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Arbor MIS | Assessment | School Operations
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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:
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 firstname.lastname@example.org. You can also meet Arbor at BETT 2019 at stand C65.
Assessment | Data
In my previous blog, I talked about how schools can adapt the one size fits all approach to assessments to better serve the needs of SEN students. Part two will talk in more detail about how schools can opt for flexible assessments without having to deal with the administrative burden, using residential SEMH provision Freiston Hall in Lincolnshire as an example of a school that uses Arbor’s curriculum tracker to create flexible frameworks that work for their students.
Dr Clem Earle, Head of Education at Frieston Hall, believes that the SEMH environment ‘forces us to be different and take risks, as the kids provide us with such a range of cognitive challenges every day.’
More and more SEN schools are now using the freedoms of assessing without levels to establish frameworks that measure self-confidence, self-awareness, managing feelings and making relationships, as well as academic progress. During my time at The KLMS Federation in Leicester, we established the Behaviour for Learning Driving License. This was a framework of descriptors which combined elements of Personal Learning and Thinking Skills (PLTS), Social Emotional aspects of Learning (SEAL), the EYFS Early Learning Goals and the content of targets from within each student’s SEN statement. This framework helped us to re-focus provision onto the things that really mattered, giving us the opportunity to evidence traditionally unmeasured aspects of student development alongside academic ones. From addressing these formative needs first, the students at the KLMS federation are now achieving the highest academic grades the schools have ever seen.
Arbor’s Curriculum Tracker – A system to support flexible assessment
In a profession already burdened with high levels of administrative demand, creating frameworks, collecting data and carrying out analysis can lead to significant additional workload if you are not using the right system to help you. Whilst it provided valuable insight, Gathering Behaviour for Learning data in my case did lead to many hours of staring at Excel sheets and copy & pasting figures from emails and bits of paper to get what I needed.
Sitting as an integrated module within Arbor’s MIS, the Curriculum Tracker is a tool that gives schools and trusts the complete flexibility to assess in the way that they want without administrative burden. Schools can choose to use a combination of published frameworks such as Rising Stars, NAHT and the National Curriculum statements or define bespoke assessment frameworks of their own. There is complete flexibility in setup both in terms of the number and content of statements or KPIs in each mark sheet and the setup of grade scales used to measure progress against them. This all allows for them to strike just the right balance of national/local alignment and individual autonomy within one system.
Freiston Hall School in Lincolnshire are a residential SEMH provision who are making full use of this facility to create frameworks that fit their students’ needs and focus on social, emotional, and problem-solving skills as well as academic progress. The image below shows the input page of a framework developed by Kathy McLoughlin (a teacher at Freiston Hall) which focuses on students developing their abilities to communicate, interact, resolve conflict, live healthily, learn, and work as a team.
Freiston Hall also uses the Curriculum Tracker to measure the impact of its Forest School provision in a similar way alongside other national Frameworks for subjects such as Maths, English and Science. Read what Dr Clem Earle, Head of Education had to say about how Arbor’s MIS helped him create a bespoke assessment solution for his pupils:
“Many professionals are trapped in a mentality of wanting to get it right, or more likely “not risking getting it wrong” so they continue with what they know. In a way, the SEMH environment forces us to be different and take risks as the kids provide us with such a range of cognitive challenges.
We work with young people that have behaviour difficulties and attachment trauma/mental health issues so we have to think and live “outside the box” for most of our working day. This means we have to be highly creative in how we customise curriculum delivery for our young people. Arbor allows to us be responsive in ways that other systems can’t facilitate. As a team, we can discuss a new idea or an amendment and have a working model up and running within a couple of days”
Interested in how Arbor can help? Click here to find out more about how our integrated curriculum tracker could improve outcomes for SEN students at your school or MAT.
Five years have passed since the 2013 review of the National Curriculum first gave schools the chance to Assess Without Levels (AWOL).
In this blog, I’ll talk about the initial interpretations of these reforms, the challenges that they created for schools and just how this opportunity can be used to meet the needs of learners more effectively. With over 13 years of teaching under my belt, this blog is informed by my own personal experience, and I’d welcome any stories that you may have about ‘going AWOL’ with assessments in the last few years!
