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Arbor MIS | Ofsted Inspections | School Operations | Schools
Category : Blog
We’re delighted to announce that turn IT on is now an accredited support partner for Arbor MIS. Turn IT on’s team of experienced experts work in partnership with schools to maximise the potential of ICT for the benefit of pupils, teachers and management groups. Many of their team have been teachers and all of them
We’re delighted to announce that turn IT on is now an accredited support partner for Arbor MIS.
Turn IT on’s team of experienced experts work in partnership with schools to maximise the potential of ICT for the benefit of pupils, teachers and management groups. Many of their team have been teachers and all of them understand the huge challenges that modern schools meet in the face of an ever-changing landscape.
With over 150 years of combined experience in supporting Management Information Systems, turn IT on can ensure the effective and enhanced use of Arbor to give you peace of mind that your funding is correct, Ofsted data is ready and expert support is on hand whenever you or your team need it.
Turn IT on’s experts know every aspect of Arbor and their support covers key areas including census, attendance, behaviour, admissions, school dashboard, student & staff profiles, assessment & summative tracking, reports & dashboards, custom report writer, communications, teacher app, SEN, timetabling, exams, and cover.
Arbor MIS (Management Information System) is the hassle-free way for schools and trusts to get work done that schools and trusts love to use.
Whether you’re a primary, secondary or MAT, Arbor helps make your essential daily admin more powerful and less stressful – so everyone from your back office to your SLT can get on and focus where it matters most.
We’ve already helped more than 900 schools and MATs make the switch to our smarter cloud-based MIS. With human support at every step!
We completed a full-day accreditation test with turn IT on which included:
Following a successful day, we’re thrilled to say we are now working together to give schools the option to switch to Arbor MIS whilst keeping their trusted support team at turn IT on. Working with Arbor and turn IT on together gives your school:
To find out more about switching to Arbor with the turn IT on MIS team, contact turn IT on through their website, by email to firstname.lastname@example.org or call 01865 597620 (option 6).
Arbor MIS | Ofsted Inspections | School Improvement | School Operations | Schools
Every school has been working hard on ensuring they have an inspiring, rich and challenging curriculum for the pupils recently. Whilst a great curriculum has always been at the heart of learning, the extra focus of the updated Ofsted evaluation schedule has led to schools revisiting their curriculum design. Whilst reviewing curriculum design, schools should
Every school has been working hard on ensuring they have an inspiring, rich and challenging curriculum for the pupils recently. Whilst a great curriculum has always been at the heart of learning, the extra focus of the updated Ofsted evaluation schedule has led to schools revisiting their curriculum design.
Whilst reviewing curriculum design, schools should ask themselves not only what pupils should know, be able to do and understand, but also how these aspects work in a cross-curricular way. Is there a skill that will help a pupil’s understanding of many subjects? Should we have explicit goals for learning behaviours that will assist learning in a global sense? Many schools will already do this but – when asked why – they often assert that such learning behaviours are impactful -, without being able to reference any real evidence.
Is this really a problem? Perhaps not. After all, a skilful teacher or leader often draws on years of experiential learning of what works well. High performing professionals are known to work in a constant loop of self-feedback that informs future practice.
On the other hand – maybe this is a problem. Those of you who are familiar with the work of John Hattie will know that his research into the impact of what strategies truly improve learning can be very insightful. For example, his work highlights the relatively small impact of class size on outcomes – yet many still believe this is crucial.
Before we make changes, we need to be sure we are making decisions based on sound evidence.
Which brings me to my main point: all schools should be actively researching and monitoring the impact of their curriculum design. If you are about to spend significant time building a change to your curriculum, training teachers and updating documents, then you need to know this change will make a meaningful impact.
During my time working with Computing At School, I saw what I believed to be evidence that computational thinking had a positive impact in other areas of the curriculum, with a focus on problem-solving, decomposition of problems and self-evaluation of solutions. But how could I be sure?
This is where we need to design a process that tests the theory by providing clear evidence of impact; this means building in a way to make the important measurable (as opposed to making the measurable important).
In my example, I may believe that pupils who are better at problem-solving perform better across the curriculum. I might decide, therefore, to explicitly teach problem-solving. In order to effectively judge whether I am right, I need to know two things: which pupils are good at problem solving and does this correlate with other educational outcomes?
Time, then, for some active research. Using a rubric, I could evaluate pupils’ problem-solving skills.
(Image 1: A table taken from Livingstone Academies part of the Aspirations Academies Trust – Copyright 2016)
I could then cross-reference this to academic outcomes in English and Mathematics. If a strong correlation exists, then it will be worthwhile integrating the teaching of problem-solving into my curriculum.
As ever though – this can be time-consuming work. If schools are to engage in research like this, they need a hassle-free way to get it done. They need a tool that can bring together what you already know about your pupils, such as their background and current academic grades, and your research evidence.
