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Rebecca Watkins - 15 July, 2019

Category : Blog

Arbor Insight Training Roadshow is back – sign up for free now!

At Arbor, we don’t just provide free ASP and finance data benchmarking tools for every school in the country; we also want to make sure that each one is analysing their data effectively, and knows how best to use that analysis to drive their school improvement plan. That’s why, for the last 3 years, we’ve

At Arbor, we don’t just provide free ASP and finance data benchmarking tools for every school in the country; we also want to make sure that each one is analysing their data effectively, and knows how best to use that analysis to drive their school improvement plan. That’s why, for the last 3 years, we’ve been running free Insight Training sessions throughout the UK, with new and improved content each year! 

 

Each session lasts between 90 – 120 minutes, and will cover:

 

1. Benchmarking Reports & Dashboards: 

We’ll demonstrate how to use Arbor’s reports and dashboards to quickly identify strengths & weaknesses and make effective interventions to improve outcomes in your school. Digging deeper into the trends behind your benchmarking data, we’ll investigate whether this year’s results are typical for your school, or specific to one cohort. 

Plus, you’ll get the first training on our new ‘Understanding your School’ report, released this Autumn! This Report combines your latest DfE performance data 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. 

 

2. School Improvement Workshop: 

See how your performance data can feed into planning & writing specific, measurable objectives for your School Improvement Plan. You will work through practical scenarios with colleagues and take home solutions, tools and top tips, to apply in your own school.

 

3. Arbor Management Information System:

If you would like to stay for an extra 15 minutes at the end, you can watch a demo of Arbor’s smart, simple, cloud-based MIS. 

 

This year, we’re teaming up with some of our valued partners to deliver content that’s tailored to the schools in specific areas of the country. Just click the link below to book your free place!

Click here to sign up for a free training session near you: https://arbor-insight-training-2019.eventbrite.com

 

Everyone is welcome at these sessions, and if you’re not yet using your Insight portal – don’t worry! It only takes a minute to sign up for free, but you can attend these sessions without having used your Insight portal before.

 

Can’t see a session near you? Just get in touch to let us know you want the Insight Training Roadshow to come to you! Give us a call on 0207 043 1830, or drop us an email at insight@arbor-education.com.

Beth Mokrini - 12 July, 2019

Category : Blog

Top 10 must-have cloud systems for your school

Thousands of schools have now joined the cashless and paperless revolution, from the cosiest rural primary to the biggest inner-city sixth form college. This has led to an explosion in the Edtech sector, with hundreds of useful apps and dashboards now available to manage your school or MAT more efficiently. This is great news for

Thousands of schools have now joined the cashless and paperless revolution, from the cosiest rural primary to the biggest inner-city sixth form college. This has led to an explosion in the Edtech sector, with hundreds of useful apps and dashboards now available to manage your school or MAT more efficiently. This is great news for schools, but the choice can be bewildering. 

 

To combat the flow of paper slips, cash and cheques that once flooded the office, many schools have now armed themselves with an array of new technologies. This can lead to soaring IT budgets and “login fatigue” (a feeling of exhaustion caused by typing in multiple usernames and passwords to complete one simple task!).  

 

That’s why we thought we’d help you narrow down the field, by compiling our top 10 cloud systems to help schools work more efficiently. These systems are all best-of-breed in their own right, and what’s more, they integrate smoothly with Arbor’s smart, simple, cloud based MIS! 

CPOMS: Safeguarding and Child Protection Software for Schools | CPOMS

 

Banishing paper logbooks and filing cabinets from schools all over the country, CPOMS is an intuitive app for monitoring child protection, safeguarding and pastoral issues. It cuts down paperwork for staff, while ensuring incidents are properly reported, details are shared securely and students are kept safe. 

Basic student and staff data already syncs from Arbor to CPOMS, allowing our customers to operate seamlessly between the two systems. We’re now working together on a deeper integration, which we hope will allow teachers to get a single clear picture of their student’s pastoral and education data. 

Related image | G Suite for Education 

 

Google offers its much-loved set of apps (including Gmail, Drive, Calendar and Hangouts) to schools for free, including extra features to make for smooth collaboration between students and staff. You can link Arbor MIS to Google so that you only have to set up accounts for your staff and students once, and your timetables in Arbor will automatically show in your Google Calendar, keeping your MIS as the single source of truth. 

| InVentry

 

InVentry’s popular Sign In tools help schools securely monitor staff, students and visitors, while speeding up the sign in process. They also provide a user-friendly Audit & Compliance app, to simplify the management of assets. InVentry has set up read/write integrations with Arbor and other leading MIS providers, so you can relax knowing your crucial attendance and security data is accurate to the minute.

 

Image result for sisra | SISRA and 4Matrix  |

Although SISRA have recently branched out into lesson observations and CPD with their new product, SISRA Observe, they’re probably best known for their outstanding secondary data analysis tool, SISRA Analytics. Highlights include bespoke grading so you can use your own scales and language, and out-of-the-box performance reports to save you time on exam results day. 

Similarly, 4Matrix is well loved by secondary schools for its management of school performance data. The app produces quick, in-depth reports on exam results day, meaning you won’t need to sift through spreadsheets to show progress for different student groups. 4Matrix also supports the design and assessment of a curriculum “without levels” for KS3. 

