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With just a few days to go until the Academies Show Birmingham, we’ve done a quick round-up of 5 of the most informative talks you should go and see whilst you’re there. Image 1: The Schools & Academies Show 2018 will be held at the NEC in Birmingham 1. Panel Discussion: Now we really need
With just a few days to go until the Academies Show Birmingham, we’ve done a quick round-up of 5 of the most informative talks you should go and see whilst you’re there.
Image 1: The Schools & Academies Show 2018 will be held at the NEC in Birmingham
1. Panel Discussion: Now we really need to talk about Funding
Speakers: Stephen Morales, Chief Executive of Institute of School Business Leadership (ISBL), Tom Goldman, Deputy Director of Funding Policy Unit at the DfE, and Debbie Clinton, CEO of the Academy Transformation Trust
When: 10:00 – 10:40
Where: Main Stage
What: If you’re unsure of exactly what the National Funding Formula will mean for your school & schools across the country, this is a great chance to hear from the experts. Panelists will discuss concerns surrounding the formula’s implementation, including whether pupil premium should be ring-fenced, what effect the proposed 3% limit on annual funding increases will have, and the continuing role of Local Authorities in directing additional funding. Speakers are a mix of business professionals, education experts & practitioners, so this should be an interesting and informative debate!
Chaired by: Tom Clark CBE, GovNet Education Advisory Board
2. Presentation: The Importance of MATs
Speaker: Dominic Herrington, Interim National Schools Commissioner
When: 13:45 – 14:00
Where: Main stage
What: In one of his first speaking engagements in his new role, Dominic Herrington, Interim National Schools Commissioner, will be talking on the main stage about the importance of MATs in delivering school improvement. Drawing on his experience as Regional Schools Commissioner for South-East England and South London since 2014, he’ll discuss how the DfE plans to raise school standards in England through academy sponsorship & better provision for MATs. Whether you’re already in a MAT, thinking about joining one, or have yet to make up your mind on them, this is a great chance to hear from a highly-placed decision-maker about future plans for MATs in England.
3. Presentation: Transforming Schools through the MAT System
Speaker: Wayne Norrie, CEO, Greenwood Academies Trust
When: 15:40 – 16:10
Where: MAT Summit
What: Wayne Norrie was appointed the CEO of the Greenwood Academies Trust (GAT) in 2016. GAT currently has 34 academies (23 primary, 8 secondary & 3 special), all located in areas of the East Midlands with the highest levels of social deprivation. With over 10 years of experience supporting schools in challenging circumstances, Wayne will discuss how joining a MAT can provide academies with additional support and how incorporating failing schools into a successful MAT can help improve pupil outcomes.
4. Presentation: The MAT Landscape – State of Play
Speaker: Leora Cruddas, CEO of Confederation of Schools Trust (CST)
When: 13:10 – 13:40
What: Leora Cruddas has over 15 years experience in the Education sector. Currently CEO of Confederation of School Trusts (CST), she has previously held positions in two London Local Authorities as Director of Education, as well as Director of Policy and Public Relations for the Association of School and College Leaders. Leora will share her take on the current MAT narrative in England, as well as how she believes we can change that narrative through ‘Factfulness’.
5. The Arbor Stand!
When: All day
Where: Stand D52
What: Don’t forget to visit us at stand D52 in the Exhibitor Zone between talks! If you’ve got any questions about moving to Arbor’s simple, smart, cloud-based MIS and how it could transform the way your school or MAT operates, this is your chance to come and chat to us. Feel free to stop by to watch one of our live demos throughout the day, or just drop by and pick up a free brochure to have a flick through on your way home. If you can’t make it, don’t worry – there’ll be plenty more chances to come and meet us over the course of this year. Keep an eye on our blog for updates on events that we’ll be attending.
If you haven’t already, don’t forget to book your ticket to our free MAT Conference next month on strategies for sustainably scaling your MAT! Click here to see the full agenda and reserve your free place
MATs | MIS | School Operations
Last week, we reached an exciting milestone – 500 schools have now switched MIS to Arbor to transform the way they work! Of this 500, 389 are primary schools, 49 are secondary schools and 62 are special schools. We also work with 37 MATs, including Bridge Multi-Academy Trust, United Learning, and REAch2, the largest primary
Last week, we reached an exciting milestone – 500 schools have now switched MIS to Arbor to transform the way they work! Of this 500, 389 are primary schools, 49 are secondary schools and 62 are special schools. We also work with 37 MATs, including Bridge Multi-Academy Trust, United Learning, and REAch2, the largest primary MAT in the UK.
