The Arbor Blog

Amy Underdown - 7 June, 2023

School Operations

Category : Blog

Top tips for managing your workload from School Business Leaders

On 9th June 2023, we’re celebrating #NationalSBLDay in collaboration with our partners SBS. National School Business Leaders Day celebrates the incredible impact School Business Leaders have in schools and the wider community. Check out the event.

Staff in schools working in lots of new ways right now (and harder than ever before), with School Business Managers and Leaders especially feeling the strain. The upside is that we’re seeing more and more awareness of wellbeing and ways to prevent overload.

We asked School Business Leaders within the SBL Connect network to share their top three tips for managing their workload on Twitter. There were some fantastic pieces of advice around reducing screen time, prioritising tasks and delegating to colleagues. 

We’ve gathered some of the best tips below:

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Star advice: Clare Payne, SBM at South Lake Primary

1. monthly tasks as soon as possible, leaving the rest of the month for project work
2. Set specific times of the day for emails and try to ignore them the rest of the time
3. Set two tasks that will be completed each day, and make sure they (even if nothing else) get done

We thought Clare Payne’s top three tips were pretty smart and practical, so we awarded her first place in our competition and sent her some brownies to share with her colleagues!

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Rebecca Goddard, SBM at single form entry primary school in Swindon

1. Keep a to do list
2. Know when you contracts are up for renewal so you have time to look around for new ones
3. Keep talking to your HT/colleagues and let them know if it’s all becoming too much

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Jonny Coates, SBL and Business and Finance Director in MAT

1. Empower your teams through delegation, trust and saying thanks!
2. Use digital technologies to unlock efficiencies to YOUR time
3. Shift your mindset. Prioritise key deadlines first. Take the time to do things in a considered way

–

@SBMWestSussex, Primary School Business Manager

1. Automate emails as much as you can to save time and move from your inbox to a task list
2. Take a break. Coming back fresh is more productive than just slogging away
3. Prioritise and ditch non-essentials if necessary

How do you manage your workload? We’d love to hear from you – join the conversation: #WorkloadTopTips

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If you’d like to discover how Arbor’s cloud-based MIS could transform the way you work and reduce your workload, why not join a free webinar. With sessions tailored to primary, secondary, special schools and MATs, find out what’s on and book your place here.

Maddie Kilminster - 21 July, 2021

School Operations

Category : Blog

How your MIS can reduce your staff workload

Staff in schools are under a lot of pressure. With regular inspections, reporting requirements and funding cuts, staff are working longer hours than ever to keep up. Overload and burnout are common problems, as a large proportion of staff time is taken up with admin tasks, data analysis and additional duties.

According to the DfE’s 2016 Teacher Workload Survey, staff spend approximately eight hours a week on administration, much of which is taken up by behaviour management and escalation, and a further 3.8 hours on parent and guardian interaction. Senior Leaders spend around 4.4 hours a week on data analysis alone. 

Teachers, for whom more than half of their time is spent on non-teaching tasks, cite workload as one of the most common reasons for leaving the profession. 1 in 5 Teachers said in 2016 that they intend to leave their job because they feel overworked. In the 2018 Teaching and Learning International Survey (TALIS), 59% described their workload as unmanageable.

What is school data workload? 

Data collection and data management are two of the key areas that can cause excess workload in schools. Staff are spending more of their time collecting, entering, updating, analysing and making sense of students’ data than with the students themselves.

Lack of integrating systems

The reason that data tasks are so time-consuming is often due to schools having many competing systems which don’t connect easily to each other. This means they have to enter the same data into multiple places to keep everything up to date. This leads to greater chance of duplication, inaccuracy and inconsistency of data.

If you’re using different systems to manage behaviour, assessments, attendance, HR and communications, it’s also difficult to get a clear overview of what’s happening across your school, or Multi-Academy Trust.

Data fatigue

A high data workload can also mean that you’re simply collecting too much data without a clear purpose. It might be that there are unclear roles and responsibilities around the data staff are supposed to collect, or that there wasn’t a strategy in the first place for exactly why each data set was required. Having too much data leads to “data fatigue”, where the likelihood is that most data collected never actually gets analysed to good effect.

Lack of data skills

Schools can also find themselves in a situation where the data expertise sits with only a few members of staff, such as the Data Manager or someone in the Office. These staff members can get inundated with requests from colleagues to generate reports for them whenever they need to find out even the smallest of data points. As a result, reporting in schools can be slow and admin-heavy. It can also mean that staff are less likely to question or improve the processes they’re following because they’ve been using them for years.

If departmental Leads, pastoral Heads and Teachers, being able to readily access and make sense of data themselves, without having to rely on other colleagues, they’d be able to spot when something doesn’t look right faster, and intervene straight away. 

Check out how SENCOs can make the most of their time and data with Arbor 

The impact of covid on workload

During the pandemic, schools have had to pivot their plans, processes and arrangements dramatically – sometimes responding to changes to government regulations overnight. This has resulted in a huge burden of extra work for staff and even longer hours.

In Autumn Term 2020, TES reported that 84% of teachers felt stressed, whilst according to The Key, 48% of Business Managers reported an increased workload during 2020.

For many schools, their IT systems were part of the problem. As staff needed to work in flexible new ways remotely, older technology that only worked on the school’s on-site server simply couldn’t keep up, making it very difficult for staff to work remotely from home if they had to isolate. As a result, 2020 saw a huge wave of schools moving to cloud-based MIS (Management Information systems) to allow them the flexibility they needed.

Read how Orwell MAT switched MIS during covid

How to reduce your staff data workload

DfE workload reduction toolkit

Governing bodies have been aware of excess workload in schools for some time. In their 2018 letter to School Leaders, the DfE, Ofsted and several prominent teaching unions gave three main recommendations for how to reduce staff workload:

1. Minimise or eliminate the number of pieces of information teachers are expected to compile
2. Have simple systems for logging behaviour incidents and other pastoral information
3. Review and reduce the number of attainment data collection points a year and how these are used – as a rule, it should not be more than two or three a year

The DfE also brought out a School Workload Reduction Toolkit which contains practical tools and materials that School Leaders can use address workload.

How to reduce your data workload

Given the significant proportion of staff time spent on data management, the DfE dedicates a section of the School Workload Reduction Toolkit to reducing data workload. The Teacher Workload Review Group also has some useful advice for managing data more efficiently in schools. We’ve broken this advice down into a six-step checklist for Senior Leaders:

1. Identification – Identify the key student and staff data points that are important for your school to collect in line with your strategy and statutory requirements. Look out for duplications in the data you’re currently collecting. Make sure you’re calculating data in a standardised way across departments (or schools if you’re a MAT)
2. Ownership – Define roles and responsibilities for inputting, collecting and analysing particular data sets, as well as a clear owner of the data collection process
3. Timelines – Identify dates for data collection, analysis and presentation on a single calendar made available to key stakeholders. Keep staff to deadlines to ensure there’s time to put interventions in place based on the data
4. Sources – Audit the costs of all your IT systems and ensure each subscription is serving a specific purpose that brings value. Make sure your systems connect up together to avoid having to enter data into multiple places, which leads to a lack of consistency and clear overview
5. Process – Create a process to review your data periodically to ensure that your forecasts match your results. Keep an eye on the time it takes to gather data so you can make your processes more efficient
6. Results – Define the frequency of reporting that works best for your school, share reporting templates with staff to ensure consistency, and make sure staff understand how to interpret reports. It’s also useful if certain stakeholders (such as Governors) have access to your MIS so they can pull their own reports when they need to

Read how LEO Academies Trust launched a brand new digital strategy

How your MIS could cut staff workload

Once you’ve completed a systems audit, you should discover that you can cut down the amount of systems your school uses and replace them with one MIS that can do it all. 

A smart, cloud-based MIS not only saves you paying for multiple subscriptions; the right one can (and should) help you to work faster, smarter and collaborate more across your school. 

Here are the three main ways a good MIS can support staff and reduce workload burden – access, automatic actions and alignment:

1. Access

As school staff are having to work more flexibly, across multiple sites, and sometimes remotely, cloud-based systems allow them to do their work and access the data they need from wherever they are.

The best MIS systems not only make data available remotely but also give staff access to the right data at the right time. If staff have in-built, easy-to-understand dashboards that give them instant reports, they can integrate reporting into their everyday routines, rather than having to wait for a spreadsheet to come from the Office.

Access to the right data also makes it easy for staff to pull together a rounded picture of their students, with data from all areas of school life. By looking at academic progress and attainment data alongside patterns in behaviour, attendance and pastoral information all in one place, staff can get to the root cause of performance faster, so they can support students sooner. 

Discover effective strategies for tracking pupil progress at your primary school

2. Automatic actions

Since time in schools invariably gets sucked away by “busywork” (or time-consuming admin), having a good MIS that automates key tasks can save staff hours every week.

Communications

Sending communications home is one of the most essential and most time-consuming tasks in schools. It might seem impossible to automate, but the best MIS systems give staff the option to send different types of communications wherever they are in the system, which saves them time jumping over to an external app. For example, from a daily whole-school attendance report, they could filter for absences with No Reason, and send emails to the parents of those students in a few clicks.