Both systems help you create neat, visual representations of your key performance data. You can easily sync achievement and contextual data from Arbor marksheets to either 4Matrix or SISRA, meaning there’s no need for dual entry, and your MIS remains the single source of truth.

RS Assessment from Hodder Education | RS Assessments

 

RS Assessment’s standardised tests PIRA and PUMA are a key component of many primary school improvement strategies, helping Senior Leaders track in-year pupil progress and benchmark against age-related expectations. What’s more, you can use the tests in conjunction with MARK (My Assessment and Reporting Kit) online, to get time-saving analysis of test results. 

Arbor has partnered with RS Assessments to feed test results from PIRA and PUMA into our smart, simple MIS, so there’s no need for dual data entry. For MAT Leaders, the same data will aggregate up to your MAT MIS to give you a single overview of your schools. Read more about this integration here! 

Image result for parentpay logo | ParentPay

 

ParentPay is an easy-to-use online payments service used by over 9,000 schools in the UK. It allows cashless income collection and financial reporting for everything from clubs and trips, to dinners and uniforms. ParentPay comes with in-built email and SMS functionality too, so you can manage payments and communicate with parents in the same place. Arbor MIS includes a built-in payment and communications service, but we also integrate directly with ParentPay, giving schools the flexibility to choose the best solution for them. 

 

Assembly logo | Assembly

 

Assembly offers school data integration and Multi Academy Trust analytics. You can use their innovative dashboards to connect your MIS to a wide range of third-party applications, and also to populate Assembly Analytics (Assembly’s MAT Analytics tool) with a live feed of you school’s data. Arbor is one of six leading MIS providers to integrate with Assembly, so it’s a great option for MATs who aren’t ready to move all their schools onto the same MIS. 

For MATs looking to find economies of scale by centralising MIS across their schools, Arbor’s MIS for Groups and MATs allows you to transform the way you work, by reporting and taking action centrally.

 

Image result for wonde | Wonde and Groupcall  | Image result for groupcall

 

Wonde and Groupcall are two of the UK’s most popular “data providers” for Education, which means they can connect your MIS with hundreds more apps and make it easy to control data sharing. You can share data from your MIS with 3rd party apps through their platform, with user friendly dashboards to help you see what data is shared with whom. Arbor MIS (along with many other cloud based providers) integrates with both Wonde and Groupcall, meaning any of the apps on their platforms are open to Arbor schools. 

So there you have it: our pick of the top 10 apps for schools and MATs looking to go cashless and paperless. Powerful on their own, they all integrate with Arbor’s cloud-based MIS to help you save even more time and get deeper insight into your data. We’re not stopping there though – our API team is constantly expanding the range of integrations available to our customers. We’re currently working on a deeper sync with the market-leading Cunninghams Catering app, so watch this space! 

 

Andrew Mackereth - 10 July, 2019

Category : Blog

Is your curriculum planning improving outcomes for your students?

I used to marvel at the mystery and complexity that always seemed to surround the world of the Curriculum Deputy. When I eventually became one, I was suddenly overwhelmed by the enormous privilege but enormous responsibility I had to create the perfect curriculum model – taking into account the latest thinking on curriculum design and

I used to marvel at the mystery and complexity that always seemed to surround the world of the Curriculum Deputy. When I eventually became one, I was suddenly overwhelmed by the enormous privilege but enormous responsibility I had to create the perfect curriculum model – taking into account the latest thinking on curriculum design and implementation. As I became more experienced, I began to make increasingly bold moves to build the curriculum around the needs of learners and not just the constraints of the budget.

My first mentor was a retired (and fabulously wise) Curriculum Deputy who stressed that planning the curriculum was a whole-year job. When I became a Headteacher, I continued working and planning in this way and valued the support of some really creative thinkers on my leadership teams. It was a special day indeed when Ofsted visited one such school and judged leadership, management and the curriculum as outstanding.Sadly, that framework and financial climate are a thing of the past now!

In more recent times, the Leadership Team started to consider in depth the outcomes for pupils after each set of summer results and would use this to interrogate the merits of our curriculum plan. Once or twice we did withdraw a course in September if student numbers didn’t justify it, or a staffing crisis necessitated it, but generally,  once a commitment had been made to students that a course would run, we honoured it for the full two years.

Whatever our staff/student profile looked like, our first priority  was to ensure that students had access to a broad, balanced, relevant curriculum. Our most recent challenges included:

  • Pressure to increase curriculum time for maths and English
  • Pressure to create additional time for science in KS4 to cope with the demands of the new syllabus
  • Our wish to make explicit provision for wellness and mental health first aid within the curriculum

Working to a timetable of 30 periods a week meant an inevitable squeeze on option choices, reducing the number of subjects students could choose from four to three in one case, and removing PSHCE/RE as subjects and mapping the provision across the curriculum. None of these decisions were easy to make or sat particularly well with me, but as the saying goes; something’s got to give.