Schools normally decide to switch to Arbor’s smart, cloud-based MIS to bring all of their data into one place, which not only saves money on server costs & licensing fees, but gives teachers their time back in the classroom to concentrate on their pupils.
To celebrate our 500th school, we’ve put together a few of our favourite stories that have been sent in to us by schools using Arbor. From saving hours of time per week following up on absent students, to being able to spot trends more quickly & improve student outcomes, read on to find out how our schools are using Arbor to improve the way they work.
How Arbor saved Parkroyal School £10,000 on server costs
Parkroyal’s admin server was coming up for renewal a couple of years ago, and they were quoted around £10,000 to replace it. Instead of paying this fee, they decided to move everything onto the cloud. They put their curriculum into Google, switched MIS to Arbor, and their finance system to SAGE. They invested in Chromebooks for the staff. They now have only one server on-site and it’s not out of choice – they have to use it to interact with the Local Authority Child Services system, which can only be done through the LA intranet. They were really glad they made the decision to switch to Arbor when the school needed to carry out building works on the school office in 2017. Previously, it would have cost thousands of pounds to move and safely rewire the servers into the temporary portacabin, but because they’d moved everything to the cloud, all they had to do was carry their desks and laptops downstairs, connect to wifi and log in to Arbor!
How Arbor transformed parent communications at Castle Hill St Philip’s
Castle Hill had a couple of issues with parent comms before they moved to Arbor, 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!
How Arbor streamlined assessments at St Paul’s CofE Primary School
At St Paul’s, teachers used to use “Key Performance Indicator” tick-sheets in every child’s book, that they would mark every time a student met an objective. Each term, this handwritten data was inputted into Target Tracker, which the Headteacher, Anthony David, would then export into Excel for analysis. This resulted in a high paper burden, and if a child lost their book, a lot of data would disappear along with it. It became difficult to keep track. Since moving to Arbor, St Paul’s have been using our Curriculum Tracker to track children’s KPIs. This feeds straight through into our Summative Tracker, so that rather than manually inputting it, teachers can see pupil progress analysis automatically. They then use this data to create automatic intervention groups for children who are struggling.
If you’re interested in finding out more about how Arbor could transform the way your school operates, 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, or by emailing firstname.lastname@example.org or calling 0208 050 1028.
Data | MIS | School Operations
As a former Secondary school middle leader, I know how effective a well planned, and well executed intervention can be. That said, I also understand what a detrimental effect a poorly planned, badly-executed one can have! Interventions are incredibly expensive in terms of material cost, staff and student time, and it’s often very hard to
As a former Secondary school middle leader, I know how effective a well planned, and well executed intervention can be. That said, I also understand what a detrimental effect a poorly planned, badly-executed one can have! Interventions are incredibly expensive in terms of material cost, staff and student time, and it’s often very hard to find out what works and what doesn’t, particularly when you’re dealing with larger groups of students. In this blog, I’ll share a strategy that I developed during my time as a teacher, and talk about how Arbor can help alleviate the administrative burden of planning, managing, and monitoring interventions.
Step 1: Define the outcome
The first thing you need to do when planning an intervention is to think about its outcome, or, in other words, what you want your students to achieve by the end of the intervention. The outcome of an intervention should be SMART:
For example, students may reach their Phonics targets by the end of that term, or a student could have 100% attendance over the 4 week intervention period.
Step 2: Carefully plan your intervention
For an intervention to succeed, planning is essential! Your intervention will need to be planned differently depending on the scale, scope and target students. Once you’ve successfully devised an effective, well-planned intervention, it can be used time and time again.
Ask yourself the following questions when planning your intervention:
Image 1: Our MIS helps you plan the dates, participant criteria and outcomes of your interventions, and schedule intervention reviews
Step 3: Start small
I’ve always found that starting small, or using a ‘control group’ of students is a great way to test out your intervention and to learn what does & doesn’t work. It’s much easier to plan your next steps and measure progress when you’re dealing with a small, manageable group of young people, and it’s also a much better way to get feedback from the students themselves. Share the intervention’s outcomes with them and ask them if they think they’re making progress; after all, they are the key stakeholders!