Having a specialised Parent Portal or App is another great way to save time on your communications. Even better are MIS systems that give you the option to share information or reports automatically with targeted groups of parents. With communications built into your MIS, you’ll also have all your contextual information at your fingertips, you’ll be able to target your communications to the most hard-to-reach families. This also makes it easier to track, and improve parental engagement over time.

Find out why 73% of staff at The Parks Academies Trust say communication has improved throughout Covid-19 thanks to Arbor

Escalations

When something happens in the classroom like a negative behaviour incident, Teachers need to act fast, such as scheduling a detention. But often they end up with limited time between lessons to follow up on their admin. MIS systems that can automate escalation actions, such as assigning detentions or notifying senior staff when certain behaviours are recorded, can save staff lots of time. At scale, automatic escalations can allow MATs to make sure their schools are adhering to consistent behaviour policies.

Bulk actions

Having a system that allows you to take bulk actions (doing the same task like adding information for multiple students at a time) is also a massive time-saver. Think about how much faster your follow-ups would be if you could do these things in bulk: 

• Chase meal balances – See all the monies owed to you and ask parents to top up, all from the same screen
• Assign candidates to exam seats – When you’re arranging large exam sittings and complex schedules, spot quickly which students need to be seated and assign the missing places in bulk
• Resolve behaviour incidents – Check through the behaviour incidents assigned to you and click to clear the resolved ones all in one go
• Replace academic leads – When a staff leaves, reassign their course to the new Teacher in bulk
• Create custom groups – Set criteria, for example “more than four behaviour incidents in a week”, which automatically puts students who fit into a custom group. This means you’ll be able to report on and follow up with this group of students all at the same time

Reporting

You can save hours of reporting time by setting up recurring reports which generate themselves automatically on a given basis and at a given frequency. This cuts down on the time you would spend manually gathering data and creating the report each week. The best MIS systems will also allow you to schedule your reports to be sent out to key stakeholders. For example, you could schedule a weekly attendance report to all SLT showing students with < 90% attendance. 

If you rely on other staff to send you information on a regular basis, having a system that can automatically chase those colleagues without you even thinking about it, can be a huge help to your workload, too.

Check out how you can use Arbor’s Microsoft Power BI Connector to visualise your MIS in brand new ways

3. Alignment

For Central Teams in Multi-Academy Trusts, a lot of their time is spent gathering data from all their schools so they can put together a clear picture of how their initiatives and processes are working. But setting targets, analysing performance and communicating across a MAT are difficult without centralised tools. Different ways of working and disconnected systems can also pose barriers to schools working together as one.

As MATs grow, many move towards centralising and standardising key processes and policies in order to work in the most efficient way. Having an MIS that’s designed for MATs allows you to truly work as one organisation. Setting common expectations and procedures around behaviour, attendance and assessment helps you to bring everyone onto the same page, and makes reporting and decision making quicker, too. 

Find out more about Arbor MIS – the only true MIS for MATs

Choose a better way to work

Arbor MIS is designed to make a measurable improvement to the way schools of all sizes work. Arbor’s intuitive tools free staff from busywork and help them work more easily and collaboratively. With over 1,900 schools and trusts, we’re proud to be the UK’s fastest-growing MIS community. 

One of our impact goals (which we analyse each year for all the schools we work with) is to reduce staff workload to free them up to focus on their students. In fact, 92% users save time with Arbor compared to their previous system. 92% say Arbor has changed the way they work for the better and 81% say Arbor has improved how they analyse and understand data. 

Transform the way you work with Arbor 

We’d love to show you how Arbor could transform the way your school or MAT works. Get in touch with us at tellmemore@arbor-education.com or 0208 050 1028. Or arrange a personalised demo today.

Maddie Kilminster - 5 July, 2021

School Operations

Category : Blog

Effective strategies for tracking pupil progress at your primary school

The way each primary school tracks the progress of their pupils through school varies considerably depending on the pupils in their care; their needs and learning styles. The areas schools choose to focus on will also be a reflection of their philosophy and ethos. 

How do primary schools assess their pupils? 

Primary schools must report on their pupils’ progress to the DfE via three statutory assessments and one Teacher assessment:

• End of KS1 (reading, writing, maths and science)
• End of KS2 (reading, writing, maths and science)
• KS1 Phonics Screening Check 
• EYFSP (Early Years Foundation Stage Profile) – Teacher assessment

Apart from these tests, schools are free to track progress and attainment using their own methods, without direction from the DfE. In fact, Ofsted’s 2021 directive states that “Inspectors will not expect or accept internal data from schools either instead of or in addition to published data.” 

Many use pre-made frameworks from third party suppliers such as RS assessments (PIRA/PUMA), NFER (National Foundation for Educational Research) tests and the DfE’s EYFS Development Matters framework.

Why do schools assess pupil progress?

Given that Ofsted does not inspect primary schools’ progress data, Headteachers may well be asking themselves, what is the purpose of assessment and why do we spend so much focused time on managing and presenting it?

It’s important to remember that when assessments are managed effectively, and in such a way that conclusions can be drawn clearly from the data, this can have a huge impact on improving pupil outcomes. 

Although they don’t look at the data itself, Ofsted explains in it’s 2021 framework that “Inspectors will ask schools to explain why they have decided to collect whatever assessment data they collect, what they are drawing from their data and how that informs their curriculum and teaching.” 

Objectives of tracking pupil progress 

• Establish what pupils do and do not know, and check pupils are on track for end of Key Stage assessments
• Identify where pupils need more support, plan future curriculum content to meet the needs of the pupils
• Monitor the effectiveness of school initiatives and interventions to improve pupils’ learning
• Identify priorities for staff development, resources or changes to teaching approaches
• Make judgements on value for money of provision and consider effective and purposeful use of staff time
• Report to Governors, Trusts or Directors

Current challenges for primary schools

Since the introduction of the “Assessment Without Levels” approach in 2014, there has been little guidance for primary schools on how they should assess. As a result, many schools have a sense of working in isolation without measures of best practice. The ways that schools are held accountable has also changed, with less intervention from Local Authorities and many schools transitioning to academies within a MAT. 

For many primary schools, “Life without Levels” has prompted them to rethink the methods and systems they use for tracking pupil progress, and whether they’re suited to their needs. 

High staff workload

The stages of a school’s yearly assessment cycle – setting up, collecting, adding and analysing data, as well as actioning interventions – increase staff workload, whilst they’re juggling lots of competing responsibilities across school.

With admin tasks taking up a shockingly large amount of time for Teachers and Middle Leaders (4.2 and 5.7 hours a week respectively*), many find they don’t have time for formative assessments at all.

*GSR Teacher workload survey 2016.

Check out our tips for saving hours a week on admin here.

Progress trackers create extra work

The majority of primary schools tend to rely on manual methods of tracking progress, such as spreadsheets or even paper! These methods may have been used for years, but are very time-consuming to enter, check and analyse data. They’re also much more prone to human error and bias. 

Some schools subscribe to online progress trackers which give them a wide range of frameworks to choose from, and crunch the data for them. The downside of this method is that schools’ data is not linked to all the other data that they hold about each pupil in their MIS (Management Information System), which makes it difficult to understand the wider context of factors behind pupils’ attainment.

See our guide to finding the right system for tracking pupil progress below. 

The Covid-19 attainment gap

The pandemic and the restrictions that have come with it, have not only put an added strain on staff time, they’ve also raised new concerns for pupils’ wellbeing and set some pupils back in their academic progress. Staff and pupils have had to adapt to online or blended teaching and learning – which will be here to stay for many classrooms going forward.

Covid also made schools re-evaluate and reflect on how they measure and track pupil progress, with questions such as:

• • What should we do about the missing period of statutory assessment data in 2020?
  • How can a test be standardised when pupils have only covered a portion of the intended curriculum?
  • How will we set targets that are meaningful going forward?
  • How do we effectively establish where each child is after time away from traditional classroom teaching?
  • Have pupils only lost learning or have they gained anything from lockdown?
  • How should we be thinking about “lost learning?” Is that the right language to use?
  • Should we be measuring other non-“academic” skills alongside the curriculum?
  • When should we return to testing as part of the assessment picture?
  • How can I report a “robust” and “honest” reflection of progress to my Governors or Board?

How to manage assessments effectively at your primary school

When the assessment cycle goes smoothly, staff at all levels have quick and easy access to the data they need to really understand which pupils are on track, and take the right action straight away to support those who are struggling. 

When planning your next year’s assessment cycle, here are some of the most important things to remember, put together by former Arbor Assessment Trainers Jackie Gazeley and Patricia Beechey. Check out their bios below.

1. Choose the right assessment system 

It might seem like you’ve always done assessments in the same way – either using trusty spreadsheets or a subscription to an online tracker. But have you ever thought about how much time it takes to input or upload assessment data manually every cycle?

The analysis reports might be just what you need, but do they give you the fullest picture of how pupils are doing across their whole life at school – including pastorally, in behaviour and attendance?

Using the Assessment feature within your MIS might well be the answer. Here’s our comparison of assessment solutions so you can see what we mean:

It’s also worth bearing in mind the benefits of a cloud-based system (rather than a system that stores your school data on a server). Check out our blog for more info.

