? Using her Arbor dashboard, she can quickly review all of these areas in detail to uncover trends and take action (and she doesn’t need to ask anyone to create reports for her!). Watch the video below to see how:

Similarly, Mr Gray, who is Head of Maths, wants to know how can Arbor can help him to create a plan for his students. The questions he wants to answer are as follows:

  • Who are my borderline students?
  • How can I intervene with these students?
  • What was behaviour like in Maths this year?

In this video, watch how Mr Gray is able to quickly select underperforming students and add them to an intervention. He is then able to easily monitor the intervention in order to see which students have met the desired outcomes and which haven’t:

Finally, we have Anthony, who is a Year 11 student. Anthony’s parents have come into school, and want to speak to the pastoral lead about his progress so far this year. In order to have a meeting with Anthony’s parents, his teachers need to know the following:

  • How do we tell Anthony’s story?
  • How can having the “whole picture” of a student lead to a happy ending?

Watch the following video to see how Anthony’s teachers can access all the information they need about him from his student profile, including drilling down into his behaviour to spot trends & comparing his attendance to all students in the school, all students in Year 11 and all students in his form:

To conclude, how have we helped this school find a happy ending?

  • Miss Quill has all the information she needs at her fingertips, saving her and her staff time and reducing workload for all teachers
  • Mr Gray can use Arbor to understand his department and year as a whole and create effective strategies to improve student outcomes
  • With all of his information in one place, Anthony can now be effectively supported by his teachers and parents, who can communicate productively about his progress using the information logged in his student profile on Arbor

To find out more about how Arbor’s simple, smart, cloud-based MIS could reduce workload, save time and improve outcomes at your school, get in touch with us via the contact form of the website, or email tellmemore@arbor-education.com to book a free, personalised demo!

 

Cosima Baring - 15 January, 2019

Category : Blog

Life at Parkroyal since they switched to Arbor

With BETT just around the corner, we caught up with Julie Smith, PA to the Headteacher at Parkroyal Community School, who’ll be joining us at our School Leaders Lounge at Tapa Tapa restaurant at this year’s show. We asked her some questions about how life at Parkroyal has improved since they adopted Arbor in 2015.

With BETT just around the corner, we caught up with Julie Smith, PA to the Headteacher at Parkroyal Community School, who’ll be joining us at our School Leaders Lounge at Tapa Tapa restaurant at this year’s show. We asked her some questions about how life at Parkroyal has improved since they adopted Arbor in 2015.

What was your first impression of Arbor & what did you like the most about it when you switched?

The first word that comes to mind 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.  

Can you think of a particular part of Arbor that saves you time on a day to day basis?

Attendance, definitely! Being able to identify who’s absent and chasing them up in a few clicks saves us hours. Having spoken to other schools that don’t use Arbor, I know that it takes one lady nearly all morning to do attendance, whilst it takes our admin team about half an hour.

We also use Arbor for our First Aid. We log all incidents in Arbor which is a real timesaver because we don’t have so many paper copies of forms floating about that we have to then manually enter into the system. Our midday assistants know how to use Arbor and they’re able to log any incidents that happen at breaktime in Arbor independently, and we can then use this data to identify trends to see if the same pupils are involved in incidents at a particular time of day & then tackle the issue.

Our catering team also use Arbor. This is fantastic because we never need to tell them how many pupils are in that day as they can see it for themselves in the system. As a result, they know exactly how much to cook & this means that we almost never have any food wastage!

Can you think of an instance where Arbor has helped you spot a trend you would otherwise have missed?

On the attendance side of things, it’s really important for us to be able to spot trends in absences and we can do that really easily with tools like Arbor’s sibling correlation function. Being able to look back at past attendance and compare it against other pupils so that we can see if certain students have been absent at similar times is a real help. We can also use Arbor to spot if there’s a pattern of a child being absent on particular days of the week. It’s very easy to create detailed reports about this, and that makes my life a lot easier!

I’ve also set up custom reports for student attendance to be sent out to class teachers on a weekly basis. This is obviously automated, so I don’t have to prepare them or send them out myself – Arbor does it for me. As a result, our classroom teachers are more in the loop with what’s going on in their classes and don’t have to keep asking us for reports all the time.

