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Gwyn Mabo - 17 June, 2019

Category : Blog

5 ways to boost parental engagement at your school

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 encourage active engagement between your school and parents. Focus on the Positives At a school where

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 encourage active engagement between your school and parents.

Focus on the Positives

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.

Set Regular Reviews

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 

Get parents and students to work together

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.

Be open to feedback

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.

Give them what they want

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!

Hannah McGreevy - 6 June, 2019

Category : Blog

The Arbor App is here

What’s the best way for your school to engage with parents? Far too often we’ve seen schools struggle with a mixture of asking parents to check letters, forms, payment systems, booking systems, and report cards. This causes too much manual work for schools, and makes it hard for parents to keep on top of everything.

What’s the best way for your school to engage with parents? Far too often we’ve seen schools struggle with a mixture of asking parents to check letters, forms, payment systems, booking systems, and report cards. This causes too much manual work for schools, and makes it hard for parents to keep on top of everything.

That’s why today we’re thrilled to launch the new Arbor App for iOS & Android. Say goodbye to paper slips and emails – our new App lets parents register their child for a club or trip, book parents evening slots, and manage payments all from their phone. Parents can also use the App to check in on their child’s attendance, behaviour and progress.

What’s more, the App will let you communicate with parents for free using our new In-App Messaging feature.

Image 1: Arbor have launched a simple, smart app for parents and guardians

How will parents benefit?

  • Check on your child from anywhere: With the Arbor App, you can check in on your children from anywhere – all you need is a phone
  • Access important information about your child in one place: See your child’s attendance, behaviour and progress this week as well as for the year so far. You can also see upcoming homework and download report cards for your child
  • Get updates from school via push notifications: Get notified when your school sends out a new message via the App
  • Make payments on the goManage tasks like making payments and booking trips or parents’ evenings 

How will your school benefit?

  • Quick communication: Get in touch instantly with busy parents on the move
  • Less paperwork: Eliminate the need for paper communication with In-App Messaging and Live Updates – helping to improve security & reduce the administrative burden
  • Easy engagement: Track parental engagement with the App & remind parents to log in, sign up for activities or parents’ evenings, and make payments

How to get set up

The Arbor App is for parents at schools who already use the Arbor MIS. To get your school set up, contact your Account Manager or email myteam@arbor-education.com.  

Not using Arbor yet? If you’re interested in finding out more about how Arbor MIS and the new Arbor App could transform the way your school works, get in touch! You can request a free demo and a chat with your local Partnership Manager anytime through the contact form on our website, by emailing tellmemore@arbor-education.com or calling 0208 050 1028.

Nataliia Semenenko - 11 April, 2019

Category : Blog

Are you using the best payment method for your school?

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:

  • Cash
  • Cheque
  • Bank transfer
  • Credit or debit card

Let’s discuss the pros and cons of each of these methods!

Cash payments

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 it’s 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).

Cheque payments

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.

Bank transfers

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 – like 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.

Card payments

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: its 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.

So, what’s the best method for your school?

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 go cashless (or mostly cashless), for simple reasons:

  • It is not particularly safe for kids to bring money to school
  • It is also not very safe to keep money in school
  • It involves either school staff time spent to take money to the bank, or spending money on services that would bank money for you
  • Going cashless eases accounting workloads

A card 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:

  • A flat transaction fee of 1.275% (cheaper than most providers). Schools that often process micropayments (for instance for school meals) don’t have to worry about a high add-on price, since Arbor takes only a flat fee with no hidden costs or additional service charges per payment.
  • Everything is in one place – in Arbor – so there is no need for schools to maintain different systems to run the MIS and accept card payments. It’s easier and time efficient for school staff. And it’s great and easy for parents as well – they log in once to their Parent Portal in which they can not only see their kids results and information, but pay for their meals, clubs, trips etc.
  • Arbor supports paying out money to different bank accounts (for instance, when there is a need to pay out collected money to a caterer to a different bank account). You can also find the detailed breakdown of each payout per transaction basis.
  • All reports, VAT invoices etc. are accessible in Arbor MIS, saving time otherwise used on maintaining and using more than one system.

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.