2. Choose the right assessment framework

When choosing the framework you’re going to use to track pupil attainment, you should gear it to the way you visualise progress at your school. There’s no right or wrong way to track, but watch out – some assessment tracker products give you tons of choice which can leave you not knowing where to start.

From our work with schools, we’ve actually found that the foundation of most approaches are either a Flat or Rising grade scale. Find out how to work out which is right for your school with our handy quiz. Here’s a quick comparison to get you thinking:

New EYFS Statutory Framework 2021

From September 2021, the EYFS (Early Years Foundation Stage) framework and Development Matters guidance are changing. Find out more from the DfE here.

Find out how Arbor can help with the new framework, whether you’re an early adopter of the new framework or will change over in September.

3. Build your assessment process around staff workload

It’s important to make sure you establish a way of working in assessment that makes it as easy as possible for staff to input and access the data they need, and to cut down on the number of steps it takes to act on the results (e.g. to follow up with parents, or to set up an intervention).

Here’s a few more tips to cut down staff workload:

• Space out data drops to allow time for pupil progress to be visible
• Record all assessments centrally to remove the need for paper and pencil records
• Record data that will enable you to track pupil performance and moderate teacher judgements, such as Reading Bands or Standardised Scores 
• Make sure all staff have access to the data that’s most relevant to their role, without having to request a report from the office

4. Draw conclusions and take action to support pupils

When it comes to analysing your assessment data, it’s good practice to make sure there’s a closed feedback loop which makes clear how you’ll adapt provision, teaching methods or whole school initiatives based on the findings of your results.

As Ofsted states, its “Inspectors will be interested in the conclusions drawn and actions taken from any internal assessment information, but they will not examine or verify that information first hand.”

Make sure it’s clear to key members of the school community the next steps you’re putting in place to support pupils and groups of pupils, staff and whole school development. Everyone has a role to play:

• Teachers – Monitor and report on pupil and class level progress, update parents and set up interventions
• Subject Leaders – Identify strengths and weaknesses in pupil knowledge and curriculum delivery across the school
• SLT – Track the impact of school improvement initiatives within and between pupil groups and across the school. 
• Governors/Trustees – Review headline data based on strategic key performance indicators
• Parents – Ideally receive automated reports through a Parent App, with personal comments or contact from their child’s Teacher 

Jackie Gazeley

Jackie has been working with schools as an Arbor Trainer since Autumn 2017 specialising in assessment. Before Arbor, she was a Teacher for 32 years in a range of schools, a SENCO and Behaviour Lead in three different schools, and then a Headteacher for 12 years in two inner-city Primaries.

Patricia Beechey

Patricia has more than 40 years of experience in education. As a teacher she has both taught in and worked with, a wide range of schools across the UK and internationally. Her roles within schools have been varied, but include 17 years as a Headteacher, leading an outstanding primary school. Since leaving Headship, Patricia has continued to work as a freelance Education Consultant for both the International Values Education Trust and Arbor Education.

How Arbor can help

Arbor Assessments for Primary Schools is more than a tracker – it’s an integral part of your MIS. Capture pupil progress alongside attendance and behaviour, and build a rounded view of your pupils from Early Years to Year 6 – at last. 

Understand your data using familiar Arbor tools, and create interventions or follow up straight from your Assessment data. Plus, because Arbor has in-built communications, it’s easy to keep colleagues and parents in the loop. 

Top benefits of managing assessments in Arbor MIS:

• Track pupil progress across all areas – Compare attainment, behaviour, and attendance to fully understand how your pupils are doing
• Engage parents in their child’s learning – Easily share updates on pupil progress through the Parent Portal and the Arbor App
• You don’t have to be an expert – Use our handy guide to choose one of our two assessment approaches, and get going straight away with guided setup. Learn from your data straight away with simple, visual analysis screens
• The only MIS for managing trust-wide assessments – Finally, the tools you need to roll out assessments across all your schools 

“It is both clear and detailed. Arbor assessment has completely changed how we report to both children and parents as they are able to see what progress has been made both in a granular way and in broader terms.”

– Anthony David, Executive Headteacher, St Paul’s Church of England Primary School and Monken Hadley School

Find out more or get started

Already using Arbor? Find out how easy it is to set up and use our built-in Assessments feature – including ready-to-go assessment approaches. Get in touch with your Account Manager today at: account.management@arbor-education.com. 

New to Arbor? We’d love to show you how Arbor could not only transform the way you manage assessments, but could make a measurable improvement to the way your primary or secondary school works more widely. Get in touch to book a personalised demo today.

Maddie Kilminster - 17 June, 2021

School Operations

Category : Blog

What does successful classroom management look like? 

With students at different levels, with different learning styles, behaviours and personal issues, classrooms can be hugely diverse and fast-paced environments where Teachers have a lot to juggle. Whilst keeping everyone to task, Teachers also have their own list of admin tasks to think about, technology to navigate, as well as incidents and distractions to deal with during the lesson.

When social distancing, staggered start times and other covid restrictions are added to the mix, keeping the classroom a balanced and supportive environment has been harder than ever in recent months. 

Top classroom management tips

With over 15 former educators here at Arbor, we’ve put our heads together and boiled down our top ten tips for successful classroom management – from building relationships, to encouraging cooperation, to the theory behind the best seating plans. Let us know what you think on Twitter #BetterWorkingLife.

We also want to tell you about Arbor’s My Classroom – our all-in-one tool that combines seating plans, registers, behaviour management and now attainment data, to take the hassle out of admin in the classroom. Jump down to find out more.

1. Know who’s in front of you

The first tip (from Arbor Partnership Manager, Daniel) is to get to know your students as early as possible in the year. It might sound obvious, but knowing the names and a few personal details about the students in front of you helps you build their respect by showing them you care. It’s also helpful to be able to direct questions at individuals to keep everyone engaged. 

It’s handy if you have a system in front of you (like Arbor’s My Classroom) that shows you at a glance your students’ names, photos, SEN status, pastoral notes, their behaviour and how they’re doing against their targets – all on your seating plan. This is particularly useful for Teachers in secondary schools who have lots of faces to remember! 

2. Adapt to your space

The second tip (from Arbor’s Head of Training, Rebekah) is to adapt your teaching style to the space you’re in. Perhaps especially important if you’re teaching in non-traditional layouts like theatre or art rooms, knowing the types of activities that will work best in your space is key to keeping your class on task. Be aware of challenges that the space might pose, like curtains or beams that students might be tempted to play with, or corners where not everyone can see you.

To make the best use of your classroom space, it’s also vital to arrange your students in a way they’ll work at their best. Make sure you have as much information as possible about your students to hand when creating your seating plan – from demographic and pastoral information, to behaviour patterns, to academic ability, as well as your own knowledge of their learning styles and personalities. This will help you make sure they influence their neighbours positively – either challenging or supporting each other. Stay flexible, too. Be prepared to switch around combinations of students to try a better arrangement if it’s not working.

3. Less teacher talk – more cooperation

As all Teachers know, the best lessons involve less Teacher talk and more student-led learning. Arbor Partnership Manager, Andrew, recommends the best way to achieve student engagement is through cooperative learning. His top tips are to make sure group activities involve clear instructions and differentiated roles for students roles (e.g. spokesperson, reporter, researcher) to allow for different strengths and learning styles. It’s good to have a variety of tasks available to allow for students’ different starting points, and to make sure the learning is accessible and suitably challenging for everyone.

Cooperative learning approaches give students the chance to take ownership of what they’re learning. Students can also build skills in decision-making, communication, and gain self-confidence. Take a look at these cooperative learning strategies you could put in place in your classroom – from “Think, pair, share” to “Corners”.

4. Work in AfL techniques

AfL (Assessment for Learning) is all about making sure you have ways of knowing how well your students are grasping what they’re learning, so you can adapt and improve your teaching methods. The best Teachers build AfL into their lessons as a natural part of what they do. For example, to find out if the class is with you, ask an open question or, better yet, ask them to give an example, rather than asking them “do you understand?” which they can respond yes or no to.

Arbor’s Head of Partnerships, David, says AfL is also about allowing students to become more independent learners. When students are encouraged to take an active role in their learning, they can see clearly how they’re doing, where they’re going and what they need to do to get there. You can achieve this by giving students the chance to demonstrate how they’re doing themselves. For example, ask students to go to a certain corner of the room in response to a multiple-choice question, or to put their work in a colour-coded drawer as they leave to indicate how they think they did. 

5. Build strong relationships

A recent survey of adults showed that 89% of people remember not what they were taught but how they were treated by their Teachers. Arbor’s Product Manager, Stephen, says building relationships with students was the most important technique he implemented as a Teacher. The key is knowing what each of your students respond well to, and adapting your approach to make sure you connect to them on their level.

For example, for some students who are used to a lot of shouting at home, it’s unlikely that raising your voice in a classroom will help with behaviour management. For students who don’t get any praise at home, praise will work as a motivational tool in the classroom. However, this might not work for other students who might respond better to fair, directed feedback.

6. Always follow through 

The best piece of advice Arbor’s Key Account Manager, Maggie, has to share is to always follow through with what you say. This shows your students they can rely on you and is key to earning their respect. If you say you’ll help them with their homework, arrange a time and do it. If you say you’d love to watch them play football, go and watch them.