Luckily for Arbor schools, it’s very easy to make a rubric for assessing almost anything, such as the problem-solving example above. Once this has been used, clear analytics can then be used to determine if a strong correlation exists.
Research like this needs to be a continual process, as the needs of your pupils may change; the world they live in certainly will! So, having the tools to make the process easy and hassle-free should be a high priority.
1. When you review curriculum design, look for opportunities that improve outcomes across all subjects
2. Beware of falling back on assumed knowledge of “what works well”
3. Instead, find ways to make what you believe to be important measurable and generate your own research data
4. Use this data to make evidentially driven changes to secure maximum impact on pupil learning
5. Don’t start work without having the right tools at your disposal that will make the process hassle-free and help you get the work done quickly.
If you’d like to find out why Arbor is the MIS schools love to use, why not contact us? You can also book a demo by calling 0207 043 0470 or email email@example.com.
MAT Operations | MATs | Ofsted Inspections
This September, Ofsted’s new inspection framework came into effect, putting more of an emphasis on curriculum as opposed to just academic results with their new “quality of education” grade. A consistent theme in teachers’ feedback to inspections so far seems to be that Ofsted have become more rigorous; rather than settling for a surface level
This September, Ofsted’s new inspection framework came into effect, putting more of an emphasis on curriculum as opposed to just academic results with their new “quality of education” grade. A consistent theme in teachers’ feedback to inspections so far seems to be that Ofsted have become more rigorous; rather than settling for a surface level view, they now want to dig a little deeper into how schools and trust operate and why.
According to Tes, some leadership and teachers have described these new inspections as intense and stressful, while others say it provides a fairer, more balanced view of how you work. Either way, we can safely say that it definitely wouldn’t hurt to prepare to tackle some tough questions about your MAT.
To help you prepare, we’ve put together this useful list of questions that you might be asked during an Ofsted inspection this year. Our list is by no means exhaustive, but acts as more of a checklist for you and other MAT leaders to read ahead of any upcoming inspections.
Questions are based on inspections that other schools have experienced this year. Many of these questions can be credited to governingmatters.wordpress.com who posted this useful article to help governors prepare for Ofsted inspections.
1. MAT structure and values
Ofsted are very likely to ask you at least one question about your MAT’s values and the aims that you have for your pupils. Consider why your trust operates the way that it does and how you think this will help to shape your students’ education overall.
A. How is your MAT structured and why?
B. What are your priorities for your schools?
C. What are your ambitions for your children?
You’ll be expected to provide some information on your governors, including their training and the role they play. Think about how you can show that your governors are adequately trained and appropriately contributing to how your MAT is run.
A. How does the MAT board work with Local Governing Bodies?
B. What role do your governors play in school leadership? How do you recruit new governors?
C. What training do your governors receive?
3. Headteachers and SLT
Have a think about how often you hold your headteachers and SLT members to account for how their schools are performing. Be sure to have some proof that you can present to Ofsted ahead of your inspection! In Group MIS, it’s easy to check how your different schools are performing by looking at your data dashboards when you first log in to your portal.
A. How do you hold your headteachers and SLT to account?
B. How do you ensure that you are not just relying on information provided by the head?
C. Can you give an example of how you challenged the head and brought about a change?
Image 1: A screenshot of the main Dashboard when you log into Arbor Group MIS
4. Staff performance and wellbeing
Be ready to provide examples of how you handle both positive and negative staff performance, as well as how you make sure the staff across your MAT are well looked after and happy. In Arbor MIS, you can use our Staff Development function to track staff appraisals and training.
A. How do you ensure staff wellbeing? Can you give any examples?
B. What is the link between teacher appraisal and pay?
C. How is teacher underperformance dealt with in your trust?
5. Measuring progress and school improvement
Think about how you’ve analysed your KS1 & KS2 performance data so far and whether you’ve effectively pinpointed where your MAT is performing well and where it could be doing better – click here to find out how you can do this using our free Group Insight reports and dashboards.
A. What do your schools do best and what could they do better?
B. How do you contribute to and monitor your school improvement plan?
C. Please describe the MAT’s journey since the last inspection. Have you made an effort to fix issues that were picked up last time?
6. Curriculum planning and tracking
Ofsted is putting more emphasis on the curriculum than ever before with their new inspection framework. Use Arbor’s curriculum tracker to manage the way you deliver the curriculum across your MAT, and our analytics to inform your methodology. You can also read our helpful blog on curriculum planning and improving student outcomes.
A. How do you monitor your schools’ curriculum and how do you know it matches the national curriculum?
B. How do your students do in foundation subjects?
C. How do leaders discuss the sequencing of curriculum development? How do your teachers know what to teach?
7. Education equality
Consider the provisions you have in place for your disadvantaged pupils and how you make sure they have as many opportunities as their fellow students and that they are treated equally. Remember – you should be able to show how you measure the impact of these provisions! In our Group MIS, you can use our “By Demographic” function to keep track of disadvantaged students and work out where to intervene; you can also use our Interventions tracker to monitor any progress made.