My mentor, Bob, helped me plan my staffing requirements and showed me how many staff periods I needed to cover my commitments. Not only did this give me the opportunity to examine my current staffing needs, I could also begin to plan ahead – particularly if it meant recruiting a double specialist like a French/Spanish teacher or an RM/Textiles teacher. This was hugely helpful in feeding into the budget planning cycle and supporting my requests for additional funding for staffing.

We rarely carried any slack in our curriculum model. This inevitably meant that SLT members would also have to pick up subjects outside of their discipline and teachers that didn’t have a full timetable of classes were used as additional support with key groups and interventions. In reality, our staffing model would have to change incrementally throughout the year if the staffing profile suddenly changed, or if it was clear from our in-year tracking that students were not making sufficient progress. 

One strength of our curriculum was that we could plan our interventions so well that we could provide extra lessons and tailor the curriculum for individuals and groups. We would do this by taking them out of some lessons where they were performing well to give them additional support in subjects where they were performing less well. We were blessed with a dedicated team of teachers and TA’s, some of whom would run sessions before and after school, others during registration and others during gained time or non-contact time.

If, like we did, you believe the curriculum is the dominant driver for boosting student outcomes and life chances, you will face constant budgetary pressures with very few variables to play with. We explored:

  •   Increasing teacher contact ratios
  •   Increasing class sizes
  •   Imposing strict enrolment quotas (that placed Arts subjects and languages in particular jeopardy)
  •   Increasing the classroom contact time of SLT
  •   Doubling-up or co-teaching Y12/13 classes in minority subjects
  •   Considering some subjects as extra-curricular offerings only

As a direct consequence, we found ourselves increasingly offering shorter contracts, reducing the size of the SLT and going without certain associate staff roles like a PA – just to balance the books. After all, it’s about delivering the most effective curriculum possible with your current staff and budget!

We used an approach we called “active vacancy management” that ensured that each time a post became vacant we didn’t simply fill it. First of all, we decided if we needed to replace the post, assessed whether it would be a like-for-like replacement or in some reduced capacity and analysed current staff deployments in detail, before considering placing an advert.

Increasingly, we looked beyond our own staff and worked closely with neighbouring schools to share teachers and other support roles. This is not without its complications, but it makes the process of appointing one full-time English teacher that works on two sites marginally easier than appointing two.

I am heartened by news of courageous schools and Trusts that break the mould and shape their curricula around the needs of their students by considering the skills, knowledge and understanding they need to be happy, resilient and independent learners.

Maintaining the intent and moral purpose of the curriculum is challenging, but the rewards for young people make it worth every minute.

“When we’re talking about intent, we’re talking about how ambitious, coherently planned and sequenced, how broad and balanced and inclusive the curriculum is.”

Heather Fearn – Ofsted

Hannah McGreevy - 5 July, 2019

Category : Blog

How to reduce data entry at your school

Data entry is a daunting prospect for most teachers. With the amount of data they are expected to record, it can often take up a large portion of their daily workload, and workload is listed as one of the most common reasons for leaving the profession. The good news is it doesn’t have to be

Data entry is a daunting prospect for most teachers. With the amount of data they are expected to record, it can often take up a large portion of their daily workload, and workload is listed as one of the most common reasons for leaving the profession. The good news is it doesn’t have to be this way – keep reading to see how you can transform the way your school deals with data entry. 

Making data work

In November 2018, the Teacher Workload Advisory Group released a report called “Making Data Work”. The report reveals that teachers consider unnecessary tasks around recording, monitoring and analysing data to be notably time-consuming, with data entry highlighted as the biggest problem. The Teacher Workload Advisory Group set out a number of suggestions for the DfE to consider. These included:

  • Making sure schools are using cloud-based products which help to minimise workload by allowing teachers to access the MIS from anywhere at any time – the same isn’t possible from a desktop computer 
  • Promoting the use of education technology to “improve the collection, monitoring and analysis of attainment data” 
  • Encouraging parental engagement through the use of technology – for example, the Arbor App keeps parents up to date with school trips and parents evenings, meaning teachers spend less time chasing up on emails 

So what’s the best way to reduce data entry at your school? Try following these simple steps:

Part 1: Streamline your systems

Before you do anything else, you need to ask yourself if all the third-party systems you’re currently using still work for your school. Are they up to date? Do you need all of them? Do staff engage with them regularly? 

Find out by running a systems audit. It’s easy to do – just follow the instructions in our blog on how to audit your school or MAT’s IT systems. By running a systems audit, you can reduce the number of places you have to enter data. Goodbye, multiple logins! Your staff will have fewer systems and apps to keep track of, which will considerably reduce their administrative workload. 

An IT systems audit

Image 1: How we encourage schools to approach an IT systems audit

Part 2: Make sure any extra systems you’re using are integrated with your MIS

Over the years, your school has probably invested in lots of different systems that were useful at the time, but which don’t integrate with your current MIS. This can make everyday tasks like following up with detentions and creating meal plans much more complicated and time-consuming than they need to be, as you have to visit external apps in order to properly record all of the data. Using systems that integrate with your MIS can make admin a lot simpler. For example, Arbor’s integrations with apps like CPOMS and Inventry means that you only have to enter student data once and it will update automatically in these apps. 