How would you describe your favourite feature of Arbor to someone who’s never used it before?

I like the fact that it’s very visual. The colour coding side of things is brilliant – it helps you spot areas of concern instantly, especially with assessments & behaviour. I like the fact that you can dig deeper into analysing your data without too much effort – it’s there at your fingertips.

As a company, Arbor understands what data is the most important and you break it down into the right areas & present it well. You have an understanding of what actually happens in a school, partly because many of the people that work for Arbor have worked in schools in the past.

You understand the fact that teachers often need data quite quickly & don’t have the time to spend hours looking for it. I can find the majority of what I need just by clicking a few buttons i.e. breakdown of demographics, that sort of thing.

We’ve been using Arbor for 5 years but when we were with our previous MIS provider reporting was very time consuming. We had to make a report, create a report, run a report, and if you wanted to change something, you had to do it all over again! The fact that the teachers can now do their own reports has been brilliant – they used to come and ask us for all sorts of reports, but now they can do all of that themselves because they know exactly what to do.

Do your classroom teachers find Arbor easy to use?

They do, and they have a good grasp of the system. We had a couple of NQTs join us last year and one this year, so I sat down with them for 10 minutes and they knew what they were doing after that. You need a bit more training if you want to be able to have a deeper understanding, or set up something new, but for day to day stuff and getting information our classroom teachers generally find it very intuitive. The last NQT I sat down with said to me “I’ve played around on it, it’s just really easy to use”. She’d worked it out herself. I’m the Arbor champion at Parkroyal who’s responsible for training our staff on the system, so this is a great bonus for me!

Besides of course coming to see us at our School Leaders Lounge, do you have any tips for people visiting BETT this year?

There’s a load of people trying to sell lots of different products! I personally think it’s good to look round and see what there is, but before you launch into buying a particular product or a system that you think you might need for your school, I’d recommend talking to Arbor first because the system can probably do it. Or if it can’t do it, it probably integrates with a product that can.

If you’d like to speak to Julie in person or have any questions you’d like to ask her, you can meet her at our School Leaders Lounge at BETT this year. Why not come and join us for lunch and a glass of wine on us? Click here to see our full programme of events & book your free ticket: https://arbor-BETT-2019.eventbrite.com/

Cosima Baring - 15 January, 2019

Category : Blog

Transform your school with Arbor at the Solutions Den @ BETT 2019!

If you’re heading to BETT this year, come and listen to former school leaders Tim & Stephen speaking at the Solutions Den about how Arbor could transform the way you run your school If you visit BETT every year, you’ll know that there’s a lot going on, and a lot to pack in in a

If you’re heading to BETT this year, come and listen to former school leaders Tim & Stephen speaking at the Solutions Den about how Arbor could transform the way you run your school

If you visit BETT every year, you’ll know that there’s a lot going on, and a lot to pack in in a relatively short amount of time. This year, we’ve decided to expand our offering with two 20 minute speaking slots at the Solutions Den, making it easier for those of you who want to meet us & learn more about our simple, smart, cloud-based MIS system for schools & MATs to do just that.

The first of our 2 talks is on Wednesday 23rd January from 11:40 – 12:00. During this slot, former school leaders Tim & Stephen will show you how you can change the way you work by putting essential data at the fingertips of your senior leaders, teachers & office staff, and by automating and simplifying administrative tasks to reduce staff workload.

In particular, Tim & Stephen will show you how the core functions of Arbor work. They’ll be covering all areas of the system, including how to manage attendance, behaviour, assessments, interventions & communications all in one place. If switching MIS systems is on your school’s to-do list for 2019, this is a great chance to see a free demo of Arbor to help you decide if it’s the right fit for your school. In case you’ve still got any questions about Arbor at the end of the talk, there’ll also be a Q&A slot at the end of the session.

If you’re in a MAT (or thinking about joining one), Tim & Stephen will also be demoing our group MIS for MATs. As your MAT grows, relying on a mixture of legacy, server-based systems & Excel to manage your schools and understand how they’re doing becomes increasingly difficult. Arbor’s solution is to centralise your data reporting, streamline school workflows & operations, let you follow up with any issue centrally, and help you to manage your schools remotely, all from just one system.