Into the unknown
In 2013 I was appointed Deputy Head of a special school for children with Social, Emotional and Mental Health (SEMH) needs. Assessment reforms had just been announced, so it was a tricky time to venture into leadership as I had to really challenge my own position on assessments (at the same time as getting to grips with being a Senior Leader). I became involved in local focus groups, during which we would collectively try to make sense of what the changes meant for our schools (having been given very little official guidance on the matter!). We spent a lot of time going over our options before ultimately reverting back to a ‘safety in numbers’ approach, deciding to assess using statistically driven systems. In many ways, this wasn’t so different from levels…!
On reflection, this sudden autonomy to assess any way we liked was, whilst being a step in the right direction, perhaps too big a change for many teachers. The majority of qualified teachers practicing in England who were tasked with carrying out AWOL reforms came into the profession after 1989 (levels were introduced at the same time as the National Curriculum to schools in England & Wales under the Education Reform Act 1988). Therefore, most people involved in school level decision making, myself included, had very little experience of assessing in a way that wasn’t primarily focussed on national benchmarking and age-related expectations.
1. Why do we assess? For the school or for the child?
The research driving the 2013 assessment reforms discovered that in higher performing jurisdictions around the world, children master fewer concepts but in greater depth. Educators make sure key concepts are mastered before moving students on, rather than pushing them all through curriculum content at a uniform pace. These core AWOL principles have received a wide consensus of support, but haven’t been easily implemented in an educational system where a culture of performance comparison is arguably the primary driver for most decision making.
Knowing that your results are constantly being compared against the school down the road, and that you’ll need to be ready to make a case for your school on an accountability framework at the drop of a hat does create a need for schools to seek external assurances that what they are doing is right. A whole marketplace of curriculum tracking software has therefore opened up to help these schools get this. Numerous standardised assessment frameworks are available to give schools an idea of how their internal tracking fares against other schools also using the system. Whilst this is helpful to schools for the purposes of self-evaluation against national criteria, it’s worth noting that the concepts assessed using these methods are established by externally standardised practice only and are not informed by the contextual needs of the students in the school.
In the pressure cooker environment of school leadership where you are constantly balancing operational demands with strategic decisions, it is completely understandable that opting for standardised approaches is more manageable, and will help you to know if you’re “Good” or not. There is certainly a place for this kind of assessment. However, to improve on this, the context of your learners should also play a large part in determining what else you measure as being appropriate progress for them. This is especially the case for SEN pupils, and in my experience SEMH pupils, where provisioning for individual need is hard work – but undeniably more meaningful and rewarding!
2. The opportunities for AFL in the SEN context
Before AWOL, my experience of assessment for SEMH students was that of measuring a specific range of knowledge and skill variables against a national framework and periodically confirming that they were underperforming. I would feed back to them about the ways in which they could improve in these areas but didn’t stop to question the appropriateness of the process itself or the prioritisation of content for them as individuals.
3. When it came to looking at their progress in the purely academic context, they were indeed not making very much. By narrowly focussing on just the academic elements of learning, I was not giving them enough opportunity to build up the cultural capital they would need in order to overcome their difficulties and succeed. It was the learning dispositions such as emotional literacy, self-regulation and conflict resolution that were influencing their lives and decision-making abilities the most, and were also the root cause of academic underperformance in the first place. To be true to the principles of AFL, I needed to incorporate collaborative assessment where pupils became more aware of these metacognitive aspects of learning as well as subject related knowledge and skills.
Aspects of learning such as self-confidence, self-awareness, managing feelings and making relationships receive a lot of attention in the EYFS framework used in early years provision but are broadly left behind in favour of more academic curricula when students reach school age. For many students with SEMH though, these still need to remain at the forefront of their schooling as pushing for academic success can only really be achieved when building from the right social and emotional starting point.
I’ll be posting part 2 of this blog next week, so keep an eye on the website for updates!
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