A. How do you meet the equalities act? How do you know diversity is being taught in your schools?
B. What do you know about the performance of your SEN/EAL/disadvantaged pupils?
C. How do you use Pupil Premium and Sports Premium monies and what impact has this had? How are pupil premium children progressing and what do you have in place to ensure higher attaining Pupil Premium students are challenged?
Image 2: A screenshot of attendance by demographic in Arbor’s Group MIS
8. Data monitoring
It’s possible that Ofsted will also ask you about the way you monitor and measure the data you receive from schools across your MAT. You need to be prepared for questions about the accuracy of this data; do this by collecting tangible evidence ahead of time. In, you can use our helpful data dashboards to diagnose any potential errors before your inspection.
A. How do you know that the data you get from your schools is accurate?
B. How do you measure pupil attendance in your schools?
C. How do you monitor pupil behaviour in your schools?
9. Safety and GDPR
We’re pretty confident that you’ll be asked about the level of safety in schools across your MAT. Make sure you have evidence to show that you’re compliant with GDPR regulations and that you have all the necessary procedures in place to keep your students safe. Visit our website to see how you can keep your data safe with Arbor.
A. Are children safe in your schools?
B. Do you have safeguarding training? Are safeguarding audits carried out regularly
C. Are you aware of and happy with the lockdown procedure in your schools
10. Parental engagement
Finally, you may be asked about your schools’ relationship with parents and how this relationship is maintained. You might want to check out our blog on “5 ways to boost parental engagement at your school” to see how you can effectively keep in touch with your parents.
A. How do you communicate with parents?
B. Are parents supportive of the schools in your trust?
C. Can you tell me more about your parent questionnaires?
As we’ve mentioned in a previous blog, our new “Understanding Your School Report” will help you prepare for the new Ofsted inspection framework by allowing you to benchmark your schools’ performance data against the national average, top quintile, and schools with a similar demographic intake. Download our new report to help your schools prepare for the next inspection: https://login.arbor.sc/auth/register
Hope you find the list helpful!
Arbor MIS for MATs brings all your schools together so you can instantly see how everyone’s getting on, and jump in if you need to. To find out more about Group MIS, get in touch via the contact form on our website, email us at firstname.lastname@example.org or give us a call on 0208 050 1028.
Arbor Insight | MAT Operations | MATs | Ofsted Inspections
We’re excited to let you know that all your KS1, KS2 and Phonics Analyse School Performance (ASP) data has been added to your Group Insight portal. We’ve crunched your schools’ 2019 data ahead of the DfE and used it to build free, interactive dashboards which you can use to explore aggregated statistics for all your
We’re excited to let you know that all your KS1, KS2 and Phonics Analyse School Performance (ASP) data has been added to your Group Insight portal. We’ve crunched your schools’ 2019 data ahead of the DfE and used it to build free, interactive dashboards which you can use to explore aggregated statistics for all your schools. Keep reading to find out more about Group Insight and how you can use it to plan your MAT’s improvement approach for next year.
What is Group Insight?
Group Insight is a free performance analysis tool for MATs to help you analyse your schools’ latest Analyse School Performance (ASP) data. We automatically analyse your MAT’s latest school performance data and present it back to you in easy-to-understand PDF reports and personalised dashboards, so you don’t have to spend hours aggregating and analysing the raw data yourself.
Fig 1.: A screenshot of a Group Insight dashboard displaying KS2 data across a MAT
How do you present my schools’ KS1 & KS2 data?
Your dashboards are great for helping you spot trends over the past three years, identifying which schools are driving over (or under) performance, and benchmarking your academies against national and top quintile averages. You can also use them to view each of your schools’ outcomes side by side, drill down into individual school outcomes and show impact over time when reporting to trustees.
Fig 2.: A screenshot of a Group Insight comparing a MATs school results by cluster
We’ve also updated our popular pre-paid PDF reports analysing your schools’ attainment and progress, highlighting areas to close the gap, and exploring patterns between your trust’s outcomes and the context of your unique demographic intake in our new Understanding Your School Report, which you can download via your portal.
Click here to log in & access your 2019 reports and dashboards: https://login.arbor.sc
Fig 3.: A screenshot of a Group Insight comparing a MATs results by demographic
“Clear, saves us time, available sooner than DfE MAT data, and is extremely well presented, making reporting to Trustees very straight forward”
– Paul James, Chief Executive Officer at River Learning Trust
How do I sign up?
Click here to sign up to your MAT’s free Arbor Insight portal: https://login.arbor.sc/auth/group-register
When will you add KS4 data to my portal?