Cosima Baring - 1 April, 2019

Category : Blog

7 things to see at the Schools & Academies Show 2019

Fig. 1: The ExCel Centre, where the Schools & Academies Show will be held this year  With just a couple of days to go until the Schools & Academies Show 2019, we’ve rounded up 7 things we’ll be going to see at this year’s show. 3rd April 2019: Day 1 What: Ministerial Keynote Address When

Fig. 1: The ExCel Centre, where the Schools & Academies Show will be held this year 

With just a couple of days to go until the Schools & Academies Show 2019, we’ve rounded up 7 things we’ll be going to see at this year’s show.

3rd April 2019: Day 1

What: Ministerial Keynote Address

When & where: Main Stage, 9:40-9:50am

Who: The Rt Hon. Damian Hinds MP, Secretary of State for Education

Interesting for: Everyone! This is a great chance to learn what the DfE’s been up to & hear about future plans from the Secretary of State for Education himself. In this short slot, he’ll no doubt discuss the DfE’s recent push to reduce teacher workload (including more details about the Early Career Framework), as well as how they plan to help schools reduce cost pressures and free up resources to reinvest back into the classroom.

What: Is Your Trust Board Future Proof?

Where & when: MAT Summit, 9:55-10:25am

Who: Leora Cruddas (CEO, Confederation of School Trusts)

Interesting for: MATs that are growing. A former director of education at two London local authorities and now CEO of Confederation of School Trusts, Leora will draw on her experience of working with MATs & their boards to evaluate what constitutes effective, accountable and ethical governance. She’ll also talk about the importance of “Horizon gazing” and keeping agile for young, growing MATs.

What: Launching a Digital Revolution in Schools

Who: Nancy Wilkinson (Programme Manager, Education, Nesta)

When & where: Technology & Educational Resources, 2:00-2:20pm

Interesting for: School IT Managers, Data Managers & CIOs. Nancy Wilkinson, Education Programme Manager for innovation charity Nesta, will talk about how to overcome barriers to the adoption of technology in schools, including how to create a digital strategy, build the necessary infrastructure and ensure that all staff have adequate training. She’ll also discuss how technology should be used to support teaching and learning, not replace it.

What: Case Study Session: Academy Conversion – from the Perspective of a MAT

When & where: Main Stage, 2:10-2:30pm

Who: Adrian Ball, COO, Inspiration Trust

Interesting for: Any schools that are considering becoming an academy and/or joining a MAT. In this session, Adrian will explain the challenges of converting and what schools should expect once they’ve converted, as well as the technicalities of becoming an academy (e.g. changes to staffing, financial & procurement processes within your school). He’ll also cover the key things to consider when joining (or starting) a MAT. This is a good chance to hear from an experienced COO who’s ‘been there, done that’ – don’t miss it!

4th April 2019: Day 2

What: Case Study: ATT: You Have to be Strategic, You Have to be Bold, You Have to be Brave – Can it Work?

When & where: School Improvement Summit, 9:00-9:45am

Who: Debbie Clinton (CEO, Academy Transformation Trust) & Amy Bills (Executive Principal, Caldmore Primary and North Walsall Primary Academies)

Interesting for: MAT CEOs & Senior Leaders (or anyone thinking of starting their own MAT). During this session, Debbie and Amy will talk through how ATT (a 21 school mixed-phase MAT) has succeeded in delivering effective school improvement across 10 LA areas since it was founded in 2012. They will also discuss the importance of the back office, and what’s it like to be a Principal in a large, national MAT.

What: Keynote Address: Summary Evaluations of MATs

When & where: MAT Summit, 11:50-12:20pm

Who: Neil Redmond-King (Principal Officer, Schools, Ofsted) & Matthew Purves (Deputy Director for Schools, Ofsted)

Interesting for: MAT CEOs & Senior Leaders. As MAT summary evaluations are something that we still know relatively little about, this talk is a great chance to hear an overview from the experts about what they’ll mean for MATs and what their findings have demonstrated to date. There will be an open Q&A session at the end of this talk, so it’s also a good opportunity to ask any questions you may have about the process and where Ofsted plans to take it in the future – make sure you come prepared with some questions!

Both days:

What: Arbor at stand 709!