I’ve spoken to schools that have conducted blanket after-school interventions across large sections of the student body, especially during key points of the year like SATs, or GCSEs. This approach is incredibly costly in terms of staff time and financial resource, and often doesn’t yield good results. Start your test groups at the start of the year, learn from them first, then build up to whole school initiatives.
Step 4: Scale up your intervention
Once you’ve got something that works, you’ll need to scale it up. When doing so, it’s always wise to keep the following in mind:
Image 2: How to measure & track intervention costs in Arbor’s MIS
You should have an answer for all these questions before you begin scaling up your intervention, otherwise you might find yourself in a difficult situation.
Step 5: Make sure you’re monitoring progress
It’s easy to start an intervention initiative and expect it to “just work”. I made this mistake early on in my career: if students are leaving my lesson to work with a Teaching Assistant on their literacy, surely that will help them to improve? Ultimately, every child is unique; what works for one student may not work for another. Continually monitoring each student’s progress towards the intervention’s desired outcome is essential. Remember, the outcome must be measurable.
With all of the above, you should be able to lean on your MIS system to do some of this work for you. Arbor’s built-in Interventions module makes planning, monitoring and reporting on interventions easy, and saves you hours a week on repetitive data entry & admin tasks. You can quickly target students and measure the success of an intervention by defining your desired outcome based on student data points in the MIS, and track student’s progress in real time as they progress through the intervention. You can also easily manage intervention costs, timetable interventions and provision maps.
Image 3: Easily monitor how students are getting on via Arbor’s Student Profile as they progress through an intervention
Step 6: Share best practice!
Finally, running effective interventions is a brilliant learning process, not only for your students, but also for you and the other teachers at your school. Sharing best practice with colleagues not only helps others to learn from your successes and failures, but also provides you with valuable feedback from other professionals.
If you’d like to find out more about how Arbor’s simple, smart cloud-based MIS could help you manage interventions at your school, send us a message or call us on 0208 050 1028.
Data | MIS
We know that switching MIS can be a daunting idea, but it doesn’t need to be. Schools & MATs who are thinking of switching MIS often ask us what moving to Arbor involves, so we’ve written this short blog to show how easy it is. You can do it in 5 simple steps! Step 1:
We know that switching MIS can be a daunting idea, but it doesn’t need to be. Schools & MATs who are thinking of switching MIS often ask us what moving to Arbor involves, so we’ve written this short blog to show how easy it is. You can do it in 5 simple steps!
Step 1: Work out whether Arbor is the right fit for your school or MAT
To help you do this, we’ll arrange a meeting with one of our local Partnership Managers. Our Partnership Team meets schools & MATs to talk through how you use data across your school, understand the requirements you have for your new MIS, and show you how Arbor could help by demonstrating the system and introducing you to local schools who use it. If you like us, your Partnership Manager will help you identify the right package for your school and share a contract for you to sign.
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 email@example.com or calling 0208 050 1028.
Step 2: Create your personal implementation plan
Once you’ve signed your contract, you’ll be assigned your own Customer Success Manager who will schedule a kick-off call with you to create an implementation plan that’s tailored to your school or MAT. During this call, you’ll talk about what your main objectives are for your new MIS and how we can help you achieve them.
Step 3: Migrate your data
Following your kick-off call, we’ll help you cleanse and migrate your data to Arbor before you start your training. This is to make sure that your data is as clean and accurate as possible before inputting it into Arbor – after all, the data in Arbor is only as good as the data we can import! Once that’s done, we’ve got lots of free resources to help make sure you hit the ground running, including unlimited free online training and a series of videos to show you how the system works. You can also choose to purchase in-person training packages that we’ll deliver for you throughout the year.
Step 4: Get to know your new MIS
Once you’ve launched, we’ll help walk you through the basic functions of Arbor and get the system running smoothly throughout your school. We’ll make sure all your staff are sufficiently trained for day-to-day use of the system, before introducing you to some of Arbor’s more powerful features.