We expect to receive your 2018/2019 KS4 data from the DfE very soon – so watch this space! If you’re already signed up, we’ll email you automatically to let you know when this happens.
Do you offer training on how my schools can use their Arbor Insight portal?
Yes! We run a free Arbor Insight Roadshow each Autumn Term offering free, in-person training to help your schools’ central teams to get the most out of Arbor Insight. Click here to sign up
Where can I hear more about Group Insight?
You can hear our CRO, Phillippa De’Ath, talk about how you can use your ASP data to drive school improvement across your MAT at the Schools & Academies Show in Birmingham. She’ll be speaking in the Business & Finance Theatre from 10:10-10:30 on 14th November 2019.
Can I use Group Insight alongside the DfE’s ASP service?
Yes! Arbor is an accredited supplier of ASP data, which means we receive secure, early access to all your school performance data from the DfE as soon as it’s released. So far over 10,000 schools have signed up to use us. Lots of schools and MATs use us instead of the DfE’s ASP service, but you can also use our reports and dashboards as a companion to the DfE’s analysis.
You haven’t answered my questions! Can I contact you for help?
Absolutely. You can reach the Arbor team at email@example.com or by calling us on 020 8050 1028.
This November, we’re also holding another of our popular MAT Conferences in Manchester. Over 80 MAT leaders from over 50 MATs have already signed up! Click here to book your free place before they sell out
Arbor Insight | Ofsted Inspections | School Improvement | School Operations | Schools
As I’m sure you’ve read, the new Ofsted Inspection Framework has now come into effect. Central to the new framework is the idea that there isn’t a “correct” way for schools to do things – whereas the old framework encouraged inspectors to look at your school’s results and use data for accountability purposes, the new
As I’m sure you’ve read, the new Ofsted Inspection Framework has now come into effect. Central to the new framework is the idea that there isn’t a “correct” way for schools to do things – whereas the old framework encouraged inspectors to look at your school’s results and use data for accountability purposes, the new one focuses on the context of your school and the ways in which this has shaped your curriculum and the “quality of education” available (you can see a summary of the other changes in our blog here).
After reviewing the new framework with our partner LKMCo, we decided that we wanted to help schools make the most of this less prescriptive approach from Ofsted. So we’re excited to announce that we’ve upgraded and enhanced our old Ofsted Readiness Report, converting it into a report which is focused on helping schools to plan around and respond to their specific context, rather than on whether things are being done in a particular way. The old name didn’t make much sense any more, so we’ve renamed it the Understanding Your School Report.
The Understanding Your School Report combines your latest DfE performance data (ASP) with ONS area classifications, families of schools, and top quintile benchmarks to give you the most complete picture of your outcomes in the context of your school’s unique demographic intake. Our aim is to bring a range of data sources together to give you a balanced and nuanced picture of your school to help inform your school improvement approach. We’ve summarised some of the new report’s features below.
What can I do with the new Understanding Your School Report?
The main data source in the report is still Analyse School Performance (ASP). Whilst ASP is helpful for getting a basic overview of your performance, it’s often hard to use, so we wanted our new report to be a useful companion to the DfE’s service as well as a helpful tool in its own right:
1. Understand your school’s performance & outcomes in the context of its demographics
Exam results can be disproportionately affected by social and geographical context, but it’s time-consuming to bring these data sets together. Services like ASP don’t show any contextual data alongside your performance out-of-the-box.
To help you see how the area your school is in has impacted outcomes, the Understanding Your School Report features our new Area Type Comparison graph, which uniquely brings ONS area classification data together with your ASP attainment data for the first time. The ONS has classified every LA in the country into 8 “supergroups” which share characteristics, based on socio-economic and demographic data from the national census. Our graph explains which supergroup (or area type) your school is in, and shows how your performance compares to schools in areas with similar socio-economic characteristics, helping you to examine patterns between your student intake and attainment.
Image 1: A screenshot of the Area Type Comparison graph from Arbor’s Understanding Your School Report
2. Get meaningful benchmarks beyond just comparing to the national average
ASP only benchmarks your school against the national average. Whilst this is helpful, the national average isn’t always the most meaningful benchmark (for example, as a small rural primary school you might feel it’s not relevant to compare yourself to large primary schools based in a city because their intake will be so different). The Understanding Your School Report still shows how you’ve performed compared to the national average, but it also introduces 2 new benchmarks as well.
Our new schools “Like You” benchmark uses EEF “Families of Schools” methodology to compare your performance to similar schools based on four factors:
This benchmark helps you to compare your performance with other schools with similar pupil characteristics, in similar contexts.
The Understanding Your School also gives you a “Top Quintile” benchmark, which compares you to the top 20% of schools for each measure – this provides your school with a useful stretch target to work towards.