Who: The Arbor team

When & where: All day on 3rd & 4th April

Don’t forget to come and visit the Arbor stand (stand 709) over the two days to learn more about how our simple, smart, cloud-based MIS could transform the way your school or MAT operates. We’ll be giving one-to-one demos throughout the day that we can personalise to the exact needs of your school or MAT, and our team will be at the stand to answer any questions you have about the process of moving MIS. To quote longtime Arbor user Julie Rush, PA to the Headteacher at Parkroyal Community School; “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!”

Look forward to seeing you there!

Carly McCulloch - 25 March, 2019

Category : Blog

How to use Arbor to track homework in your school

Over the past few months we’ve been giving our Assignments a fresh lick of paint, so that what used to be a minor feature on the lesson dashboard is now a full blown module schools can use as an electronic homework solution. Teachers have always been able to set students work directly from the lesson

Over the past few months we’ve been giving our Assignments a fresh lick of paint, so that what used to be a minor feature on the lesson dashboard is now a full blown module schools can use as an electronic homework solution. Teachers have always been able to set students work directly from the lesson dashboard, which will appear in their Student Portal so they can submit their work online, but we’ve made some big improvements to what you can then do with the data this generates. School leaders can now analyse how much work is being set in each subject, which teachers are setting the most work, and more!

We asked Carly McCulloch, Arbor Product Manager, to go over some of these features for you in a bit more detail:

We’ve made some improvements to the workflows for creating assignments, and tracking the submissions of assignments within Arbor for you and your teaching staff. These new additions to the assignment module have been developed based on feedback from school senior leadership, who wanted a way to see the submission statistics for assignments in their school, and check the quantity and quality of homework set by teaching staff. We take suggestions from schools very seriously, so please keep them coming!

Improvements to homework tracking include:

  • In the “Overview by Courses” section, you can see the number of assignments created and the submission statistics for each course in your school by month, term or academic year. Based on what you want to look at in more detail, or if there are any areas you want to follow up on, you can drill down to see the number of assignments created and the submissions statistics for each year group and each class within that year group. You can also see the assignment submissions for specific students in a class and across all their classes with the grades and/or comments for each assignment they submitted.

Fig. 1 – The Overview by Courses page showing automatically calculated stats for the number of assignments set and their submission rates

  • In the “Overview by Staff” section, you can see the number of assignments created by each member of staff per month, term and academic year. You can easily drill down from this view to see the assignment details as well as the submission rates in the markbook. This gives you a clear view of the amount of homework being set according to your schools’ homework policy, and gives you a deeper insight into the quality of assignments your teaching staff are creating for students.

We’ve also not forgotten about our company mission to save teachers time. A lot of the new features should help teachers set and mark Assignments more easily, incentivising use of the system and streamlining workflows in your school:

  • You now have the ability to create an assignment for multiple classes, saving you the hassle of re-creating the assignment for each class you need to assign it to. This is particularly helpful for members of your team who may need to create an assignment like a coursework deadline for all classes across a department or faculty.
  • You can create an assignment that doesn’t need to be marked by selecting ‘No mark’, giving you and your teaching staff more flexibility to track the submission of every kind of work. You can track submissions for assignments that do require marking by selecting ‘Grade’, ‘Number’, ‘Percentage’, or ‘Comment only’. Alternatively, you can simply input a grade and/or a comment into the markbook, which will automatically update the submission status.

Fig. 2 – A Student Marks Chart automatically generated for a marked assignment in Arbor MIS – the colour splits the marks down the median, the blue line shows the mean, and hovering over each bar shows further student level information

  • You can track the submission of all assignments, whether they are submitted via Arbor through the Student Portal or physically in school. Teachers can update the status to ‘Submitted’, ‘Not submitted’, ‘Submitted late’, and ‘Waiting for a student to submit’. If students submit work via their Student Portal, it will automatically show as ‘Submitted’ and will be ready to mark.

Fig. 3 – A teacher marking a grade-based English assignment, submitted by students online

We hope this module can help you to track assignment submissions, make them easier for students and teachers to manage, and ultimately improve the effectiveness of assignments in your school.

If you’re interested in finding out more about how Arbor’s simple, smart, cloud-based MIS system could transform the way your school or MAT works, save your staff time and improve student outcomes, get in touch via the contact form on our website

Jem Jones - 7 March, 2019

Category : Blog

The pros and cons of automating school communication

More and more software on the market offers ways of moving beyond the classic time saving tools of mail merges and reporting templates, into the realm of fully automated workflows. As with all new technologies, this offers opportunities to improve the way we work, as well as potential pitfalls, depending on how you use them.