Step 5: Make sure Arbor is a success at your school
Once you’re all set up, we have a dedicated Customer Support Team who are there to support you every day of the week from 8am-5pm by phone or email. We also provide free online guides and training sessions, just in case you want to top up your knowledge! Once you’ve completed your training, your Customer Success Manager will hand you over to your Account Manager. You’ll have termly check-ins so we can see how you’re getting on, and after 12 months you can book an Arbor Health Check to review your first year with us to see what impact Arbor has had on your school’s performance.
It’s as simple as that! Once you decide to make the move to Arbor, we’re here to ensure you get all the support you need so you can immediately start getting the most out of your system. Don’t take our word for it though – see what our schools & MATs have said about moving to Arbor recently:
Stephanie Bass, Business Administration Manager at Bridge Schools Trust
Ruth Davies, IT Manager, St James’ CofE Primary School
You can read more quotes here!
The pace of change is increasing The pace of change in education is increasing fast, with new structures, policies, funding formulae and technologies announced seemingly every month. This is particularly hard to cope with in schools who often have highly embedded, overlapping and complex processes which have been in place for years and never questioned.
The pace of change is increasing
The pace of change in education is increasing fast, with new structures, policies, funding formulae and technologies announced seemingly every month. This is particularly hard to cope with in schools who often have highly embedded, overlapping and complex processes which have been in place for years and never questioned. Top that off with a highly time-pressured environment and it makes change hard. “If you want to make enemies, try to change something,” as the saying goes.
Change is tough but if done right can be transformational
However change is a reality that has to be faced if you want to improve, and rather than ignore it and try to batten down the hatches, Senior Leaders should take the time to learn about how to manage it. If change is well managed, and staggered so as not to overwhelm staff, it can improve outcomes for all stakeholders.
We thought we’d publish our guide for how to manage change (which we use for MIS implementation) so that Senior and Middle Leaders can borrow and adapt it for use inside your school or institution. It’s not meant to be a proscriptive series of steps to be followed, but rather a general guide to help you think through the process and tailor to your own school.
1. Establish a need for change (your “burning platform”)
Identify a compelling need for change with a sense of urgency to maintain momentum throughout the project. If you don’t make the need for change compelling or urgent enough, people won’t see the point.
2. Build up champions to drive through change
Identify champions who have the capability, capacity and positive attitude to help drive through change. It may start with you (it often does!), but it always helps to roll out within a school, department or team you know will have the best chance of success. Remember you can’t do everything alone!
3. Create a compelling vision outlining benefits for all
To get buy in you’ll need a compelling vision. Articulate what success looks like and the benefits this will have for each stakeholder (how much time they’ll get back, how their job will be easier etc). Ideally identify some metrics of measuring success (e.g. number of users logged in, amount of time/money saved, staff satisfaction).
4. Communicate the vision to stakeholders to get buy-in
Communicate the vision publicly to get buy in from your staff for the change and to help support the champions you identified. You’ll never win everyone over, that’s fine, but you’ve at least called out the issue and given it support. Change comes from the top, so you need to be seen to champion it.
5. Empower others to act on the vision
All too often we see projects fail in schools as change is not staggered so it combines with the pressures of daily school life to overwhelm staff. Instead try to phase in change, identify the right time of year for it, and try to get others to be seen to be successful. Staff will then feel empowered, not threatened or overwhelmed.
6. Create and celebrate short-term wins
Try to create quick, meaningful wins to demonstrate success and encourage buy-in. These should be publicised as success stories to galvanise support and overcome inertia. Keep a steady drip of success stories coming to maintain momentum and isolate the naysayers.
7. Measure success and embed change
Demonstrate success further by quantifying it against the success criteria you identified earlier, and publicising results. Use this credibility to change other more entrenched systems and processes.
8. Don’t let up!
Most change initiatives fail by assuming the job is done before change has taken root. Culture is a strong force that takes time to realign. To create and sustain change will require continued demonstration of success and ongoing dialogue with staff.
Evidence for Change Management Working
Arbor has gone through our Change Management process with our Group and Multi-Academy Trust clients. Our Impact Metrics and Net Promoter Scores show consistently high scores given by schools over time, showing that the Change Management Approach and system has helped to create a consistently positive impact, as shown below. That’s one way we measure success, but I’d be keen to hear how you measure yours!
Sample size for each survey >=300
*positively indicates users respond “sometimes, often or frequently”
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