Being consistent is also central to managing behaviour. Be consistent with how you react and respond to certain behaviours and set clear expectations for all your lessons. If you say students have to stay during break time for one minute in silence, time one minute visibly and if there isn’t silence, start again. Students will always notice if there seems to be one rule for some and one for others. And remember, if you make a mistake, own up to it. 

7. Take time for families 

Our next tip comes from Arbor’s Software Trainer, Zuhal, who explains the importance of keeping lines of communication open with families, and remembering to emphasise the positives as much as the negatives. Sometimes it can be easy to always phone home about causes of concern. But making sure you also take the time to talk through what students are doing well (not just at Parents’ Evenings) helps build a positive relationship with parents and guardians, which will filter down to the students, too. 

You should find that creating this atmosphere makes families more confident to reach out to the school for support, especially if their child isn’t showing the same behaviour at home as they do at school. Zuhal found this particularly helpful with SEN students. 

8. Understand that all behaviour has a root cause 

When it comes to managing behaviour, Arbor’s Head of Product, Hilary, says your starting point should be that no child is simply misbehaving for the sake of it. Rather, their behaviour is as a result of a range of factors – from something that happened at home the night before, to their relationship with other students, to their emotional needs and struggles. Hilary used the iceberg model to explain this to colleagues and families – the tip of the iceberg above the water is the behaviour you can see, and  under the surface is what the child is going through.

Understanding why young people are behaving a certain way will help you to look past any stereotypes or biases you might have built, such as those you might label “the trouble maker”. Allowing for what students are dealing with will help you build a better rapport and encourage students to open up and participate in class. 

Get advice from Educational Psychologist Dr Rob Long on how to understand and better manage “difficult” behaviour in the classroom.

9. Develop a “growth mindset”

Arbor Software Trainer, Joe, shares the success he found implementing a “growth mindset” with his classes. This approach can apply both to the way you present learning material and to the language you use in the classroom, and is all about emphasising that students are on a journey of development. Instead of talking in terms of things students can or can’t do, it’s about emphasising that they’re things they can’t do yet. The main thing is to show students it’s okay to not quite get things right at first – and that actually this is the point!

Another aspect to developing a growth mindset is encouraging regular reflection on learning. Carve out time for “DIRT” (Dedicated Improvement and Reflection Time), where the class looks through the week’s learning and the feedback they’ve received, respond to it and set targets for the following week. Make sure these sessions are open, honest and optimistic – allowing students to learn from and support each other. 

10. Don’t let admin get in the way 

So many things can crop up when you’re trying to keep your class engaged, not to mention the long list of admin tasks to take care of at some point during the lesson. From announcements to give, to behaviour points to award, to homework to collect, to safeguarding concerns to note. With all this on your mind, it’s best to have a tool in the classroom (like Arbor’s My Classroom) that makes admin tasks quick and easy so they don’t have to disrupt the flow of the lesson.   

The seating plan tool that’s so much more – My Classroom from Arbor

The former Teachers at Arbor have also been hard at work this past year developing teacher-focused features in Arbor MIS. My Classroom is our popular, all-in-one classroom management tool designed to help you organise your lessons and manage your class seamlessly – giving you your time back to focus on teaching and learning instead. 

My Classroom brings seating plans, registers, behaviour management and attainment into one place for the first time. Create your seating plans using easy drag-and-drop blocks, take the register and record behaviour points directly onto your plan throughout the lesson – either on your tablet or desktop. 

See key information about each of your students directly on your seating plan, including student photos, demographic data, plus how your students are doing against key targets. With all this information to hand, My Classroom helps you arrange your students in a way you know they’ll learn best. 

The best part is that My Classroom is powered by Arbor MIS, which means you can follow up on absences or behaviour straight from your seating plan, without switching screens. Plus, everything you capture in My Classroom shows up on students’ profiles, helping you share information with staff across school.

Want to find out more about My Classroom? 

If you’re new to Arbor, our Partnership Managers would love to show you how Arbor’s intuitive tools could help you transform how your school or MAT works. Get in touch to book a free demo here.

If you’re already part of the Arbor community but don’t have My Classroom, get in touch with your Account Manager to learn more at account.management@arbor-education.com  

Maddie Kilminster - 1 June, 2021

School Operations

Category : Blog

3 reasons why you should switch to a cloud-based MIS now to future-proof your school

2020-21 was one of the most challenging years on record for schools. From navigating changing DfE guidance, to keeping tabs on vulnerable students, staff have had a lot on their plate.

On top of all this, leadership teams have had to grapple with legacy, server-based software, which slowed schools down as they adapted the way they work. 

Next year won’t be without its challenges, so you’ll need smart, flexible systems that can do the heavy lifting for you. 

That’s why hundreds of schools are switching to a cloud-based MIS like Arbor to help them react to anything that’s thrown at them, without missing a thing. Over 600 schools have moved to Arbor since March 2020.

Check out The Arbor Guide to managing your school during Covid-19 – based on the learnings we’ve gathered from schools and MATs during the pandemic.

Top three reasons to move your school to the cloud this year

1. Stay on top of DfE requirements
2. Get the information you need wherever you are
3. Pivot and stay flexible

Let’s break that down…

1. Stay on top of DfE requirements

Having a cloud-based MIS in place makes it easy to adapt to rapid changes in regulation, like socially distanced timetabling, new attendance and absence codes or key worker status. 

Whatever the DfE introduces, Arbor can make updates to the system as soon as we can (sometimes even on the same day), meaning you can keep on top of new requirements. No more patches or workarounds!

You’ll also have everything you need to follow the new DfE reporting requirements thanks to Arbor’s Covid-19 dashboard. Every day, Arbor crunches the numbers for you across all the DfE’s categories, including students with an EHC plan, a social worker and confirmed cases of Covid-19, giving you everything you need to submit the Daily Form each morning. 

2. Get the information you need wherever you are

Schools are having to work in lots of new ways – some Teachers are moving between classrooms, some staff are quarantining at home, and some schools are going into local lockdown.

In order to keep your school running whatever happens, your staff need access to their student information so they can complete their essential tasks, like tracking attendance, reporting on vulnerable students and following up with parents and guardians – all from wherever they’re working. 

That’s where a cloud-based MIS like Arbor comes in, which gives staff all the data they need wherever they are, without being restricted to school computers or setting up a VPN. Plus, Arbor’s people-friendly dashboards help you get insight from your data and take action in a few clicks. 

3. Pivot and stay flexible 

In an unpredictable term, you might have to change your social distancing arrangements, timetables and staff rotas at short notice. 

Arbor gives you the flexibility to plan or switch up your arrangements whenever you need to. Here are just some of the ways the system will work around you:

• Flex your timetable – Arrange new bubbles, assign different Teachers to each class, change your start and finish times and much more, all without clashes or gaps
• Capture changes – It’s quick and easy to update key demographic information for your students so you can capture all the circumstances that might have changed post-lockdown. Creating custom groups will then help you keep tabs on the students you need to
• Quick actions – Speed up your admin with key timesavers like bulk actions, communications templates and live to-do lists, freeing up your staff to focus on what matters. Find out more about how to save hours a week on admin here
• Custom reports – Keep track of the student groups and the criteria that’s important to you, and schedule your reports so you’ve always got the most up-to-date data

It’s easy to switch

Because managing your school how you need to right now is so difficult with a server-based system, the question has become not if you should move to the cloud but when. 

To help, we’ve made the process of moving to Arbor simple and we can get you up and running in a matter of weeks, 100% remotely. From migrating your data to Arbor, to training up your staff to use the system confidently, a dedicated Project Manager will guide you every step of the way.

Read about how Woodland Academy Trust moved to Arbor remotely during lockdown, along with more than 600 schools! 

Interested in finding out how Arbor’s cloud-based MIS can help you work more easily and collaboratively this term? Book a demo today, or join one of our webinars. 

tellmemore@arbor-education.com | 0208 050 1028

Nataliia Semenenko - 26 May, 2021

School Operations

Category : Blog

Are you using the best payment system for your school?

People buy and sell every day, and schools are no exception. As a product manager developing payment systems, the main ‘use cases’ I consider when thinking about school payments include school meals, paid clubs, and field trips. There are a lot of other use cases depending on what kind of additional services the school provides, such as selling snacks, school uniform, items in the school shop, books, tickets for school events, and more.

The most popular ways to process payments from parents and guardians are:

• Cash
• Cheque
• Bank transfer
• Credit or debit card

Let’s discuss the pros and cons of each of these methods!

Cash payments

On the school’s side, cash has the major benefit of no processing or transaction fees. Parents at many schools may also prefer to use cash to pay for activities and meals – this is generally a question of demographics, as lower-income families are less likely to use cheques or have credit/debit cards as their main form of payment. 

Cash does have its downsides though, from the stress of counting bags of coins and banknotes, to the security required to safely store them in school and take them to a bank at least several times per week (hello, staff time and safety).

Cheque payments

Cheques are another way of accepting payments that mostly have similar pros and cons to cash. The specific downsides of cheques, however, are that there is a longer lag time between the parent making the payment and the school being able to cash it. This can cause problems with, for instance, having the money you need for a trip in time for every child to go, or even with cheques bouncing altogether.