Image 2: A screenshot showing the different benchmarks available in The Understanding Your School Report
3. Understand how consistent your performance has been over time
It can be hard to visualise progress over time using the tables and bar charts provided in ASP. Our new Understanding Your School Report helps you see how your performance has changed over time by presenting Trend over Time line graphs, and showing 3 year rolling averages next to key headline figures. This gives you a broader picture of your performance, meaning you can quickly spot any inconsistencies and identify anomalies (for example, is this cohort’s performance consistent with your school, or is it atypical? If so, why?).
Image 3: A screenshot of the Trend over Time line graph in The Understanding Your School Report
4. Easily visualise gaps and work out where to target interventions
Whilst ASP breaks down your performance by pupil characteristics, it does this in tables – which means it can be time consuming to spot gaps, making it very hard to tell at a glance how well different groups are performing.
The Understanding Your School Report has a dedicated Closing the Gap section which helps you to benchmark different school groups such as SEN or Pupil Premium against each other. We express gaps as numbers of pupils rather than % to help make your SIP more meaningful.
Meanwhile, the new Curriculum Summary section for secondary schools helps leaders see how different student groups have chosen to take exams, so that they can identify whether there are issues with access to different areas of learning between groups of pupils.
5. View meaningful analysis of your data presented in easy-to-understand charts
With its clear, visual designs, simple bar charts and callouts in plain English, the Understanding Your School Report does all your performance analysis for you. Instantly see headline measures on the Key Findings page, as well as key areas to work on. This means you can get on with using your data to drive school improvement instead of wading through tables in ASP.
Image 4: A screenshot of the Key Findings page in The Understanding Your School Report
We hope that the Understanding Your School Report becomes an essential part of your school improvement cycle. If you’re interested in hearing more about the report, as well as about what our other Insight reports can do for you, why not come along to one of our free Insight Training Sessions this Autumn?
Sign up to Arbor Insight here to purchase your own Understanding Your School Report, and to view other popular reports that we offer. For more information about Arbor Insight, email firstname.lastname@example.org or call 02070431830.
MAT Conference | Ofsted Inspections
On Thursday 2nd May, we bought together 68 MATs for our third sold out MAT Conference in London. Matthew Haynes, SHMI and the designer of MAT summary evaluations, was among our speakers, and took to the stage to talk us through what Ofsted hope to achieve through the new approach to inspecting multi-academy trusts. You can
On Thursday 2nd May, we bought together 68 MATs for our third sold out MAT Conference in London. Matthew Haynes, SHMI and the designer of MAT summary evaluations, was among our speakers, and took to the stage to talk us through what Ofsted hope to achieve through the new approach to inspecting multi-academy trusts. You can flick through his informative slides below:
We’ll be posting the rest of the presentations from our MAT conference in the coming weeks, so keep an eye on the blog for more updates!
Ofsted Inspections | School Improvement | Teacher Workload
Every teacher knows that good behaviour in the classroom is fundamental to learning. This isn’t just anecdotal; we’ve had the data to back this up since 2009, when the University of Nottingham surveyed hundreds of head teachers in school improvement groups whose schools had sustained improvement over three years. One of the most highly rated
Every teacher knows that good behaviour in the classroom is fundamental to learning. This isn’t just anecdotal; we’ve had the data to back this up since 2009, when the University of Nottingham surveyed hundreds of head teachers in school improvement groups whose schools had sustained improvement over three years. One of the most highly rated factors in their improved outcomes was an ‘improved behaviour climate’, an effect felt through all phases but most strongly in Primary schools (see below). Critically, the lower a school’s performance was at the start of the improvement process, the higher the impact they were likely to report behaviour climate having.
Fig. 1 – The number of schools in each improvement group and the impact Head Teachers stated behaviour climate had on that improvement
The obvious question then, is what does an ‘improved behaviour climate’ mean? And how can you create one in your school? In the home, the generally accepted theory for how adult attitudes can affect children’s behaviour are Baumrind’s ‘four styles of parenting’:
An authoritative style can also be adopted in the school. Creating an authoritative behaviour climate requires both structure and responsiveness.
For structure, behaviour policies must be clear and understood by all staff and students for them to be effective. When a student misbehaves, they should know in advance exactly what the consequences will be, and they should see these consequences being consistently applied. If discipline is capricious and random, or depends on which teachers are around and what their personal policies are, both staff and students can never feel certain that they are doing the right thing at any given moment.
For responsiveness, there should still be some room in your policy for mitigating case by case circumstances, and considered communication between students and staff. Listening to students to find out their side of the story, or letting them know when their voices will be heard regarding the matter, can be a key part of developing their understanding of what went wrong. If students feel unfairly treated, ignored, and confused about why a rule even exists, they are unlikely to follow the rule again next time – they’ll just try slightly harder not to get caught.
One of the most important factors in authoritative parenting, or authoritative school operations, is having a consistently applied policy. There are plenty of ways to encourage consistency in your school. Posters of your behaviour policy in classrooms, introductory assemblies for new students and parents, and one on one explanations of rules when students have questions are all great ways to get your policy across. We also suggest using an electronic system to log your behaviour incidents, which will allow you to analyse behaviour across the school over time and improve your policies to target any problem areas.