Come along to the Solutions Den on Thursday 24th January from 12:20 to 12:40 to see how our our Group MIS helps your central team trace the “real story” from an aggregated, MAT-level view all the way down to an individual student or staff level, and then take action to help improve outcomes across your Trust.

If you can’t make it to either of our talks at the Solutions Den, don’t worry! We’re also inviting schools & MATs to join us for tea & coffee, lunch or a glass of wine at our School Leaders Lounge at Tapa Tapa restaurant this year. Click here to sign up for your free place: https://arbor-BETT-2019.eventbrite.com/. Look forward to seeing you at BETT!

 

Cosima Baring - 8 January, 2019

Category : Blog

Join us for lunch and a glass of wine at our BETT School Leaders’ Lounge!

We’re very excited to announce that we’re hosting our 5th annual Arbor lounge for school & MAT leaders at BETT this year! We’ll be at Tapa Tapa restaurant (next to the Customs House entrance to the ExCel Centre) all day from Wednesday 23rd to Friday 25th, where we’ll be welcoming schools & MATs for free

We’re very excited to announce that we’re hosting our 5th annual Arbor lounge for school & MAT leaders at BETT this year!

We’ll be at Tapa Tapa restaurant (next to the Customs House entrance to the ExCel Centre) all day from Wednesday 23rd to Friday 25th, where we’ll be welcoming schools & MATs for free tea & coffee in the morning or a free lunch and a glass of wine in the afternoon. It’s a great opportunity to take a break from the busy main arena, as well as to talk to us in an informal, relaxed environment about how Arbor could transform the way your school works.

You can click here to see the full agenda for the week & sign up for your free ticket!

Like last year, we’ll be joined by primary, secondary, special school, and MAT guests who currently use Arbor as their MIS. If you’re considering switching systems to one that’s a better fit, they’d be more than happy to talk to you about how moving to Arbor has made a positive difference at their schools.

We’ll also be hosting a series of user groups (open to everyone!) which will walk you through how to use certain features of Arbor to streamline processes & save your staff time. If you don’t currently use Arbor but are thinking about switching, this is a great chance to see how the system works whilst talking to other schools & MATs that are already with us. For those of you already using Arbor, come along to brush up on your knowledge of the system!

On Thursday 25th, we’re hosting a special user group in partnership with Hodder. We’ll be demoing our new integration and doing a deep dive on managing assessments in Arbor & RS Assessments. We’re really excited about this latest integration, so we’d recommend coming along if you’re interested in learning how it works.

If you’re coming to BETT but can’t make it to the restaurant, don’t worry! We’ll also be at stand C65 in the main BETT arena. If you’d like to book a meeting with one of us, you can do so via Connect@BETT, the show’s networking platform. Just click here to choose a time. If you’ve got any questions about what’s going on at BETT this year, feel free to give us a call on 0208 050 1028 or drop us a line via the contact form on our website.

See you there!

Harriet Cheng - 4 December, 2018

Category : Blog

4 ways a cloud-based MIS will change the way you work at school

We’ve written before about the fact that more schools than ever are choosing to switch to a cloud-based MIS – in fact, we predict that over 1,000 schools will move in 2019 alone! It’s not just potential cost savings which are compelling schools to move (primary schools save £3,000 on average by switching, and secondary

We’ve written before about the fact that more schools than ever are choosing to switch to a cloud-based MIS – in fact, we predict that over 1,000 schools will move in 2019 alone!

It’s not just potential cost savings which are compelling schools to move (primary schools save £3,000 on average by switching, and secondary schools could save around £6,000) – increasingly schools are realising that moving to the cloud offers a real opportunity to transform the way they work. We explore the 4 key ways your MIS could do this below.

1. Your school can go paperless

Put an end to paper registers, incident forms, and classroom context sheets! A cloud-based MIS will let you record all this information quickly & easily via a browser so you never have to worry about printing or losing a sheet of paper again. Not only is this better for data protection, compliance & safeguarding (contrary to popular belief, the cloud is a lot more secure than using a server-based system or arch lever files), it also means you’ll eliminate unnecessary data duplication (never again will you have to transfer information from paper to screen!).