It’s probably fair to say that in a lot of places this way of accepting payments is slowly dying out because of its inefficiency, and the long time needed to process money. A lot of people these days simply don’t use cheques, or even own a chequebook.

Bank transfers

This payment method doesn’t involve dealing with banknotes and papers, everything is in one place on the screen, and the accounting is so much easier. However, this payment method is not as popular at schools because it tends to be very time-inefficient when it comes to making frequent, smaller payments of different sizes – as you do with school meals. The time that it costs to make a bank transfer is worth more than the £2.40 you’re actually sending.

Card payments

Research shows that most people prefer using card payments when they can. From the parents’ point of view, card payments provide several incentives to pay reliably and on time: it’s fast and easy, refunds are simple, and they can track their payments in their account or on their phone.

Schools must always consider the fee that comes with each payment and understand whether this is feasible for them to use (remember, that lots of providers don’t use a flat fee and usually charge some percentage plus a couple of pence, which become super expensive for micro-payments that are most common in schools). However, sometimes it’s better to lose a small percentage on a transaction fee, rather than losing 100% of a payment when a parent says that they don’t have enough cash with them!

All these considerations are why we take a holistic approach to school payments and have given our MIS the ability to log cash, cheque, bank transfer, and online card payments. Arbor provides a sophisticated solution for managing school payments via the MIS and our Parent Portal. Together with taking payments for school meals, trips and clubs, it gives flexible possibilities for setting up and accepting payments for bespoke accounts, such as for books or uniforms. You can also use Arbor to audit and report on all these transactions and accounts.

So, what’s the best payment system for your school?

This is up to you, but on balance out of all four options, it’s no secret that going cashless is the current trend in today’s world. The United Kingdom had the highest revenue rate in cashless payments among all EU countries in 2017 – more than 100 trillion pounds. More and more schools are joining this trend and deciding to opt for a cashless payment system (or mostly cashless), for simple reasons:

• It is not particularly safe for kids to bring money to school
• It is also not very safe to keep money in school
• It involves either school staff time spent to take money to the bank or spending money on services that would bank money for you
• Going cashless eases accounting workloads

Choosing a cashless online payment system

A payments system like Arbor will help you go cashless in a format designed for schools and integrated with all your other MIS modules.

Image 1: A screenshot of the Arbor App 

The benefits of card payments in Arbor:

• A flat transaction fee of 1.275% (cheaper than most providers). Schools that often process micropayments (for instance for school meals) don’t have to worry about a high add-on price, since Arbor takes only a flat fee with no hidden costs or additional service charges per payment.
• Everything is in one place – in Arbor – so there is no need for schools to maintain different systems to run the MIS and accept card payments. It’s easier and time efficient for school staff. And it’s great and easy for parents as well – they log in once to their Parent Portal in which they can not only see their kids results and information, but pay for their meals, clubs, trips etc.
• Arbor supports paying out money to different bank accounts (for instance, when there is a need to pay out collected money to a caterer to a different bank account). You can also find the detailed breakdown of each payout per transaction basis.
• All reports, VAT invoices etc. are accessible in Arbor MIS, saving time otherwise used on maintaining and using more than one system.

We are at the beginning of a fascinating journey for different ways of accepting payments, and the future may bring even more developments, from mobile and biometric payments, to things like cryptocurrencies. If your school trip funds are still tied up in a lockbox in reception though, a decent card payments system may just be the best place to start.

If you’re an Arbor customer, you can talk to your Account Manager about getting started on Arbor Payments and Parent Portal in your MIS. If you’re not yet an Arbor school, and would like to find out more, get in touch via our contact form or on 0207 043 0470.

Gwyn Mabo - 17 May, 2021

School Operations

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 increase parental involvement in schools.

Why parental engagement in schools is important

Parental involvement can have a significant impact on a child’s performance at school. Not only do studies show that good engagement improves their academic success it also helps with behaviour, homework, and a child’s confidence. Teachers and schools need great communication with parents and to establish an environment for collaboration.

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!

Maddie Kilminster - 6 May, 2021

School Operations

Category : Blog

Strategies for running a successful parents’ evening

Parents’ evenings are an integral part of the school year. They give parents the chance to feel involved in their child’s education and the school ethos. 

With so much to consider – from organising, to making sure parents sign up, to keeping meetings running smoothly – managing successful parents’ evenings can be a stressful process. 

Tips for a successful parents’ evening

At Arbor, we make it easy for you to manage all of your school milestones in one place, and parents’ evening is no exception. Check out our top tips to help make your next parents’ evening a success:

1. Plan around your parents

Busy parents need to know when parents’ evenings are coming up so they can get organised, so it’s good practice to start planning how you’re going to run them early on in the year. To give parents flexibility, you might want to run meetings over multiple dates or at different times of day (some of our schools run them in the early afternoon). Think about how long you want each meeting to last – some parents might benefit from a longer session, or one outside of the timetable you’re offering.

2. Think of your Teachers

Make sure your schedule of meetings is realistic for your Teachers. Assess how many meetings you’ve got in a block and build in at least 15 minute breaks. It’s also a good idea if some Teachers can share the load, particularly those who job-share and might not need to do all of the meetings together. 

3. Make sure you get sign-ups

You might have a perfectly planned programme of parents’ evenings, but making sure parents know about them can be an added challenge. The trick is to make it as simple as possible for parents to find out the details, as well as book onto a session, all in one place. 

Make sure you send out key dates of parents’ evenings well in advance, including links or instructions to book their slot. It’s also a good idea to send out text or email confirmations to parents that they can refer back to, plus reminders in the weeks before.

4. Go virtual

Many schools have been running successful online parents’ evenings during school closures via Google Hangouts, Zoom or other video calling platforms. Many are continuing to run a combination of physical and virtual meetings as a useful way to engage harder-to-reach parents, or as an option for those who are particularly busy. For this to work, make sure your Teachers are comfortable using the video system, and that everyone does a practice run before the day to iron out any technical issues.

5. Have a crib sheet

We’re all human, and sometimes let’s face it, Teachers might struggle to remember the names of every single student and parent in their care. A top tip is to have a list to hand in the meeting of your students’ key information, including their guardians. Before the meeting, it’s also helpful to gather some summary reports of each student’s performance across assessment, behaviour, plus where they compare to other students. You could print out reports from your MIS (management Information System) or show these on a device.

6. Keep to a structure

It’s a good idea to decide as a department or Year group a standard format for your meetings that works best. That way, Teachers have guidance to fall back on and each meeting flows. Consider starting with an overview of the student’s performance this year across attendance, behaviour and assessment. Highlight their strengths first, followed by areas they need to improve.

Some schools find standardised record sheets effective, which Teachers fill out before and during the meeting, in order to make the main points clear for parents, keep terminology consistent, and to bring a sense of mutual accountability.

Parents’ evening booking systems

The highlight of a good system for running your parents’ evenings is one that allows you to schedule meetings, communicate information to parents, and for parents to book, all in one place. The best systems also make it easy for Teachers to access all the information they need about their students’ performance at their fingertips.

Arbor MIS brings everything together, so you can manage every stage of your parents’ evenings in one platform, without having to use a separate communications app. 

1. Schedule sessions in the calendar, including video links (if appropriate)
2. Invite parents by email, SMS, letter or via a message in the Arbor App (straight to their phone) including sign-up links
3. Schedule-in breaks in for Teachers in the calendar
4. Arrange custom meetings to suit certain parents
5. Confirm parents’ appointments by email or share via the Parent Portal (they’ll be able to access video links via their calendar)
6. Prepare instant reports for parents on students’ performance across assessment, behaviour and attendance, with comparisons against their class, Year and demographic averages
7. Access or download a timetable of all of your meetings
8. Access or download students’ profile information to have handy

Townley Grammar School have recently had success running virtual parents evenings in Arbor MIS. Hear from Louise Maddison, Data & MIS Manager, why it works for them: 

“It’s easy to share the links with Parents and Teachers, making the whole Virtual Parents Evening very slick. No need to email parents links separately; it’s all there for them. Parents can access the booking system through the Parent Portal & App, this is a very easy process for them. They can either download or use our location links live. Teachers see the appointments on their calendar and can access their appointments via the Guardian Consultations screen – very clear.”

Find out more about parents’ evenings in Arbor

Already using Arbor?

Head to the Help Centre for everything you need to know about setting up parents’ evenings in Arbor. 

New to Arbor?

If you’d like to find out more about how Arbor MIS could help your school or MAT work faster, smarter and collaborate more, why not arrange a personalised demo. Alternatively, join us at one of our upcoming free webinars. 

Maddie Kilminster - 20 April, 2021

School Operations

Category : Blog

What does online teaching and learning look like in a post-covid world?

The Covid-19 pandemic has caused unprecedented changes to how schools run. Throughout phases of partial and full closures and local lockdowns, and government guidelines changing regularly, schools have had to adapt to flexible ways of working.

Technology has played an important role in supporting schools to adapt, with cloud-based tech giving them reliable access to school information away from the physical school site.

Top priorities have been ensuring key processes can continue as usual wherever staff and students are, from attendance admin, to finances, to day-to-day communications, to teaching and learning.

Online learning and the pandemic

As soon as the first lockdown hit, schools had to find a solution to virtual teaching and learning practically overnight. High on the agenda was making sure that students had access to high quality teaching despite classrooms looking quite different.