The “Making Data Work” report also advises that schools should “minimise or eliminate the number of pieces of information teachers are expected to compile.” Ensuring your systems integrate with your MIS will mean that you can access all your data in one place, which means you won’t have to spend time transferring it from one system to another. 

Image 2: How parents can view all payments and invoices from Arbor’s Parent Portal 

Part 3: Set up a system to suit your school

It’s important to think about how your MIS can best serve your school. For example, the report advises that schools should have simple systems that allow behaviour incidents to be logged during lesson time, rather than at break or lunch. In Arbor, you can set up incident workflows that track negative and positive behaviour (e.g. a Level 2 incident could automatically create a lunchtime detention). Automating workflows in this way means that teachers don’t have to add this information manually, which will save them a significant amount of time. 

Your MIS can also help to reduce data with quick group selection. For example, in Arbor you can select absentees from your register and instantly send emails to their primary guardians with the help of our mail merge tool. You can even use a pre-made message template so you won’t have to type a single word! 

Image 3: How you can follow up on students registered absent in Arbor

Not only will reducing data entry help to improve workloads, it will make your staff happier too. So – streamline your systems, make sure they integrate with your MIS, and set it all up to suit your school. If you’d like to hear more about how Arbor could help you reduce data entry at your school, why not drop us a message here?

Gwyn Mabo - 17 June, 2019

Category : Blog

5 ways to boost parental engagement at your school

As a former Maths teacher at an Alternative Provision in Leeds, I’ve encountered more than my fair share of students and parents reluctant to get involved in school life. Here are the top five methods I found worked to encourage active engagement between your school and parents. Focus on the Positives At a school where

As a former Maths teacher at an Alternative Provision in Leeds, I’ve encountered more than my fair share of students and parents reluctant to get involved in school life. Here are the top five methods I found worked to encourage active engagement between your school and parents.

Focus on the Positives

At a school where most students had already been excluded, parents were used to receiving nothing but negative news. But effective parental engagement doesn’t mean only speaking when things go wrong. Tell parents about positive events too, with greater frequency. At the Alternative Provision, we’d send a quick text for positive events. If a student had a really good day, we’d use a phone call. Track what’s been said by keeping a communications log.

Set Regular Reviews

Parents Evenings aren’t just for telling parents about their child’s grades. They can also be an opportunity to talk about their social development, friendships, career goals, attitude and behaviour, and agree an action plan of how to support the child at home and at school. To increase the number of parents who attend, stop relying on sending kids home with sign-up sheets and use an online booking system, letting parents book slots whenever they want. 

Image 1: A screenshot of the Arbor MIS Guardian Consultations feature 

Get parents and students to work together

Education has changed so much since parents were in school, they may have no idea what their children are studying. Keep parents engaged by assigning homework that they can help their children complete. For primary school students, try giving tasks to read aloud. For secondary schools, let parents know what assignments their child has to complete and if it’s been submitted on time using a student or guardian portal.

Be open to feedback

Parents are most likely to get involved if they feel like they can make a real difference. Whenever parents visit or contact you, be willing to listen to their responses, answer their questions, and make them feel their contribution is welcomed. Make sure parents feel they can come to you if they have questions about how your school works, and let them know which person they should contact about certain issues.

Give them what they want

Despite your best efforts, there will always be some parents who won’t respond to a text, email or letter. You also can’t rely on students to pass on information. Maybe they’ll forget to mention something, or they simply don’t have a good relationship. To overcome this, give parents all the information they need in the palm of their hand by using an App. Not only does this notify parents instantly, but they can also refer back to it later if they forget.

      

Image 2: A screenshot of Arbor’s new in-app messaging feature 

At Arbor, we’re always trying to improve how we can support schools to take parental engagement to the next level. We’ve recently introduced an in-app messaging feature that allows fast, free communication between schools and parents – take a look at this article to see how else you can use our new Arbor App!

Sue Northend - 3 June, 2019

Category : Blog

How REAch2 use touchstones to unite their organisation

Today I will share with you the principles that keep REAch2 together. We call them our touchstones. These are the things that are common and that are important for us as an organisation. We call them touchstones because a touchstone 500 years ago was a measure of quality. It’s a standard by which we are judged.

Today I will share with you the principles that keep REAch2 together. We call them our touchstones. These are the things that are common and that are important for us as an organisation. We call them touchstones because a touchstone 500 years ago was a measure of quality. It’s a standard by which we are judged. Hence, their importance can be felt across our organisation.

They’re also a barometer of how we’re doing. As a director of HR, I can assure you: when we have challenging conversations, this is what we come back to. As I’ve said before, REAch2 isn’t a Starbucks where every coffee shop is the same. We’re the equivalent of a bespoke coffee shop, where quality is absolutely paramount. No teacher is the same; no two schools are the same, but we share these guiding principles.

So what does this mean in practice?

Let me give you some good examples:

  • The head teacher of one demanding school with some serious challenges decided, rather than excluding pupils, to convert the old caretaker’s house into a centre with specialised provision for children who needed it. Pupils don’t leave school; they stay in the grounds and they’re still part of the community.
  • In an East Anglia school, our staff came in during the summer holidays to provide lunch to children who probably wouldn’t get 3 meals a day otherwise.