2. Let your MIS do non-teaching tasks for you

The second benefit to putting key information about attendance and behaviour in a cloud-based MIS is that you can start to set up smart workflows which mean your MIS ends up doing a lot of admin for you. For example, you could tell your MIS that everytime a “Level 3” incident is recorded, the Head of Year should be automatically informed by email and the student should automatically be registered for the next detention. This helps to cut out a lot of manual chasing & scheduling – and also helps your school to maintain a consistent behaviour policy.

3. Stop your staff being tied to their desks

When you use a server-based system, staff can only access your school MIS from specific stations (normally the desktop in their classroom). This limits the usefulness of the information inside it, since it can’t be viewed, discussed or put to use outside of that one room. With a cloud MIS, your staff automatically have the flexibility to work on the move around school and bring up important information quickly & easily in key meetings.

4. Reduce your “data workload”

Far too often, schools end up using a patchwork of different systems for different school areas (such as attendance, behaviour, parent communication, interventions, and so on). This normally means that in order to look at patterns between different areas, add demographic data into assessment results, or follow up with parents about absence, staff have to manually download and compare different spreadsheets, find contact details in one place to use in another, and juggle multiple logins. All of this means leads to lots of manual work to make data any use. By contrast, most cloud-based MIS systems replace your patchwork of systems with just one – making your data instantly accessible, comparable and useful.

With so many schools moving to the cloud, we’ve found the question has become when and not if the decision is right for your school. We’d be more than happy to discuss how you currently use your MIS and explain how our simple, smart cloud-based system could help you transform the way you work. Just get in touch here, call 0208 050 1028 or email tellmemore@arbor-education.com.

Harriet Cheng - 28 November, 2018

Category : Blog

Our new partnership with RS Assessment from Hodder Education

We’re delighted to announce our new partnership with assessment experts RS Assessment from Hodder Education on a new integration between Arbor’s MIS for schools & MATs and RS Assessment’s standardised tests for primary schools. RS Assessment’s standardised tests PIRA and PUMA are a key component of many primary school improvement strategies, helping Senior Leaders track

We’re delighted to announce our new partnership with assessment experts RS Assessment from Hodder Education on a new integration between Arbor’s MIS for schools & MATs and RS Assessment’s standardised tests for primary schools.

RS Assessment’s standardised tests PIRA and PUMA are a key component of many primary school improvement strategies, helping Senior Leaders track pupils’ in-year progress and benchmark against age related expectations. They’ve become even more crucial for MATs recently, as central teams at growing MATs need the ability to monitor and support school improvement across multiple schools and get an overview of whole Trust performance. RS Assessment’s MARK (My Assessment and Reporting Kit) online service is pivotal to providing time-saving analysis of test results.

Arbor’s cloud-based MIS helps to transform the way schools & MATs work by putting essential data at the fingertips of senior leaders, teachers & office staff, and by automating and simplifying administrative tasks to reduce staff workload. At a MAT level, Arbor MIS centralises not just data reporting, but operations and communications too – helping MATs to manage & support their schools all from just one system.

Our partnership with RS Assessment brings the power of Arbor’s simple, smart cloud-based MIS and the results of PIRA and PUMA tests together for schools and MATs for the first time. Later this year, schools and MATs using Arbor and tracking PIRA and PUMA test results in MARK will be able to:

  • Automatically sync pupil data directly from Arbor MIS to MARK with no need for data downloads and uploads
  • Automatically sync results from PIRA and PUMA tests back to Arbor MIS for MATs so central teams can get an aggregated view of results across all their schools
  • Allow senior leaders at schools and MATs to use Arbor MIS to take action on their results – for example by setting up intervention groups, or by building custom reports combining data from their PIRA and PUMA test results and Arbor MIS

We’ve worked on this partnership with RS Assessment in collaboration with REAch2 Multi-Academy Trust to ensure it works just as seamlessly for MAT leaders as it does for individual primary schools. To learn more about how we can support your school or MAT, contact us on 0208 050 1028 or email tellmemore@arbor-education.com.