Trying to remember by heart a complete, in depth set of behaviour policies can increase both staff workloads and inconsistency, achieving the opposite of your aim. If you have a clear, user-friendly behaviour system, ideally one that can automate repetitive admin work for you, you can make sure everyone who needs to be is kept in the loop. Using modern technology, it is possible to create a central repository for all your policies and information, so disciplinary action can only be applied with the proper incident or reasoning behind it.
Fig 3 – The automatic behaviour workflows in our MIS can be customised to trigger any communication or escalation based on your policy – e.g. issuing an after school detention that will appear in the relevant staff and student calendars, and emailing primary guardians, if a serious incident is recorded.
With ‘behaviour and attitudes’ staying a key part of the proposed new Ofsted framework, it could be time to review your behaviour systems and processes to create an ‘authoritative’ structured & responsive style. Overall, the exact policies that will be best for your school depend heavily on your specific situation and challenges, but making sure those policies are highly consistent and make sense to students and staff alike is one of the key ways to improve behaviour climates, and ultimately student outcomes.
Click here to read more of our blogs about preparing for the judgements in the new Ofsted framework
Ofsted Inspections | School Improvement
In light of the new Ofsted framework placing weight on personal development through extra-curricular activities, we spoke to Alistair Endersby, a former national debating coach who’s twice brought teams to the World Schools Debating Championships and currently organises the Sixth Form enrichment programme at Bishop Wordsworth’s School in Salisbury. 1. Make it clear activities are
In light of the new Ofsted framework placing weight on personal development through extra-curricular activities, we spoke to Alistair Endersby, a former national debating coach who’s twice brought teams to the World Schools Debating Championships and currently organises the Sixth Form enrichment programme at Bishop Wordsworth’s School in Salisbury.
Whilst some endeavours such as the school play or a Duke of Edinburgh award will require students to be committed from start to finish, most clubs benefit from an open door policy. If you set up a regular, publicised schedule, then students can drop in whenever they’re free. A successful club such as the politics and debating societies Alistair runs should, in his words, “be open to all comers each time, even if some keen students also take part in extra coaching to prepare them for competitions. The club’s committee are the fixed point of organisation, but the membership should be fluid.”
“If you can also open up your activity to a wider range of year groups then you should.” This allows younger students to develop a sense of responsibility organically by seeing the example of older students, rather than developing didactically under a set of stringent membership rules. “It’s good for the younger kids to see the older years engaging with interesting and serious things outside of the classroom, and you can form vertical links throughout your school by getting the older students in the club to coach the younger students. […] It has to be voluntary, too, to change the way it’s seen and add value to the experience.”
This open, inter-year culture is particularly helpful in secondary schools, allowing younger students to think about where they want to be in their activity and their learning by the time they reach their peers’ age; do they need to start taking music theory to progress in their orchestra? Should they do a sports leadership award if they want to be captain of the football team? Should they arrange work experience in their chosen area?
“It almost allows ‘gifted and talented’ to be self-selecting rather than a set program – what you’re rewarding is interest.”
“An atmosphere of mentorship has practical benefits as well, of course, in that it can free up staff time.” Once you’ve established a committee and a regular activity schedule across a range of disciplines, staff focus should be placed on developing their student committees and leading their activity to self-sustainability.
The everyday logistics of a club can be taken on by trustworthy student committee members, not only developing their general organisational skills but also their professionalism and confidence when speaking to adults. This can mean everything from asking the head of PE whether they can use the gym for practice to asking universities and speakers to visit the school. “Students asking can be more persuasive than teachers asking – especially if the university thinks of you as a target school”.
In the case of Bishop Wordsworth’s; “At the end of assembly when the head asks for notices, there’s no distinction made between student and staff announcements. The committee members have to put their hand up, stand up, and talk, or their club won’t get publicised. Trusting students to make announcements is potentially quite daunting, but very valuable”. It’s all about building up value, until your students are invested enough in the activity to reduce the burden on their teachers.
“Gaining confidence in their abilities is beneficial academically and beyond the curriculum, in terms of their wider confidence and what they can bring to university and the world. Teamwork, leadership, logistics, organisation, persuading people to help you, and negotiating with adults will all leave them more prepared for the future. It’s the kind of thing employers say schools don’t do.”
Having enabled the students themselves to coordinate internal activities, staff will have more time to organise higher level plans for their clubs and societies, that give your students goals to work towards.
“Although inter-school competition sounds like a luxury, it makes the activity bigger and higher status than just your school, and invests time in a few students who are then likely to take on roles running the activity within the school, and passing it on to others.”