We make time to meet. If you take everything else away, apart from aligning with your culture and your purpose, this is paramount. It’s the easiest thing to disappear out of your calendars. We enjoy working together. We are vibrant when we work together.

We don’t have head office, so we’re all in lots of different locations. We’ve gotten really good at Zoom or Skype calls and work hard at making it feel like we’re all in one room. Making time together is really important. That’s the senior leadership team, head teachers and teachers.

You’ll see on the website that we talk about the REAch2 family. That may sound corny to some, but we mean it. Being a family means that we actually hold each other to account. We have a chart that reminds us of who’s responsible for what: how central team is going to work with schools, what support they’re going to get. We challenge each other when things aren’t going so well.

One of the things we remind our headteachers and SLT about is “raise extra purpose”. We have to ensure that everyone understands why we do what we do. If you go onto our website, then you’ll see our 5 year strategy document, which outlines that REAch2 stands for ‘reaching educational attainment’. Under that, we’ve got 3 headings:

  • Truly exceptional performance: this isn’t just about Ofsted, but other things that our schools achieve.
  • Distinctive contribution: what makes our education different and purposeful for every pupil?
  • Enjoying impact: this includes pupils, parents, and governors alike.  

Image 1: REAch2 uses touchstones to stay focused on their guiding principles when on-boarding new schools to the MAT

Another key element: people. When I first joined REAch 2, I was clearly the executive. My focus would be leadership, leadership, leadership coupled with location, location, location. You can imagine that, having 60 schools, we’re not looking for the same head teacher for every single one. Our smallest school in East Anglia has 75 pupils, while our largest in London has over 1000. We’ve appointed every single one of our head teachers apart from 3. It’s not a ruthless statistic: it’s the results of painstaking clarity in what we’re about and what works.

When you think about it, it’s not difficult. Know what you’re looking for when you interview. Our first questions are about the ‘REAch2 fit’, not about experience. Our on-boarding plan for every single person on the central team is 6 months. It’s very specific, it’s very clear and the line manager takes ownership of it. We have an induction event, which is not just for head teachers, but for any of their SLT whom they wish to bring along. We have 3 regional teaching conferences a year, and we have one larger headteacher conference where everybody comes together.

It’s important to get people together to reinforce messages. When it comes to leadership and culture:

  • You are strategic, not operational. Doing what we’ve always done will get us nowhere apart from where we are today. Take time to think. Have clarity of vision – at trust level and at school level. Communicate the route for others.
  • Leadership is a moral activity. You do the right thing because you know that it’s the right thing to do, regardless of whether anyone’s looking or not.
  • REAch2 is about transformational improvement. We’re not scared of doing things differently. We all make mistakes, but fundamental change doesn’t happen overnight. We’ve just embarked on a structural reshuffle of our whole organisation. 
  • Personal learning is very important. Be a role model to others. Learn from your network. Don’t stand still.
  • It’s not all about you. A leader in REAch2 seeks to develop the collective capacity of their team.
  • Relationships. They require investment both in and out of the organisation.
  • The touchstones. Live them so you can believe them. Set standards and welcome the bar being raised. Seek to work with others and be prepared to have challenging conversations.

Practice is important. If our touchstones are non-negotiable and we’re clear about our mission, then actually it takes practice. Communicating something via a poster or on a website and doing it once won’t accomplish anything. It’s about reinforcing it on a daily basis. Over the last 6 months we’ve been looking at our own growth to make sure we maintain our purpose and principles when we add more schools. We’re not standing still.

One of the reasons why REAch2 is really keen to be at Arbor’s conference today is because our sector is still relatively new. This is a good reason to support each other. Don’t forget that whilst we’re all working on our own individual culture, people outside our sector will be looking at us. They will say: ‘what’s it like working there?’ So, your culture (our culture) is important. It will define us as a good place to work: a sector for a career and a sector which means business.

Tim Ward - 28 March, 2019

Category : Blog

Why you should be using standardised assessments at your school or MAT

A number of factors are making schools and MATs look again at the data they gather and use around pupil attainment and progress. These include, but are not limited to: Reducing teacher workload The proposed new, less data reliant, Ofsted Framework The challenge of standardising teacher assessments Balancing the autonomy that schools require to meet

A number of factors are making schools and MATs look again at the data they gather and use around pupil attainment and progress. These include, but are not limited to:

  • Reducing teacher workload
  • The proposed new, less data reliant, Ofsted Framework
  • The challenge of standardising teacher assessments
  • Balancing the autonomy that schools require to meet the needs of their unique context vs. the MAT’s need for reliable performance data

The traditional model in schools has, for some time, been a combination of formative assessment and summative teacher assessment.

Tracking formative assessment takes many forms, from simple notes against lesson plans to more formal ‘rubrics’ where banks of statements are ‘ticked off’. Whatever level of recording is used by schools, this is the main vehicle for improvement in student achievement as it’s ongoing and informs future provision.

Since the removal of ‘levels’, there’s been a huge amount of time spent by schools coming up with alternative summative assessment models. A lot of these ended up looking very much like the levels they were supposed to replace!

Whatever the summative model, the greatest challenges of a teacher-determined summative judgement have remained the same; ensuring consistency and validity of these judgements, and managing the workload caused by creating, moderating and collating judgements (let alone analysing the outcomes!)