You can also learn more about our integration with Hodder at our specialist User Group at BETT this year! It’s a great opportunity to learn how the integration works, meet other schools & MATs using both products, and catch up with our teams. Click here to sign up for your free place.

Stephen Higgins - 27 November, 2018

Category : Blog

How to get ahead of Ofsted’s new inspection framework

As I’m sure you’ve seen, Ofsted recently announced plans to change the way it inspects schools, colleges, further education institutions and early years settings from September 2019. To help you understand how the new framework will impact the way you operate your school, we’ve rounded up the most important changes you need to know about.

As I’m sure you’ve seen, Ofsted recently announced plans to change the way it inspects schools, colleges, further education institutions and early years settings from September 2019. To help you understand how the new framework will impact the way you operate your school, we’ve rounded up the most important changes you need to know about.

What’s changing?

“Quality of education” to replace current judgements

Firstly, Ofsted will introduce a new judgement for ‘quality of education’, which will replace the current ‘outcomes for pupils’ and ‘teaching, learning and assessment’ judgements with a single, broader judgement.

This new judgement will mean that Ofsted can recognise primary schools that, for example, prioritise phonics and the transition into early reading, and which encourage older pupils to read widely and deeply. It will also make it easier for secondary schools to offer children a broad range of subjects and encourage the take up of core EBacc subjects at GCSE, like humanities subjects and languages, alongside the arts and creative subjects. This is a move away from Ofsted’s previous focus on exam results.

Image 1: Arbor’s Assignments module

In many cases, your MIS system can help provide evidence to inspectors that you’ve incorporated these new guidelines into the way you run your school. Arbor’s Assignments module allows school leadership to check in on the quality of homework set by teachers and returned by students, and teachers can upload lesson resources to assignments and lesson dashboards, which can be reviewed by leadership or inspectors.

 

Other new inspection judgements

Amanda Spielman, Ofsted’s Chief Inspector, also announced the 3 other inspection judgements that Ofsted will consult on. These are:

    • Personal development
    • Behaviour and attitudes
    • Leadership and Management

These changes recognise the difference between behaviour & discipline in schools, pupils’ wider personal development, and their opportunities to grow as “active, healthy and engaged citizens.” ‘Extra-curricular activities’ should be incorporated into the curriculum, and schools will be required to prove that they offer a range of these activities.

Image 2: Arbor’s Clubs & Trips module

Ofsted inspectors will want to know that each student has the opportunity to engage in extracurricular activities (especially Pupil Premium students). In Arbor, the Clubs & Trips modules can be used to report on which students are accessing extra-curricular activities, and, perhaps more importantly, allows teachers to identify students that have never taken part in an extracurricular activity and invite them or their parents to sign up, so that you can proudly say: “all our students have taken part in extracurricular activities this year.”  

So what will Ofsted inspectors be looking for with the new framework?

Schools need to be clear answering the following 3 key questions:

  • What are you trying to achieve through your curriculum? (Intent)
  • How is your curriculum being delivered? (Implementation)
  • What difference is your curriculum making? (Impact)

What can schools do?  

  • Dedicate substantial timetable slots beyond the ‘core’ subjects, wherever possible
  • Consider how your curriculum caters for disadvantaged groups. Ensure these pupils are not ‘shut out’ of pursuing subjects they want to study because of too sharp a focus on exam results
  • Show you are making curriculum development and design a priority. Survey your staff on how confident they feel in these skills
  • Offer a range of “extra-curricular” activities
  • For primary schools: evaluate the regularity of SATs preparation, such as mock tests and booster classes. Consider introducing additional reading sessions and encouraging reading for pleasure for a counter-balance

Overview

The new framework places less emphasis on schools’ headline data, with inspectors focusing instead on how schools are achieving their results, and if they’re offering their students a curriculum that is broad, rich and deep. The changes will look in more detail at the substance of education, and actively discourage unnecessary data collection (a key contributor to increased workload in many schools). Ofsted’s Chief Inspector, Amber Spielman, said that the changes would move inspection more towards being “a conversation about what actually happens in schools”.