“At Bishops the Year 12s who are now entering national contests run the internal Year 10 debating contest, which will make them better equipped to run the whole society once they hit Year 13, because they’ve improved by judging other people’s work. In turn, the Year 10s run a smaller scale public speaking contest for Year 8s.”
Competitions shouldn’t only be thought of as something for the students to put in their CV or Personal Statement, but as something that will actively challenge students, improving confidence, teamwork, and outcomes. If you usually only run casual internal competitions, these can justify the cost of entering regional or national contests by acting as a basis for who is entered. In turn, the prize of being taken to a more prestigious event can increase the popularity of internal activities to both enter and spectate.
“For instance, just a debate workshop would have a pretty low turnout, but showcasing your contest entrants and trialling them openly appeals to the spectating students’ competitive spirits, and trains the viewers at the same time by letting them watch the best the school has to offer”.
If your committee has been able to take on internal responsibilities, the inter-school competition can then be the focus of staff time put into the club. “You can give your contest entrants a bit of elite experience, stretch them beyond the training they would just have within the school, and add status to the activity to in turn inspire younger students”.
The last thing we asked Alistair was what he would say to a teacher or school leader who doesn’t believe they have the time to fully develop their extra-curricular program.
“One of my core beliefs and values in teaching lies in what you do outside the classroom. It’s worth the school committing to and investing in, for both their students and their teachers. It’s possible to build in a way that it becomes self-sustaining. That’s not necessarily a job to give a brand new teacher, but if one in their second or third year, gaining in professional confidence, can be given the time to properly set up over the course of a year, then the students that get involved in that activity will feel invested in by their school.”
If you want to read more about the new Ofsted judgements and ideas for how you can prepare for them, click here.
MAT Conference | MAT Operations | Ofsted Inspections
Last week, we brought together over 70 MAT leaders at Arbor’s second MAT CEO conference in Manchester to discuss strategies for scaling your trust sustainably. Andrew Cook, Ofsted’s Regional Director for the North West, delivered one of the first public announcements about Ofsted’s new inspection framework, and talked in detail about its stronger focus on
Last week, we brought together over 70 MAT leaders at Arbor’s second MAT CEO conference in Manchester to discuss strategies for scaling your trust sustainably.
Andrew Cook, Ofsted’s Regional Director for the North West, delivered one of the first public announcements about Ofsted’s new inspection framework, and talked in detail about its stronger focus on the importance of curriculum. He also explained how Ofsted plans to change the way it inspects MATs, and described how focused reviews of MATs will now become ‘summary evaluations’. You can flick through the slides below to read his full presentation, or click here to view in it a separate window.
We’ll be posting all the presentations from the conference on our blog over the coming weeks, so keep an eye out for more updates!
Arbor MIS | Ofsted Inspections | School Operations
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.
“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.
Amanda Spielman, Ofsted’s Chief Inspector, also announced the 3 other inspection judgements that Ofsted will consult on. These are:
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.”
Schools need to be clear answering the following 3 key questions:
What can schools do?
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, Amanda 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
Arbor Insight | Ofsted Inspections
By Loic Menzies, LKMco The school accountability system is changing fast. League table measures have been reformed dramatically and Ofsted has been grappling with how it can become a more proportionate and reliable force for good. This has led to a brand new strategy for the inspectorate and recent speeches and publications have started to set
By Loic Menzies, LKMco
The school accountability system is changing fast. League table measures have been reformed dramatically and Ofsted has been grappling with how it can become a more proportionate and reliable force for good. This has led to a brand new strategy for the inspectorate and recent speeches and publications have started to set out a new landscape which will have important implications for how schools use data to reflect, improve and prepare for inspection.
This blog talks about how you can use Arbor Insight Reports to analyse your schools’ performance and set out your plans for improvement. As Amanda Spielman, the Chief Inspector of Schools, put it this Summer: “Rather than just intensifying the focus on data, Ofsted inspections must explore what is behind the data, asking how results have been achieved”. This report should therefore act as a starting point for important conversations and reflection.
At secondary school, the shift to Progress 8 has heralded a new era in which a much wider range of subjects falls under the lens of school accountability and where the emphasis has shifted away from pupils on the C-D borderline. Meanwhile, life-after-levels and the new system of ‘scaled scores’ are now a reality in primary schools across the country. As further shifts come into place over the next few years, the pace shows no sign of slowing.