There is also clear pressure from Ofsted to stop using flight paths to judge whether pupils’ progress is as desired. Only this weekend, Sean Harford (HMI and Ofsted’s National Director for Education) made it clear that this approach to target setting is, in his opinion, potentially demotivating. Flight paths are intrinsically linked to the use of summative teacher assessment scales – each implies the other is a valid approach.

In summary; schools and MATs face a real challenge. It’s essential for leaders to know the success, or otherwise, of their provision. This is particularly difficult for MATs as they scale and begin to cover a wider geographical area (and manage ever higher pupil and school numbers). Without attainment data then desktop surveys of the success, or otherwise, of schools and teachers is not possible.

What is needed is a method of providing the data required whilst reducing teacher workload, ensuring consistency of judgement and, depending on your approach, moving away from flight-paths.

This is where commercial standardised testing comes in. It solves many of the problems associated with summative teacher judgement:

  • It’s time efficient – teachers don’t need to keep excessive records or sit through long moderation meetings. Results are available for review more quickly than if moderation is necessary – giving more time for planning better provision.
  • Consistency is determined through the mark scheme for the test and developed and refined by the results from a very large sample of the pupil population nationally (much larger than most schools and all but the biggest MATs can provide).
  • Tests designed to give a ‘point in time’ measurement reduce the reliance on the flight path model through a focus on outcomes relative to the academic year.

The final piece of the jigsaw in getting standardised testing to work in your school or MAT is making sure you have analytics that are informative and easily aggregated.

Some MIS systems should be able to do this for you. For example, Arbor’s integration with RS Assessments’ PiRA and PUMA testing aggregates all of your test outcome data into the school and MAT MIS, with no extra data downloads and uploads, for easy and insightful analytics. Teachers can use the strand level analysis provided by RS Assessments to more accurately plan future curriculum content to meet the needs of the pupils. Senior leaders at schools and MATs can also use Arbor MIS to take action on their results – for example, by setting up intervention groups, or by building custom reports combining data from their PiRA and PUMA test results and Arbor MIS. If you don’t have access to this kind of analysis, many standardised test providers will offer their own dashboards or reporting services.

Fig 1.: Using Arbor’s integration with PiRA & PUMA tests in Arbor MIS

By adopting standardised assessments in place of teacher determined summative judgements, the time saved can be put back into planning and delivering great learning experiences for pupils whilst ensuring school and MAT leaders can still evaluate the outcomes achieved.

Get in touch to book a free demo to find out how Arbor MIS and RS Assessments from Hodder Education could transform your school or MAT, call us on 0208 050 1028  or email us at tellmemore@arbor-education.com.

For current customers: contact your Arbor Customer Success Manager or Account Manager to get this integration set up!

Carly McCulloch - 25 March, 2019

Category : Blog

How to use Arbor to track homework in your school

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

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

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

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

Improvements to homework tracking include:

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

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

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

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

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

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

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

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

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

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

Rebecca Watkins - 14 March, 2019

Category : Blog

KS1 & KS2 disadvantaged data is now available in Arbor Insight!

We’ve just updated our KS1 and KS2 free dashboards and premium Insight reports with the latest ASP disadvantaged data! This means that our Ofsted Readiness, Attainment & Progress and Closing the Gap reports all now include validated & disadvantaged KS2 data and disadvantaged data & phonics KS1 results. With the release of this new disadvantaged

We’ve just updated our KS1 and KS2 free dashboards and premium Insight reports with the latest ASP disadvantaged data!

This means that our Ofsted Readiness, Attainment & Progress and Closing the Gap reports all now include validated & disadvantaged KS2 data and disadvantaged data & phonics KS1 results.

With the release of this new disadvantaged data, the Department for Education has published new analysis about the disadvantage gap in UK schools. Looking at provisional phonics data from 2018, 70% of pupils eligible for free school meals (FSM) met the expected standard in phonics in year 1, compared to 84% of all other pupils. The gap between pupils eligible for FSM and all other pupils is 14 percentage points, and remains the same compared to 2017.

The gap between disadvantaged and non-disadvantaged KS2 pupils (measured using the disadvantage gap index) has decreased in each of the last seven years, narrowing by 3% in the latest year and 13.2% since 2011.

If you’d like to know how your disadvantaged pupils have performed relative to national averages and other pupils within your school, you can find all the information you need in your Insight reports, which are available to view in your Arbor Insight portal. If you’ve already got an account, you can click here to log in, or click here to create an account for your school or MAT.

A closer look at what’s new in our Insight reports:

Since we imported this new data, we’ve made a few changes to your Arbor Insight reports. We’ve outlined the most important changes below.

1. Ofsted Readiness report

In the KS1 section of this report, we’ve added disadvantage cohort benchmarks to the Working at Expected Standard measures for Reading, Writing and Maths. For KS2, this added benchmark can be found in Averaged Scaled Score and Overall Progress Score for Reading, Writing and Maths.