 

If you’re interested in hearing about how Arbor’s simple, smart, cloud-based MIS can help transform the way your school or Trust operates, you can get in touch via the contact form on our website, or give us a call any time on 0208 050 1028

Jem Jones - 11 October, 2018

Category : Blog

3 reasons your school should avoid running competing IT systems

When you’re picking IT systems for your school or MAT, the options can be overwhelming. As every provider has a USP or ‘unique selling point’ to help them stand out, it’s easy to find different parts of competing systems more appealing. Maybe your business manager likes the features in one payment system, but your catering

When you’re picking IT systems for your school or MAT, the options can be overwhelming. As every provider has a USP or ‘unique selling point’ to help them stand out, it’s easy to find different parts of competing systems more appealing. Maybe your business manager likes the features in one payment system, but your catering team prefers the interface of another. Trying to combine them, and get the best of both worlds, is rarely a solution.

1. It saves money

This is the obvious problem with running systems in parallel. Schools who try to get their money’s worth and use every feature they’re paying for will not only become expert users in their chosen system, but will be able to cut down their unnecessary costs. For the two big software packages used to run your school, a Management Information System (MIS) and a Financial Management System (FMS), you also need to consider the cost of training. You only need one of each, and you should only pay for one of each.

2. It gives your staff back their time

In a recent survey of 11,000 NEU members, 82% of Secondary teachers reported that data collection was not streamlined in their school, and required them to enter data twice. Around 65% of both Primary and Secondary teachers described the amount of data they had to collect as unmanageable. This is indicative of the biggest problem with running disconnected or competing IT systems – they contribute heavily to staff workloads.

Your school systems should interface seamlessly to minimise data entry, using a feature like our secure, open API. This is a great way to reduce data entry between different types of system, and there are some systems which very rarely need to share data anyway, such as your MIS and FMS.

On the other hand, for systems which are designed to do the same thing, data can never be streamlined, as competing businesses preserving their intellectual property will rarely spend resources building integrations for one another. Some level of double entry will always be required.

3. Your data will be safer

Under GDPR, schools are obligated both to protect students and guardians from data breaches, and to keep their information up to date. Choosing secure systems in the first place is important for protecting sensitive information, so you should always check for an internationally recognised certification like ISO 27001 when you buy. However, data breaches don’t only come from attacks and system faults, but from human error. The more times you need to enter data, the more chances human error has to slip in.

Multiple systems, especially systems which aren’t connected through a secure API, are more likely to be inaccurate. Inaccuracy can seem annoying but harmless when it’s a small change, but when you look after hundreds or even thousands of children, little problems quickly get bigger. A wrongly recorded meal choice can mean grumbles from one student, or a severe allergic reaction from another!

By getting the most out of each of your systems, and simplifying your data collection processes, you can save both budgets and workloads from undue burden.

We’re on a mission to transform the way schools operate, and part of that involves reducing unsustainable workloads by bringing as many systems as possible into one place. If you are an Arbor MIS customer, check that your school is using every feature properly to reduce the time you spend plugging data into other systems. 

Our schools love the fact that Arbor brings all of their data into one central system, reducing the number of systems they use and saving staff hours of time manually copying and pasting data from one system to another. If you’re not yet an Arbor MIS customer, you can request a free demo and a chat with your local Partnership Manager anytime through the contact form on our website, or by emailing tellmemore@arbor-education.com or calling 0208 050 1028. 

James Weatherill - 8 October, 2018

Category : Blog

6 steps to reduce teachers’ data workload

Reducing time spent on data and assessment is the key to reducing additional teacher workload Much has been written recently by the government and in the press about reducing teachers’ workloads, with polls suggesting that 1 in 5 teachers intend to leave their job because they feel overworked. One of Arbor’s impact goals (which we analyse each year

Reducing time spent on data and assessment is the key to reducing additional teacher workload

Much has been written recently by the government and in the press about reducing teachers’ workloads, with polls suggesting that 1 in 5 teachers intend to leave their job because they feel overworked.