Many turned to Google Classroom™ and Microsoft Teams, benefiting from procurement and support grants, as well as other tools such as Class Dojo, to hold remote lessons, or to share and collect in class work. Some schools were more prepared than others, and the picture of remote provision started to look very different from school to school.

Even now in a more stable phase of the pandemic when most classes in the UK are back to face-to-face, the impact of the last year is still very clear. The loss of learning as a result of lockdown is a concern, but there are also more positive possibilities that technology has opened up. 

Check out advice from an EdTech expert on how schools can learn from the rapid changes in technology usage since Covid-19

Challenges of online learning

Inequality between schools

The shift to online learning has highlighted vast differences between schools in terms investment and training in digital technology. What’s more, depending on location, demographics and funding, schools have differing challenges and find it difficult to provide the same level of quality when it comes to virtual teaching and learning. Some might have the resources to live-stream a full programme of lessons, whilst others might be limited to uploading worksheets. Of course, every school will find the online learning style that’s best for them; the same approach for a large inner city secondary school will most likely not work for a small rural primary school.

Having a reliable technology setup

Those schools who already used a digital learning platform like Microsoft Office 365 before the pandemic found it much easier to transition to using it full time during the pandemic. For those who didn’t, it meant setting up accounts for students and staff from scratch. Without an integration with their MIS (Management Information System), setting up a new digital learning platform can mean time-consuming manual work entering student and staff data.

See Arbor’s integration with Microsoft Office 365 and Google Classroom™ below. 

The “Digital divide”

Online learning has also drawn attention to the levels of disadvantage that many students across the country are experiencing, which has an impact on how they engage with online learning. From home environments which aren’t fit to study in, to lack of internet or devices, to parents who are less able to support with school work, many schools have found it difficult to reach students remotely. 

Safeguarding issues

As schools have found during the pandemic, online learning can open up new issues around safeguarding. For example, when live-streaming lessons, Teachers have to think about the environment they’re teaching in, as well as what might be going on in the homes students are learning from. Many schools have created new rules and policies for online classes, including camera and microphone usage, uniforms, as well as ways of communicating appropriately. It’s also important to make sure there are clear boundaries between school and private life, as well confidential spaces for students to confide in Teachers outside of lessons. 

Behaviour and mental health

Remote education naturally means it’s harder for Teachers to be in touch with students and to sense how they’re getting on. It’s been clear, though, that some students have had experiences during the past year which have now put them into vulnerable categories which they perhaps weren’t in before, with many feeling the impact of trauma on their mental health. As a result, Teachers have noticed the varying mental states of students as they come back to the classroom bringing with it some new and challenging behaviour to deal with. 

Check out tips from Educational Psychologist, Dr Rob Long, on supporting students’ mental health in the classroom

The post-covid attainment gap

As a result of the challenges of learning from home for many students, schools have found attainment gaps have emerged between particular student groups. It’s now a top priority to identify students who are behind, and to put in place initiatives to get them back on track. However, due to the lack of consistency of provision from the past year, schools have also had absences of student progress data which presents a challenge to analysing their data.

Blended learning – the future of learning

As flexible ways of working are looking like the future of the corporate workplace, new uses of technology could also have a lasting impact on the way teaching and learning is delivered going forwards.

What is blended learning?

Blended learning means a combination of remote and face-to-face teaching and learning activities. This might involve part of the class joining remotely, or could be a mixture of digital and physical resources being used in the classroom.

Providing for learners at home 

During the pandemic, schools have become used to offering blended teaching and learning, having to provide remote education during lockdown, whilst maintaining face-to-face provision for vulnerable and key worker children.

Since the chance of students and staff having to isolate is still a reality, a blended approach to teaching and learning seems to be the new normal, at least for a while. This means it’s more important than ever to have a reliable virtual learning environment that staff are comfortable using alongside normal teaching, which you could also fall back on for full remote provision if you needed to.

The possibilities of EdTech (education technology)

Even though face-to-face teaching looks to be the default again, the investment schools have made in technology has not gone to waste.

EdTech brings lots of opportunities to rethink the format, pace and content of lessons. Research also shows that technology can increase students’ retention of knowledge, and allow for more interaction, creativity, student choice and motivation.

Here are a few ways blended learning can support the classroom:

• Classroom games – Digital games and quizzes can support students to develop skills such as “fluency” in a range of subjects by providing them with frequent doses of personalised questioning
• Homework – Setting and marking work digitally can save Teachers’ time, as well as providing new data on how students are engaging at home
• Discussion – Having an online class forum where work can be shared and discussions outside of the classroom can increase a sense of community and boost confidence   
• Virtual field trips – Arranging a virtual trip such as a tour of a museum can be a great way to give students the opportunity to have experience places across the world they might not otherwise be able to 

“If implemented in the right way, tech can improve and transform the way schools work so they can weather any storm.”

-Richard Martin, Special Projects Lead at LGFL

Read how LEO Academy Trust rolled our digital technology across their schools 

Discover the vision of Red Kite Learning Trust for a centralised and collaborative IT infrastructure across their trust

The most effective way to use a digital learning platform 

With digital technology here to stay, schools need a platform they can rely on, that not only makes it easy to run blended learning, but will also allow for a pivot to full remote provision at short notice if you need to.

Setting up your courses and classes from scratch in your digital learning platform (e.g. Google Classroom or Microsoft Teams) by manually entering all your student and staff data could take hours or days defending on how big your school is. To avoid this, it’s a good idea to have an integration between your MIS and your digital learning platform, so that your data is synced automatically.

Sync your data automatically with Arbor’s Microsoft and Google integrations

At Arbor, we’ve developed integrations with Google Classroom™ and Microsoft Office 365, which make managing online learning fast and secure for your school. With our integrations, all your student and staff information sync automatically into your Google or Microsoft accounts, saving you any manual data entry. What’s more, once you’re set-up, data syncs every 24 hours, meaning your information is always up-to-date.

Discover more about Arbor MIS

If you’d like to find out how Arbor MIS could transform the way you work for the better, join our webinar series, which includes live demos, as well as sessions walking you through how we move schools to Arbor and work with you to drive long term impact. Check out what’s coming up and book your spot.

Maddie Kilminster - 20 April, 2021

School Operations

Category : Blog

The Arbor guide to managing your school during covid-19

Since the pandemic began over a year ago, schools have been working in lots of new ways, adapting sometimes week by week to changing guidelines from the Government. 

At Arbor, we’ve worked with our community of over 1,600 primary, secondary, special schools and MATs to develop new product features which support you with the new challenges – from remote teaching and learning, to reporting to the DfE, to rolling out covid testing. During this time, we’ve also moved over 600 schools to Arbor during 100% remotely.

How Arbor can help you run your school this term

1. Close the post-covid attainment gap

Since the Government introduced Catch-Up Premium funding, it’s been important for schools to identify where the attainment gaps have opened up across their student groups as a result of lockdown disruption, and the “catch-up” initiatives that will support students the most.

Arbor can support you with closing your attainment gaps at each step of the way:

• Identify students who have fallen behind with our built-in analysis screens – Compare students’ progress against expectations across multiple assessment periods, filter by key demographic groups and drill down to see the students behind the trends
• Run a personalised report in a few clicks to see the impact of other school factors on students’ attainment, including demographics, behaviour and attendance. Schedule reports to notify key staff members regularly 
• Add students to interventions as soon as you spot a concern, or set criteria for students to get added automatically. Track the costs and outcomes of your initiatives, and keep parents in the loop along the way

Read an interview with the Director of Inclusion and SEND at The Mead Educational Trust about how their “catch-up” strategy is going

2. Track, trace and test your students and staff 

To help you deliver Covid-19 testing, we’ve made it easy to track everything in Arbor with our new Testing Register. Schedule regular tests for staff and students, see who is due for a test each day, manage guardian consents, update test results and log confirmed cases. Parents can also instantly log covid test results for their children on their Arbor App. What’s more, Arbor’s My Classroom is a really handy way to trace contact between students by using our live seating plans. 

3. Manage attendance, absence and cover

To save you time completing the DfE’s Daily Form, Arbor’s Covid-19 Dashboard crunches the numbers for you, giving you all the student attendance data you need to submit in the form each morning. Plus, staff absences are flagged to everyone who needs to know, making arranging cover simple.

Your Dashboard is up-to-date with the latest attendance codes and categories that the DfE is tracking, including key vulnerable categories and confirmed or suspected cases of Covid-19. Click on each category for a breakdown by year group and a full list of students, and follow up with guardians straight away if you need to.

For a MAT-level overview, you can use Arbor’s Group MIS to analyse all your student and staff data in one place. Monitor attendance patterns, student and staff absence, key disadvantaged and vulnerable groups and manage Covid-19 related issues centrally.

Check out our latest community article about how Arbor can support you as an Attendance Officer.

4. Share information and important messages

Forget switching between systems or uploading or downloading contact lists, in Arbor you can follow up with parents, students or other staff members as soon as you spot something important, from wherever you are in the system. Simply choose the method that’s best for your message – from an email, an SMS, a mail merge letter or a message via the Arbor App.

Find out how Arbor’s communications allowed The Parks Academies Trust to improve the way they contacted hard-to-reach students during the pandemic.