More and more software on the market offers ways of moving beyond the classic time saving tools of mail merges and reporting templates, into the realm of fully automated workflows. As with all new technologies, this offers opportunities to improve the way we work, as well as potential pitfalls, depending on how you use them.

What do we mean by ‘automated workflows’?

An automated workflow is essentially one in which a single input from a user can trigger several resulting actions. This reduces the amount of data that needs to be entered and screens that need to be clicked through to achieve a desired result.

 

Diagram: an example of an automated behaviour workflow

Every step in the process achieving the outputs above is one that would have to be performed manually by a staff member if they did not have automated workflows, and which can be performed in moments by automated computer software with access to accurate school records.

Some common examples of automated workflows in school software include:

  • Parent Portals which automatically show a level of live processed data about a student to their guardian, for instance to indicate what homework they have been assigned and which assignments are now overdue
  • Reports which automatically generate according to templates written by the school, and send at scheduled times for specified staff members to view
  • Behaviour workflows that can automatically email/text individuals, schedule disciplinary actions, or assign behaviour points, according to a negative or positive incident that has been recorded

The argument against

The most obvious concern when setting up these workflows is human error. If a serious behaviour incident were to be incorrectly logged against the wrong student, that could result in a confused or upset parent on the phone to the school office that afternoon (not to mention the unearned earful the unsuspecting student could be in for when they got home). If you’re interested in automated workflows but your staff are not yet very technologically literate, it might be better to set up semi-automated systems with stopgaps for admins to approve comms before they’re sent out, before trialling full automation.

The root of this concern is the level of training required for all the individuals using the system. If inappropriately knowledgeable about the level of information that a parent portal shares, for example, a staff member may end up disseminating more of their personal opinions to parents than they would like. Similarly, if a workflow is inexpertly set up, the administrator may cause far too much or too little information to be transferred, to the extent that notifications become either irritating or simply not useful. This is why it’s absolutely vital to have excellent support and training resources from your software provider when setting up automated workflows, and why you should choose software which clearly outlines to administrators which workflows they have set up and how they can be edited. If there’s no way to work out what your outputs will be, don’t use that automated process – regroup, reconfigure, and retrain.

The argument in favour

Even if you only implement semi-automation, and only for your most repetitive admin tasks, this can pay big dividends for staff time. This should give them more time to spend working with students. The best version of an automated workflow is one which removes the burden of data collection and processing from your staff, and lets you prioritise actually dealing with what the data tells you.

Automation also lends a degree of consistency to your policies, as the same results will always be generated from the same input, and staff don’t have to remember exact data processes perfectly every time themselves. While human error can lead to incorrect outputs, there’s far more chance for human error to creep in throughout systems which are entirely manual and paper based. We’ve seen firsthand how setting up consistent and reliable automated communications can have a big impact on parental engagement and school processes, particularly within behaviour workflows where consistency of both rules and rewards is really vital.

Case Study

Castle Hill had a couple of issues with parent comms before they moved to Arbor MIS, because almost everything was based on paper. When children showed good or bad behaviour, teachers would write a note in the student’s planner, which the child would then take home for parents to check. However, children couldn’t always be relied upon to take their planners home with them – especially if they’d been given a negative behaviour note from their teacher! Now they’ve switched to Arbor, the staff at Castle Hill log behaviour points in the system, which automatically sends an email to the relevant guardians. Parents can also log into their Parent Portal for a live update on how their children are doing. Children are now better behaved because they know that their parents know what they’ve been up to, and the school has less paperwork to get through.

Overall, like any tool in education, the effectiveness of automation depends entirely on how you can use it. If you are going to set up automation, it needs to be in such a way that it demonstrably responds to your specific challenges, and can provide the maximum possible impact to the time constraints currently affecting your staff and the outcomes of your students.

If you’re a current Arbor MIS or Group MIS customer interested in setting up more of your automated features, get in touch with your Account Manager or email myteam@arbor-education.com. If you don’t use Arbor yet and would like to find out more about how we can automate repetitive tasks to save teacher time, get in touch on 0207 043 0470, hello@arbor-education.com, or via our contact form.