One of Arbor’s impact goals (which we analyse each year for all the schools we work with) is to reduce the time teachers spend on inputting & analysing data so that they can focus on improving student outcomes! So we decided to take a look at the data to see where teachers were spending their time.

By looking at teacher diary surveys, we found that in just three years the workload of teachers has increased by an average of 12%. Put another way, this is a huge 5 days extra work per year for a primary teacher and 4 days extra work for a secondary teacher!

Digging down into the data further, we found that three-quarters of this increase in workload can be explained by an increase in the amount of time teachers are spending on planning, preparation and assessment. Given that it’s doubtful that teachers have been ramping up the time spent on planning or preparation, as this has always been a core requirement, the change most likely comes from an increase in assessment-related work driven by government, Ofsted and school policies on data and reporting.

Following this analysis, if your school can reduce the amount of time teachers spend on assessment and data, you’ll go a long way towards solving the workload problem! To do so requires reviewing how and why you collect, analyse and report on data.

6 steps to reduce teachers’ data workload

Arbor has built a simple 6 step checklist to help senior leaders reduce workload in your school:

Implementing a data workload checklist

We’ve broken down the 6 steps above into a helpful checklist for senior leaders to help implement within your school, complementing the advice given by the Teacher Workload Review Group with an actionable list of key tasks. If it seems too much to take on all at once, just start with one item at a time, and remember that every step you take could help to reduce the workload burden on staff.

 

Click here to download this checklist as a handy PDF.

James Weatherill - 5 July, 2017

Category : Blog

3 ways school automation can save staff hours each week

School automation is a bit like having an automated robot which takes all the tediousness and drudgery out of manual data entry and repetitive tasks. All you need to do is set the criteria for what you want the robot to do and, once the action is triggered, the robot will take care of the

School automation is a bit like having an automated robot which takes all the tediousness and drudgery out of manual data entry and repetitive tasks. All you need to do is set the criteria for what you want the robot to do and, once the action is triggered, the robot will take care of the task for you without any extra clicks or work. For example, you might want your Headteacher to get a text message whenever there is an exclusion, or a pupil’s guardian to be notified when their child has 100% attendance, or any incident involving bullying to be automatically escalated and the child assigned a detention.

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 concentrate on teaching and learning activities. The timing for this is as much driven by technology as it is by cost savings and time pressure, with the IFS stating that school budgets will decline by 7% in real-terms over the next 5 years, meaning schools will have to look for smart ways to start making savings without increasing staff workload.

There are 3 immediate ways we see school automation helping to save staff time, all of which can be implemented immediately:

1. Automate reporting
With senior leaders spending around 4.4 hours per week on data analysis, automation can help save time by having reports built, scheduled and sent to those who need them automatically. It also cuts out time spent on manually gathering data. The example below shows a school report on 100% weekly attendance being built and automatically scheduled to send to all pastoral leaders at 8am every Monday morning ready for registration. You could of course build more complex reports for governors, heads of department or headteachers using any reporting template you like too!

2. Automate escalation
Staff spend 8.0 hours per week on administration, much of which is taken up by behaviour management and escalation. This escalation can be automated – allowing, for example, detentions to be assigned automatically for certain behaviours, senior staff to be instantly emailed for trigger behaviours such as bullying, and parents to be notified of repeated good behaviour – all without any additional data entry. At the MAT level, this allows groups to monitor and report on a school’s behaviour policy, ensuring that it’s consistently delivered.

bhaviour automated incident escalation.gif

3. Automate chasing
Staff spend 3.8 hours per week on parent and guardian interaction, and although much of this is essential, some of the communication is repetitive and can be automated. For example, communication around late payments, attendance year-to-date below 95%, and good behaviour on a particular day could be automatically scheduled in your MIS. Chasing staff for late marksheets or incomplete registers can also be automated, saving administrators valuable time.

attendance chase guardians.gif

How do I try this in my school or MAT?
Workflow and data automation is now commonplace in businesses, but old-fashioned school MIS systems have held schools back. All of of the above is now possible in Arbor, and some other integrated, cloud-based MIS systems, so ask your provider for more information or get in touch with us for a demo to see how Arbor can help automate your repetitive admin and data tasks and give your staff their time back!