Check out three top tips for communicating with your staff, parents and guardians from our Head of Support, Emily.

5. Build a timetable around your school

Depending on the various year groups, bubble classes, plus a range of clubs, trips and activities, your timetable is probably quite the balancing act. Arbor makes it easy to design exactly the right timetable for your school, with an easy integration with TimeTabler if you need to build something particularly advanced. Stagger your start and end times, meal times, and keep tabs on where everyone is with a live central calendar.

Plus, Arbor is designed to be flexible, making it easy to adjust and change your timetable whenever you need to – which has come in handy throughout the changes in government regulations over the past year. 

6. Manage virtual and blended learning provision

It’s now important to have a reliable virtual learning environment so that you can continue provision for students who are isolating at home. Having everything set up also means you’ll be able pivot to remove provision at short notice if you need to.

Since schools started to offer virtual teaching and learning, we’ve developed integrations with Google Classroom™ and Microsoft Office 365, which makes managing online learning fast and secure. With our integrations, all your student and staff information sync automatically into your Google or Microsoft accounts, saving you any manual data entry. What’s more, once you’re set-up, data syncs every 24 hours, meaning your information is always up-to-date.

7. Support your vulnerable students

In Arbor, it’s easy to pull together custom reports on key demographic groups, including children with EHCP, child protection status, FSM, and children of key workers at school or MAT level. Given that Clinically Extremely Vulnerable (CEV) staff and students have been told to shield at home, you’ll easily be able to track their attendance, send out communications or add them to an intervention in Arbor.

Arbor’s in-built safeguarding features also help you keep on top of any changes to your students’ circumstances – from automatic notifications on the Homepage when any student records change, to medical notes and key pastoral information flagged on every Lesson Dashboard.  

Check out our most popular blogs on supporting vulnerable students:

• Hear how Highgate Hill House School is using Arbor’s integration with SENDit to support their students’ Special Educational Needs
• How Arbor can help you to proactively identify and help students at risk of exclusion
• Advice from Educational Psychologist Rob Long blog on building our awareness of mental health in the classroom

8. Plan an effective school budget

At this time in the year when School Budgeters are looking ahead to next year and how they can use school resources best to support students. It’s also a time when there will be a lot of reflection on the extreme and challenging year it’s been since Covid-19 began. 

Using your latest financial data from the DfE combined with expert analysis, we’ve created Financial Benchmarking Reports for every school and academy in England. The reports give you an overview of all your income and expenditure over the past three years, with comparisons against national financial results, schools like you and others in your local area.

Arbor Financial Benchmarking reports are visual and easy-to-read PDFs, with helpful commentary and colour-coded stats, giving you reliable evidence needed to drive forward budget planning decisions. Perfect for presenting at Governor meetings.

Simply sign into your free Arbor Insight portal to download your copy of your latest report:

• Schools Financial Benchmarking (SFB) Report – with latest 2019/20 data
• Academies Financial Benchmarking (AFB) Report – with latest 2019/20 data

Find out more about schools’ financial benchmarking in our guide.

9. Look out for student and staff wellbeing

As we’ve been working with school staff closely this past year, we’ve learnt a lot about the impressive job everyone has been doing, as well as the enormous pressure you’ve been under. Mental wellbeing is really important to us at Arbor, and our in-house wellbeing experts have been putting together tips and advice for how you can encourage positive wellness at your school. Discover the latest blogs:

• How to create a culture of wellbeing at your school 
• Top tips for managing stress during constant change

We’re here to help

Because Arbor is cloud-based, you can manage your school with more flexibility, accessing what you need to do your job from wherever you’re working. Plus, if the DfE brings out any new guidelines, we make updates to the system as soon as we can (sometimes even on the same day!) to help you keep up to date.

Don’t forget the Arbor Team is here to support you whenever you need us.

• Check out the Help Centre – Check out the Covid-19 hub for all the ways Arbor can support you
• Join the community – If you’re an Arbor user, join the Arbor Community of fellow schools where you can share advice, best practice and learn from each other
• Get in touch: Our Support Team are here from 8:00am-5:00pm Monday to Friday on email, phone and webchat, or you can book a 1:1 15-minute Support Slot

Discover more about Arbor MIS

If you’d like to find out how Arbor MIS could transform the way you work for the better, join our webinar series, which includes live demos, as well as sessions walking you through how we move schools to Arbor and work with you to drive long term impact. Check out what’s coming up and book your spot.

Tim Ward - 28 February, 2021

School Operations

Category : Blog

Research Led Curriculum Design

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.

Reviewing 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.

Using Research in Curriculum Design

This 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.

Curriculum Design Tips

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 tellmemore@arbor-education.com.

Andrew Mackereth - 26 January, 2021

School Operations

Category : Blog

Curriculum Led Financial Planning in a crisis

Former Secondary School Headteacher and Arbor’s Senior Partnership Manager, Andrew, speaks to Steve Gibson, Deputy Headteacher at Berwick Academy

In my first article on the subject of curriculum led financial planning (CLFP), I asked: Is your Curriculum planning improving outcomes for your students? In this article, I discussed with a secondary Senior Leader how schools are addressing CLFP mid-pandemic, including how to juggle the challenges of budgeting whilst addressing gaps in curriculum and learning, and planning for the future.

Steve Gibson is Deputy Headteacher at Berwick Academy, a small community high school and sixth form in Northumberland that aims to improve skills, knowledge, understanding and values through friendship, learning and respect. Balancing the budget in a small, rural school is not a science but an art form, as Steve discusses the challenges he faces with outdated building stock, rural isolation and difficulties around recruiting and retaining quality staff. 

You can read our conversation below. 

Andrew: How much medium-term and long-term financial planning are you doing at the moment? 

Steve: Obviously, the main focus is on ‘the now’ but as we have funding challenges anyway, our eye constantly has to be on the budget. We have had the support of external resource advisors but sometimes they lack school operational experience and don’t appreciate the complexities of providing a balanced curriculum when numbers on roll are below average, or that by reducing staffing to any great extent we wouldn’t be able to function. We have implemented many suggestions, but some of their suggestions would be detrimental to our curriculum and the way we operate.

We have an old school building which has been well looked-after, but it’s fair to say that some parts of our site are in a poor condition and the costs associated with operating our ten buildings are high. This is a costly site and needs a lot of upkeep. As part of our Covid response and financial prudence, we have reduced movement between buildings to maintain heat and minimise student contact but the buildings are not large but do house specialist facilities. We are not able to consider any major capital projects at the moment. 

A: What priorities have you identified?

S: Suddenly we find we need more people on duty and more people at the gate without any additional funding, and while this is built into our contact time allocations, changes like this rely on a lot of goodwill. We have already had to change the structure of the school day to make the site Covid safe and currently operate a three lesson day.

With the reduced movement of students, we found this approach had a positive effect on behaviour and when all students return, the reduced timetable may remain in some form. We like it because it maximises learning time as students settle more quickly. In effect, we exploded our one week timetable over two weeks so you get a good chunk of curriculum time. The curriculum is therefore protected but some subjects may only see classes once per fortnight.

Attendance follow up will be a priority when students return and we are buying a day of Education Welfare Officer time to help us get students back and engaging with learning. We’ve also maintained our EWO contract throughout lockdown last year and again this year in order to help us to reach out to some of the more difficult to engage families.

Mental health and wellbeing have emerged as strong priorities and our Pastoral Team have really stepped up in this respect to ensure that there is a wellbeing helpline, regular catch-up calls and home visits when appropriate, and support for families where we, or they, identify a need.

A: Have you been able to collate and track all of your teaching and non-teaching costs?

S: It hasn’t been easy as the information is held in a number of different places. What we do know is that staffing costs are high and recruitment is difficult, and therefore staff are expensive. We have built a planning model that shows how much each subject costs and can even demonstrate what each lesson costs.

We have found that some of our activities are cost-negative. Things like our “On Call” rotas are mostly made up of the Senior Leadership team and that’s predictably an expensive use of their time. We have used some classroom management software to analyse how often Senior Leadership have been called to assist in classroom difficulties as the basis for some calculations, and as a way of identifying trends and training requirements.

A: What impact has your financial situation had on your curriculum?

S: We have had to reduce the range of options subjects for Year 10 whilst trying to keep a broad curriculum. We have had to limit the options for students by grouping similar subjects such as graphics and design technology into a single subject offer. We only have one MFL teacher so all students study French and this is our only language GCSE in order to meet students’ language acquisition aspirations and the requirements of the EBacc.

We offer a broadly traditional curriculum, but are evaluating it annually with the needs of each cohort in mind. We have also reduced the offer in the sixth form to those subjects we know we can deliver well as we understand that it is reliant on main school funding to exist. 

A: Have you considered taking any drastic measures with your curriculum? 

S: Yes we have. We have considered shutting our sixth form but the nearest alternative is 30 miles away or a difficult journey to attend college in a big city and we feel our community deserves local provision. There are many difficult decisions to make around curriculum and financial planning, but our first priority is always what is right for our students and our community, and then we work hard to make that happen within our financial means.

A: Have you seen any positives come out of these unusual circumstances?