Fig. 1: The bar graphs above show your school’s average as a benchmark against each demographic group, helping you to quickly see which cohorts are under-performing or exceeding the school average

Fig. 2: A screenshot of our Ofsted Readiness report

You may have also noticed changes in the condensed Closing the Gap section in our Ofsted Readiness report for both KS1 and KS2 data (see above image). For KS1, Working at the Expected Standard for Reading, Writing and Maths now has added disadvantaged measures. For KS2, this measure has been added under Averaged Scale Score in Reading and Maths. The text callout for these measures contain useful calculations which explain your data in plain english & calculate the percentage by which the gap for each measure has widened or narrowed in your school.

2. Attainment & Progress report:

The KS1 & KS2 Attainment and Progress reports also now contain disadvantaged benchmarks and cohort data for 2017/18, allowing you to benchmark this cohort against all other demographic groupings in your school. For KS1, this chart can be found in measures, Achieving Expected Standard: Y1 Phonics, Achieving Expected Standard and Working at Greater Depth within the Expected Standard for Reading, Writing and Maths. For KS2, this graph appears in Overall Progress Score for Reading, Writing and Maths.

Fig. 3: A screenshot of our Attainment & Progress report

3. Closing the Gap report: Focus on Disadvantage

This particular report is part of a series of 5 reports which help to identify the gaps between student groups, showing which groups are under or over performing relative to the school, group and national averages.

At the beginning of this report there is a star chart which shows the gaps between disadvantaged and EAL pupils compared to the rest of the school. For KS1, the measures shown in this graph are attendance and attainment, and for KS2 they are attendance, attainment and progress measures. This star chart is colour coded to help you identify any areas that need your attention (or indeed any areas that should be shouted about because there is no gap!); for example, a green star indicates there is no gap between the group and the school average, whilst an orange star indicates the group has performed below the school and national averages. A yellow star indicates the group has performed between them.

Fig. 4: A screenshot of the star chart at the beginning of the Closing the Gap report

Your reports clearly display the cohort size for each measure, so you know how much statistical significance each outcome has. This can help you know which areas you should be prioritising.

Finally, KS4 validated and disadvantaged data will be released in the next few weeks. Once it’s released, Arbor Insight portals & reports will be automatically updated.

As one of only a few accredited suppliers, we receive all of our data for Arbor Insight reports and dashboards directly from the DfE. Over 10,000 schools are now using Arbor Insight to benchmark their performance, so if you’re thinking of signing up, you’ll be in good company!

 

 

Jem Jones - 7 March, 2019

Category : Blog

The pros and cons of automating school communication

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

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

What do we mean by ‘automated workflows’?

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

 

Diagram: an example of an automated behaviour workflow

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

Some common examples of automated workflows in school software include:

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

The argument against

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

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

The argument in favour

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

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

Case Study

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

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

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

 

Jem Jones - 28 February, 2019

Category : Blog

Could the right behaviour climate improve outcomes at your school?

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.

Graph: the impact of improved behaviour on Primary outcomes

Fig. 1 – The number of schools in each improvement group and the impact Head Teachers stated behaviour climate had on that improvement

So what ‘behaviour climate’ is best for your school?

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’:

Infographic: Baumrind's four parenting styles

  • ‘Neglectful’ (considered least effective) – structured rules are not provided for the child and their needs are treated with indifference.
  • ‘Permissive’ – rules and structure are still not enforced, but children’s needs are tended to, actions are supported, and desires are indulged.
  • ‘Authoritarian’ – rules and structure are heavily enforced, with the expectation of blind obedience, and without consideration for the child’s perspective or developmental stage.
  • ‘Authoritative’ (considered most effective) – rules are clear, reasoned, and enforced, and expectations are high, but the parent still responds to the child’s needs and supports them in becoming independent.

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.

Choose systems which will keep your policies in line for you

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.

Infographic: a behaviour workflow in Arbor MIS

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

Maggie Fidler - 27 February, 2019

Category : Blog

How to take the stress out of organising cover

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

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

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

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

Image 1: Arranging cover in Arbor

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

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

Image 2: Entering the details of a staff absence

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

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

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

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

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

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

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

Rebecca Watkins - 9 January, 2019

Category : Blog

KS2 Performance Summary is now available in your Arbor Insight Portal!

We’ve just released our free annual KS2 Performance Summary! This report gives schools and academies an overview of their latest ASP data. Trends in your performance are clearly plotted over the last three years, and benchmarked against the national average, schools in the local authority and schools similar to you. We use Analyse School Performance

We’ve just released our free annual KS2 Performance Summary! This report gives schools and academies an overview of their latest ASP data. Trends in your performance are clearly plotted over the last three years, and benchmarked against the national average, schools in the local authority and schools similar to you.

We use Analyse School Performance data from the Department for Education to build this report. ASP data is not suppressed, so the cohort sizes are more accurate and representative, giving a more in-depth overview of your school’s performance.

Your Performance Summary Report covers school context, overall attainment, attainment, averaged scaled score and progress by subject, with a brief Closing the Gap section which focuses on prior attainment and gender. For a deeper dive into any of the measures present in this report, take a look at our premium reports that can be purchased from all school Insight portals.

