For free reports!
The blog all about school data & operations
Arbor MIS | BETT 2019 | MAT MIS
Category : Blog
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!
MAT MIS | MAT Operations | MATs
This blog, the fourth in our series offering a new vision for MATs, describes the second growth phase of MATs. At this pivotal stage, a large number of changes are often needed to capabilities and systems across the MAT in order to create an “integrated MAT”. Management style: Growth through Direction Overview As the MAT
This blog, the fourth in our series offering a new vision for MATs, describes the second growth phase of MATs. At this pivotal stage, a large number of changes are often needed to capabilities and systems across the MAT in order to create an “integrated MAT”.
As the MAT grows larger, there is a need for more integration between Academies, to improve educational impact, and start to achieve efficiencies. Common systems, processes and policies need to be put in place. This is a big strain on the central team, requiring discussion, collaboration and expertise.
In a MAT which has grown primarily through Convertor Academies, supporting services will typically be standardised more readily than education activities. In a Sponsored MAT, the opposite may be true, with a strong set of educational practices and non-negotiables in place before supporting systems are centralised. Most MATs will create commonality around formative and/ or summative assessment, but with a variety of models to achieve this. Some will run central/ regional School Improvement teams, with intervention where required. Others will set up Subject Leadership roles, or working groups/ communities for other types of improvement.
Most MATs of above 4 Academies will create a central team with professional leadership of Finance, HR, and Operations (typically covering ICT, Estates and Governance). These leaders are responsible for working with Principals to put in place the central systems, policies and processes below. In many MATs, these leaders have dotted rather than direct line management responsibility for Academy teams who are implementing the policies (e.g. the local finance staff, caretakers, ICT Technicians). Some MATs are comfortable to stay in this arrangement. Others find that the cost of running a central team as well as Academy teams is unsustainable, and that the Academy teams start to become confused about whether to take ultimate direction from their Principal, or Head Office, and move to end-to-end functional management of support staff. This allows much more scope to redesign roles, processes and systems.
These organisational arrangements need to be supported with strong systems, which could incude: Cashless catering, Asset management, IT system User Authentication, Biometrics, Digital signage, Parent Payments, Building Management System, Applicant tracking system, Management Information System.
Standardised and centralised processes should be put in place for Finance, ICT, Estates (Health and Safety, Premises Management), Workforce policies (including Abuse, Fraud, Pay& Reward, Capability, Disciplinary, Equality, Flexi time, expenses, hospitality, performance management, redundancy, Code of Conduct, Teacher Training, Recruitment and Induction), and governance (MAT and Academy standard Governance policies, Schemes of Delegation).
There should also be centralisation of Procurement & Contract Management of ICT infrastructure, software, broadband/ telephony, insurance energy, break fix, construction, Agency supply, catering, photocopying, legal services, audit, hard and soft Facilities Management. This will include consideration of Cloud-based systems, supporting Academies to have the right devices to achieve the educational vision, and delivery affordably, whether through a shared service within the MAT, or an outsourced contract.
Shared systems to support learning will be a priority for many MATs at this stage, although some will chose to leave some of the below to Academy level decision making.
Shared learning systems include: Admissions; Attendance management and reporting; Behaviour management and reporting; SEN planning; Learning management system/ VLE; Interventions tracking; Library/ resource management; Classroom management; Timetable generation; Seat planning.
A number of shared process should also be considered, including: development of curriculum resources/ Lesson planning and preparation/ SoW; Research to understand practices and theories within and outside the MAT; behaviour management and reporting.
Some MATs will provide support for the improvement of physical learning spaces to support educational philosophy (e.g. lighting, audio, availability of charging for ICT, wireless networks), although others will find this difficult to impossible depending on available funds and existing estates conditions.
Shared policies at this point should typically include Admissions, Attendance , Student Behaviour/ Pastoral support, Inclusion/ Special Educational Needs. There will be legitimate exceptions due to context.
A Mat of this size should consider shared systems for Formative/ summative Assessment, Progress tracking, Data analysis, Examinations Results Analysis. There may also be shared systems for marking, and an alignment of Primary Assessment models/ Exam Boards. Alongside this, MATs should convene teacher led groups to investgate shared policies for marking (or not marking!).
MAT-wide systems can be put in place for communicating with parents and students, Parents evening booking, Homework setting, Reporting to parents and Visitor management. There could also be alignment or centralisation of some communication processes, allowing for efficiencies and improvements to quality. Home school agreement policies can also be aligned.
Shared development systems can include staff CPD/ lesson observation, and staff performance management. By aligning on a system, more time and energy can be spent on the more value-adding activity of refining which types of approach to development and support hae the most positive impact.
A number of systems can support, or get in the way of, collaboration for a MAT of this size. MATs should consider standardising Office productivity applications, Email, storage, and Collaboration tools (student-student/ student-adult/ Adult-adult)
In terms of processes, at this point a MAT will need to have formal roles or groups to support collaboration and alignment. These roles may be distributed amongst Academy Principals, middles leaders, teacher or other staff, or held centrally/ regionally.
Click here to read the final instalment of Chris’ blog series on how to create an agile MAT
407 Canalot Studios
222 Kensal Road
London W10 5BN
Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.
If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.