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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 meet Arbor at BETT 2019 at stand C65.

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 do the right thing, offering children a broad range of subjects and encouraging 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
    • Quality of education

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 more about how Arbor’s simple, smart, cloud-based MIS can help you get to grips with Ofsted’s new inspection framework, 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. 

Cosima Baring - 8 October, 2018

Category : Blog

6 steps to reduce teachers’ data 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

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.

Teacher Workloads

6 steps to reduce teachers’ data workload

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

Six steps

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.

Tasks_Checklist_2

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!