All this rapid change, and a shift in emphasis towards progress – sometimes from unreliable base lines – is leading to some unexpected and unpredictable results. It is therefore particularly important that you scrutinise data particularly carefully to be clear what it is and is not saying. Ofsted has also made it clear that attempts to predict progress scores are not worth the effort since they are impossible to know in advance. Instead, your school should be prepared to respond to queries from inspectors who will have looked at a range of information in advance including:
Details from the school website – much of which will be data-driven like:
Inspectors will also have looked at key data summaries such as: the Inspection Data Summary Report (IDSR), ‘Analyse School Performance’ (ASP), (which Arbor’s Ofsted Readiness report helps you analyse), and the Level 3 Value Added (L3VA) report. This will help determine any pupil groups that inspectors want to focus on during the inspection. Careful advance scrutiny of your data can therefore ensure you are not taken by surprise. (School Inspection Handbook, p. 15 & 23)
As Ofsted’s National Director of Education explains in relation to the new ‘short inspections’, what the inspectorate wants to understand is:
The two key questions to ask yourself are therefore:
1. What do we do well/less well?
2. What is our plan going forward?
On the other hand, Ofsted has also been keen to insist that:
“Ofsted does not require self-evaluation to be graded or provided in a specific format. Any assessment that is provided should be part of the school’s business processes and not generated solely for inspection purposes.”
Arbor Insight Reports – in particular the Ofsted Readiness Report – are intended to support you in understanding the two key questions above. It should prompt you to consider your strengths and weaknesses and help you dig beyond the headlines to question what might really be going on. This is crucial since the strength of leadership and management is largely driven by “the rigour and accuracy of self-evaluation and how well it leads to planning that secures continual improvement.” (School Inspection Handbook, p. 41)
Key in this is looking across different sources of information to triangulate and reach better evidenced conclusions. As the current Inspection Handbook points out, “No single measure or indicator should determine judgements”, and as Ofsted’s recently published strategy points out:
“While data will always be an important starting point, our inspections should look beyond published data, explore how results have been achieved and in some cases act as a counterbalance to any unintended incentives in the broader accountability system.”
The inspectorate will consider:
According to the DfE Guidance, last updated in August 2017, headline measures for primary schools are:
Key measures for secondary schools are:
Given that Progress 8 is now the headline secondary measure it is important to take into account the following key definitions:
You can find out more about the full range of measures and how they are constructed in Schools Week’s special supplement by LKMco.
Progress 8 at secondary school and relative progress at primary school have shifted the emphasis of school accountability to how pupils with similar starting points are doing in different schools as well as how each pupil is performing – whether they are starting from a high or low baseline. The national and ‘‘schools like you’ measures in this Arbor Insight Reports will help you to scrutinise this and identify your schools’ particular strengths and areas for development. Consider for example:
Throughout your analysis, be wary of making overly concrete conclusions based on small groups, for example, if you only have five black male pupils, do not use statistics based on this to make major claims about their relative performance. Look carefully at the patterns you spot and be prepared to use three-year rolling averages for example to spot longer term trends amongst larger cohorts of pupils. Where this report helps you identify an underperforming group, be careful about jumping to quick fit solutions, Ofsted itself has recently stated that:
“The existence of a gap does not always indicate that an intervention at sub-group level is the right approach. Very often, identifying and correcting institutional shortcomings (for example in curriculum, teaching or behaviour management) will improve outcomes, with disproportionate benefits for lower attaining and disadvantaged students”
It is therefore perfectly acceptable to identify an underperforming group and consider how whole school improvements might address this issue, rather than specifically targeting a new intervention at the group. You can investigate gaps further using Arbor’s set of Gap reports which analyse the performance of pupils in different groups (based on gender, SEN, prior attainment, ethnicity and disadvantage).
If your pupils appear to be doing particularly well, note this, and combine it with different sources of information, including your professional judgement to understand why, and how you can build on this. Ofsted too will look at a range of evidence so be prepared to share how you have brought a range of different sources of information together to plan for improvement. Consider for example how patterns vary across subjects and how you might spread good practice from one area to another.
Explaining and presenting this information however, need not mean putting together extensive and labour intensive pre-prepared packs. As Ofsted has explained:
There will almost invariably be areas in which your pupils are doing well, or groups that are doing particularly well so share your reflection and plans with inspectors. As Simon Eardley, Head Teacher at Orton Wistow Primary School, explains, the morning of his school’s short inspection was all about “dialogue and discussion” and an:
“Opportunity to go through our school self-evaluation evidence and tell the story about our school and to pick out the things we think we thought we were doing well but also the things we’d recognised we needed to get better on… that initial conversation steered the rest of the day.”
By providing this type of information in an easily digestible form, Arbor’s Ofsted Readiness Report helps you prepare for these discussions. Used well, it will be an invaluable part of the tapestry of evidence that you use to support your pupils, raise standards and evidence your achievements to inspectors.
Interested in finding out more about how Arbor Insight Reports can help your school ahead of your next inspection? Drop us a line at hello@arbor-education, give us a call on +44 (0) 207 043 0470 or get in touch via the contact form on our website.
LKMco are an education and youth-development ‘think-and-action tank.’ They support schools, teachers and education and youth organisations by planning, evaluating and improving the way they work. LKMco work to ensure all children and young people receive the support they need to make a fulfilling transition to adulthood by carrying out research and campaigning for action.
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