Image 1: Attainment by subject: working at a higher standard

You can easily see trends from the last couple of years by looking at the arrows below this year’s outcome. These arrows are colour-coded so you can check if improvements in this measure are consistent with an established trend, or whether they’re a more recent development. Seeing your data presented in this easy-to-understand format can help expedite the questioning of your data. You can ask why 5 times and use socratic questioning to understand why and how your school reached the outcomes it did this year (we’ve written a blog about this – click here to read it!).

Image 2: Closing the gap: focus on gender page

For a more in-depth report focusing on each demographic in your school, you should use our Closing the Gap report bundle that contains 5 reports, each with an individual focus: disadvantaged pupils, SEN pupils, gender, ethnicity and prior attainment. These reports can help you narrow important attainment gaps within your school, as they show you in detail exactly where interventions need to be made.

FAQs:

How did you derive my LA and National averages?

We’ve benchmarked your school on a variety of measures to allow you to analyse your performance in a wider context. We only compared your School to the averages for other primary, secondary, or special schools (depending on your school type),  to make the comparisons in the report more meaningful.

What is a school ‘like me’?

We created the schools ‘like you’ measure to give you the most meaningful comparison for your School. First, we filtered by schools of your type (primary, secondary, or special) for the reasons mentioned above. Next we filtered by size, ensuring that your school is compared to schools with a similar number of students. Finally we took your FSM, SEN and EAL data, weighted them based on the size of the attainment gaps at KS2, and combined them into a baseline score to find schools with similar demographic intakes to your School.

For example, if you’re a large rural secondary school with a lot of FSM students, your performance in each area will be benchmarked against other large rural secondary schools with a lot of FSM students. The schools ‘like you’ measure helps you account for your specific circumstances and understand why your performance might be above or below average.  

If you’re a current user, you can log in to view your updated dashboards and reports immediately here: https://login.arbor.sc/auth/login

If you don’t already use Arbor Insight, click here to sign up for your free portal & view your performance dashboards & KS2 reports: https://login.arbor.sc/auth/register

Jem Jones - 3 January, 2019

Category : Blog

How to add value to your extra-curricular program

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.

1. Make it clear activities are open to everyone

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.”

2. Provide opportunities for leadership

“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.”

3. Enter your students in competitions

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”.

To sum up

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.

Rebecca Watkins - 11 December, 2018

Category : Blog

Questions you should be asking about your school improvement plan

This Autumn term, we organised 54 Insight Training sessions that were attended by teachers and members of Senior Leadership Teams from schools across the country. As well as looking at how Arbor’s Insight reports can help you to benchmark your schools results and streamline your operations, the sessions also demonstrated how you can use your

This Autumn term, we organised 54 Insight Training sessions that were attended by teachers and members of Senior Leadership Teams from schools across the country. As well as looking at how Arbor’s Insight reports can help you to benchmark your schools results and streamline your operations, the sessions also demonstrated how you can use your performance data and Arbor Insight portal to support and inform your annual school improvement cycle.

Each year, before you make any decisions based purely on your headline measures, you should be asking more questions about your data. This is to make sure that your decisions are not based on any bias or previous assumptions that you might not have even realised were affecting your improvement strategies. Your Arbor Insight reports help you do this by telling you:

  • What happened last year, and in the last 3 years in your school
  • Whether it was typical for your school
  • What happened in schools in the UK, your LA and schools like you, and whether this was typical

But you still might not know:

  • Why it happened
  • Why it’s typical of your school
  • How to address the problems and consolidate the successes

Until you’ve answered those two why questions, you can’t figure out how to improve. We have two approaches to share to help with this.

The first is the Socratic approach. This approach requires you to think about your data from various angles to uncover any hidden assumptions you might have before taking action. You should ask:

Questions that clarify

“Do boys underperform in reading in all year groups?”

Questions that probe assumptions

“Do our pupils really enter school with low attainment?”

Questions that probe reasons and evidence

“Is there a reason to doubt the evidence?”

Questions about viewpoints and perspectives

“Should we look for another reason for this?”

Questions that probe implications and consequences

“How does this affect SEN pupils?”

Questions about questions

“Why do you think I asked this question?”

Categorising them like this encourages you to ask a wider range of questions and uncover the specific problem.

The second approach is asking“why” 5 times:

As those of you who teach or have younger children will know, one of their favourite, and sometimes most frustrating, games to play is the constant asking of “why?”. In fact, this single, repetitive question is a really useful way to dig deeper into the context behind your results and again, challenge your assumptions.

As a rule of thumb, 5 “why”s will usually get you to a root cause:

“Only 70% percent of children are working at the expected standard in writing”

WHY?

“Too many girls don’t make the expected standard”

WHY?

“Progress for girls is slow across KS2”

WHY?

“They start off poorly, with slower progress in lower KS2 than upper KS2”

WHY?

“Expectations are too low in lower KS2”

WHY?

“Poor teacher knowledge of what could be achieved”

In this case, “poor teacher knowledge of what could be achieved” is the root cause. You’ll know when you get to the root cause because it’s usually something specific and tangible. Unlike vague statements like “progress is slow” or “expectations are low”, it’s something you can actually address.

To log in and see your free ASP dashboard and reports for Phonics, KS1, KS2, and KS4, click here. Our Insight training sessions are over for the year, but if you’d like to host one for your area or find out how else Arbor can help your school or MAT, you can get in touch here.