 

Jem Jones - 5 March, 2019

Category : Blog

How to buy Arbor for your school or Trust

More and more schools and MATs are choosing to move MIS, with 1,000+ schools and MATs predicted to switch this year, and we’ve definitely noticed interest in our own products and services increasing. We now work with over 600 schools spread across hundreds of MATs and Local Authorities, driven by a desire to transform the

More and more schools and MATs are choosing to move MIS, with 1,000+ schools and MATs predicted to switch this year, and we’ve definitely noticed interest in our own products and services increasing. We now work with over 600 schools spread across hundreds of MATs and Local Authorities, driven by a desire to transform the way they work, save teachers time, and improve outcomes. However, while it seems ever clearer why you might want to move to simpler, smarter, cloud based systems, we still often hear from schools wondering exactly how they buy something as complex as a Management Information System.

Arbor's leaflets at our BETT 2019 stand

Get in touch! 

This is always the first step! Email tellmemore@arbor-education.com or call us on 0208 050 1028 and we’ll connect you with your local Arbor Partnership Manager. Your Partnership Manager will come and visit you to learn more about your requirements and give you a demo of our MIS. They’ll also answer any of your questions while you decide when you’ll switch, including a written proposal so you can feel confident in your decision and share it among other stakeholders.

When you’ve had time to evaluate your options and decide which package suits you best, they’ll send your contract and introduce you to your dedicated Customer Success Manager, who will personally walk you through your kick-off plan and data migration. This is definitely the simplest way to get started on Arbor MIS, and is perfect for customers from individual schools to smaller and medium sized trusts.

Buy through a framework

You can also buy Arbor through several trusted frameworks, giving you the peace of mind that due diligence checks have already been made on our product and company. Arbor is a member of the government’s G-Cloud 10 framework for approved cloud suppliers, and the ThinkIT framework.

To use a public framework, check their website carefully as the rules for each are different. Generally you’ll be able to send us your requirements and have a demo, before signing using the framework’s contract template.

For example, for G-Cloud 10, a standard process would be:

  • Internally confirm your requirements for an MIS
  • Keyword search in G-Cloud 10 with a relevant term that will turn up results specific to you, such as ‘Primary MIS’, ‘Secondary MIS’, or ‘MAT MIS’, to find the list of relevant suppliers (download this list for your audit trail)
  • Read each supplier’s product and pricing information
  • Send any clarification questions to these suppliers or host a demo day to confirm which supplier best meets your needs
  • Award your contract using the G-Cloud contract template

Both of these frameworks are suitable for customers of all sizes, and allow you to buy direct without running your own process, though they do provide you with a little less flexibility than coming to us directly (see above), or going to tender (see below).

A search for Primary MIS in G-Cloud's Cloud Software framework

Go to tender

If you’re a medium/large MAT or a larger school with more complex needs, you might want to take the time to write a tender outlining your requirements. We can still give you a demo whilst you work out your requirements, and once you go to tender we’ll respond to all your questions and outline the contract we think will be right for your school or Trust.

When writing your requirements, it can help to think about what you need your system to do, rather than just listing specific technical features you like the look of, as different MIS providers may have different solutions to the same problem. So long as you follow this rule of thumb, functions over features, tendering doesn’t have to be intimidating – you know what your school or Trust needs, and it’s up to suppliers to prove how they can provide that for you. You can find lots of great procurement advice online from the Crown Commercial Service, including a list of MIS functions you might want to ask about in your tender. Click here to see their list of suggested areas to consider.

If you think your MIS lifetime contract value will go over £181,302 you’ll need to run a formal public tender, which comes with its own set of rules and guidelines – tender expert John Leonard has written a blog that thoroughly outlines this process. Otherwise, just make sure your questions are clear, that you’ve outlined how you’ll be scoring products and pricing, and that you’ve given a reasonable amount of time for suppliers to respond to you. Don’t forget to give yourself enough time to properly evaluate the systems, as well – it’s better to tender sooner rather than later.

 

All this is especially important to consider at this point in the financial year, as some of your contracts may be coming up for extension. The DfE has confirmed in recent advice that moving to a cloud based product should be considered enough of a contract change to run a new procurement exercise, even if the new product is with the same provider. If you’d like to see what else is out there and look into Arbor MIS or Group MIS for your school or Trust, you can fill out our contact form, email tellmemore@arbor-education.com, or call us on 0208 050 1028 to get in touch!

Maggie Fidler - 27 February, 2019

Category : Blog

How to take the stress out of organising cover

During the winter, we had some lovely crisp mornings and could enjoy the heating coming on in the classrooms. We’re also inevitably faced with colds, flu, sickness bugs and travel delays! For the person responsible for arranging cover, this can be an incredibly stressful time of year (trust me, as cover co-ordinator and examinations manager

During the winter, we had some lovely crisp mornings and could enjoy the heating coming on in the classrooms. We’re also inevitably faced with colds, flu, sickness bugs and travel delays!

For the person responsible for arranging cover, this can be an incredibly stressful time of year (trust me, as cover co-ordinator and examinations manager for 18 months in a 15 year teaching career, I’ve been there!). For me, arranging cover was never just about getting a body into the room for supervision – I always wanted to allocate the most appropriate person for that particular lesson. In a secondary school, I needed to know the teachers that normally taught each subject, in order to avoid things like a French teacher covering a Maths lesson whilst a Maths teacher covered a Language lesson. I wanted the best people in front of the kids to reduce the impact on learning and minimise the workload stress on the staff. As the timetabler, this knowledge was ingrained in my mind, but for anyone stepping in to make cover arrangements in my absence, the task became almost impossible.

To mitigate against situations like this, in Arbor, we show not just available staff, but who is also a teacher of the same subject to actively support you in minimising the impact staff absence has on learning.

Image 1: Arranging cover in Arbor

Not only can you see which teacher is available that teaches the same subject, you can also request their agreement if you want to (this is always a useful feature when senior staff may have meetings booked!). You can, of course, still bulk select all of the lessons from a staff member to allocate as in house cover supervisor or supply in one go – meaning no more clicking into each lesson instance to add the same arrangements.

The first task of the day for any timetabler is to take a deep breath and open the schools’ emails whilst listening to the answer machine messages for staff absence. Within Arbor, you can mark multiple staff as absent either one at a time or all in one go, and you can also differentiate between a full day of sickness absence, or a 1 hour off-site meeting.

Image 2: Entering the details of a staff absence

Arbor’s ability to add attachments to staff absences (e.g. medical documents or a screenshot of a sick note) without separately logging into the HR module would have saved some of my finance colleagues from premature greyness!

Whilst teachers love the sight of a supply teacher (as they are then less likely to be needed for cover), this was one of my biggest nightmares. I could happily allocate them to the classes and print off cover slips, but then came the dreaded registers (I’ve sat at my desk for hours clicking into each individual class in order to print a register!). There was also the issue of wanting two copies: one to return to the office and one for the supply teacher to keep in class for reference. This either required a trip to the photocopier, or the time-consuming task of having to press print twice because no matter what settings I’d select, the MIS just would not let me have two copies.

In between this joyous process of printing and copying, another person would inevitably call in sick or have an emergency to tend to. I would then have to go back to my computer and close the screen I was using in order to start the process again for the newly absent person. Because Arbor is a cloud-based system, it can be open in more than one window (just like when you’re browsing the internet looking for information and open another ‘tab’ to look for something else), which saves you from repeating the same process time and time again.

In Arbor, it takes just a few seconds to download all of the registers you’ve selected, and then all you need to do is to hit the print button, choosing as many copies as you require. For a wet Wednesday during flu season and a full moon (we’ve all had those days!), I’d have saved hours if I’d been using Arbor instead of the other MIS I was using.

Image 3: An overview of staff absence, which lessons are being covered that day and by which teacher

With all the information you need in one place, Arbor gives you an overview of what’s going on in school that day, helping you to stay on top of what who’s covering what lesson and when. The green ‘cover slips’ button in the screenshot above allows you to print you a concise summary of cover staff for the staffroom notice board, as well as personalised slips for each teacher (with page breaks, so you haven’t got to get to the guillotine or scissors!).

So, if you were rushing around arranging cover for hours on end this winter, maybe it’s time to investigate a smarter, time-saving option. Get in touch with us via the contact form on our website to find out more about how Arbor’s simple, smart, cloud-based MIS could transform the way you operate your school!

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 girls currently 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!