S: We have a clear vision for where we need to improve, and we have not allowed the lockdowns to change that course. We have built on CPD for staff, and our teaching and learning strategy has become embedded through our virtual learning to reflect our in-classroom learning.

We are seeing the benefits of increased learning time. Not all subjects are big fans of the longer lessons but we may consider changing our timetable to a 4 period day to maximise the positive effects of fewer lesson transitions and the opportunity to go deeper with students during those longer lessons.  

The forced move to virtual learning to support students at home has not happened in the way we expected, but has followed our intention to move as much home learning as possible to our virtual platforms. A positive outcome of the current situation is that our students and parents are now used to accessing and learning from these platforms. Our staff have also had the opportunity to learn new skills in working remotely, and our ability to offer lessons of quality at home has been developed at breakneck speed.  

A: Have you built any ‘what if’ scenarios? 

S: We have, the main one is considering our status as a high school. Our students join us in Year 9 and school funding modelling nationally favours the secondary school model starting at Year 7. The modelling of two additional year groups enables us to demonstrate a balanced budget, and if we continue to believe in the current system, we therefore have to acknowledge that funding should be different for those schools who don’t fit the standard primary-secondary mould. Either changing the model of the school, or changing the funding mechanism for those of us operating in a three-tier system, would make us more financially sustainable.

A: Is your curriculum affordable and sustainable? Is there anywhere you could be more efficient?

S: It is just about, because we’ve carefully looked at our Teacher contact ratio and costs per lesson. We know we can’t shave any more of these costs. The challenge for us is to look at efficiencies in our operating costs so we can prioritise the curriculum. For example, when we look at our technology costs we know that on top of our MIS costs we have safeguarding software, a classroom management tool, a parent communication tool and a homework tool. All of these add up and all of them are relied upon by someone to do one specific job. Our homework tool for example has become our main vehicle for managing our online learning. We don’t underestimate the value some of them bring. 

We look for efficiencies all the time, and we are good at repairing before replacing! We look after our buildings to make sure they provide the best environment that they can, and when money needs to be spent on them we make our choices with one eye on today and the other looking to the future.  It’s the same with our curriculum.  We want to offer the widest and most appropriate curriculum we can for our students, but to do that we need to maintain a clear understanding of the cost of any decision we make, and balance that with a clear understanding of the needs and aspirations of our students and our community.

Further reading

For more information on a tool and advice on your CLFP, go to: https://www.sec-ed.co.uk/resources-products/how-schools-can-best-implement-curriculum-led-financial-planning/ 

Maddie Kilminster - 5 January, 2021

School Operations

Category : Blog

How to use your MIS to reduce your workload this term

With schools working in totally new ways right now (juggling in-person education with remote learning, remote parent engagement, and remote working, all whilst keeping up with rapidly changing DfE advice), many staff members have reported an increase in workload this year. In fact, TES reported that 84% of teachers felt stressed in Autumn Term, whilst The Key found 48% of Business Managers reported an increased workload. 

Often this increase is down to the fact that, whilst schools are working in totally new ways, the tools they’re using haven’t changed. Older, server-based software wasn’t designed for remote, flexible, and highly changeable ways of working – not least because they require the user to work at a fixed station within school. 

But there is a better way to work – and it starts with finding a system that can support your staff now and in the future. 

We designed our cloud-based MIS to make a measurable difference to the way schools work, and we’re proud to say that 92% of our customers say we’ve changed the way they work for the better. We’re here to help with all the extra Covid-specific admin and workload challenges you’re facing now (see how here), and we can help you build sustainable ways of working as we all start to plan for recovery.

In this blog we share 5 ways our schools use Arbor to reduce workload for their staff every day, with a focus on how we can help you in the longer term:

1. Get the evidence you need to support students at your fingertips

When you’re making decisions on how to support your students, you need the right evidence to support you in turn. Because Arbor gives you access to student progress data alongside behaviour, attendance and contextual information in one place, you’ll have the full picture you need to identify the students requiring support at your fingertips.

Plus, where some systems just show you data, Arbor goes one step further and helps you ask those “why” questions. With people-friendly dashboards that are easy to filter and drill into, and personalised reports you can make in a few clicks, you’ll be able to easily get to the bottom of patterns and problems influencing performance in your school. 

2. Benchmark your school against others nationally to speed up decision-making

Arbor is the only MIS to integrate DfE performance and finance data with your live, in-year data, so you can understand how your school’s or MAT’s performance compares with others across the country. Not only will you have over five years of attendance, behaviour, attainment and student characteristics data built-in, you’ll also get intelligent call-outs and analysis, helping you see what’s important without spending hours analysing raw data manually. 

Get started today with free benchmarking for your school or trust with Arbor Insight.

3. Automate key tasks so they take up less time

We build Arbor hand-in-hand with schools, which means everything we do is focused on tackling the real problems leaders, teachers and support staff face day-to-day. In fact – you can check out what we’re working on next here. With intuitive design that just works, Arbor automates your key admin tasks like data collection, reporting and communications, giving you hours back a week to spend where you like.

4. Make communicating with your school community fast and simple

Many schools have the goal of improving how they communicate with their community of parents and families. With Covid-19 making it more important than ever to keep parents in the loop, you need a reliable system in place that makes communication seamless.

Arbor MIS gives you lots of communications options so you can choose the right way to send the right messages, at the right time. Send multiple, personalised SMS, email or letters at once or share reports directly to parents’ phones via the Arbor App. What’s more, with all your student information at your fingertips, you’ll be able to target your communications to the most hard-to-reach students, and keep easy records with a built-in log.

What do Arbor schools and MATs say? Thanks to Arbor, 73% of staff at The Parks Academies Trust say communication has improved throughout Covid-19, with the Pool Academy managing to keep contact with 100% of students every day during the first lockdown. 

5. Standardise your operations and ways of working

Whether it’s schools who have lots of different systems and processes, or MATs whose schools are working in disconnected ways, a big focus for many trust leaders is finding the right balance between standardisation and autonomy. Arbor helps you set common expectations and procedures around behaviour, attendance and assessment, so that everyone is on the same page. This makes reporting and decision making much quicker and easier, plus it helps you embed an ethos and values for your organisation.

Want to discover more about Arbor MIS and see the system in action? Join one of our free webinars this term to find out how Arbor could help you work faster, smarter and collaborate more at your organisation. See all the sessions that are coming up here and if you can’t make a live webinar, watch any session on-demand!

Beth Mokrini - 11 November, 2020

School Operations

Category : Blog

How Arbor helps you create a more joined-up school

At Arbor, we’re on a mission to transform the way schools work for the better. Whilst most schools choose Arbor MIS to replace all the various school systems they use for different tasks, it’s important to us that schools can choose to still use the tools they love with Arbor. 

That’s why we’ve partnered with over 30 of the best-in-breed platforms for communications, clubs and trips, data analysis, and more, so you can use them seamlessly alongside your MIS.  That means Arbor will sync data automatically with your favourite apps, so you’ll only have to update your information once!

As well as working with your favourite tools, read below for the top four ways Arbor helps you create a more joined-up school – from data security, to remote working.

1. Keep your school running securely on the cloud

With Single Sign On (SSO), staff will be able to log in to their email, virtual learning environment and Arbor MIS at the same time – with only one password to remember! With the possibility of school lockdowns or staff having to isolate, these features free up your staff to access their systems from wherever they’re working.

With remote working, it’s important to make sure your school data stays secure. With our Two-Factor Authentication (2FA) functionality, you’ll have an extra layer of security to logins across your school, which requires the user to enter both their password and a unique code sent to their mobile device. You choose whether to require 2FA for all users at all times, or only for staff who are working from home.

Arbor connects seamlessly with your Google or Microsoft platform so if you’re one of the thousands of schools who has taken advantage of the DfE provisioning scheme for these platforms, this is an added bonus!   

2. Link up your systems securely, with total control 

Your MIS is home to some of the most sensitive data your school collects on students, staff and guardians. This data is also an incredibly useful source of insight, so you might sometimes want to dig deeper into your data using another system. 

At Arbor, we work closely with all the major data providers in the UK including Wonde, Groupcall and Salamander Soft to allow schools to connect with  the widest possible range of systems. What’s more, you have total visibility and control over the data you choose to share. The biggest benefit is we don’t charge these companies to integrate with Arbor, so that costs are kept as low as possible for schools. 

3. Explore your data further with Live Feeds

Arbor’s built-in dashboards surface the data most relevant to your staff, and you can build any number of personalised reports in minutes. But if you want to go the extra mile and do something even more creative with your data, we’ve made it as easy as possible to export your Arbor data quickly and securely with our Live Feeds functionality. 

Export any Arbor report in a few clicks into Excel, Google Sheets or even PowerBI! Once the Feed is in, your data will refresh automatically. And don’t worry, we keep your data completely secure using a random, salted 16-digit string within the Live Feed (making them near impossible to hack!). You also have full visibility and control over who can access the Feed in Arbor, with the option to cut it off at any time.

4. Coming soon: Simplify your remote learning environment

We’re excited to announce that in February 2021, schools will be able to synchronise their teaching and learning tools directly with Arbor MIS, thanks to our new integrations with G-Suite, Microsoft School Data Sync and Apple Classroom. This means your students, staff and classes will be automatically set up in your VLE, so there’s no need to create them manually or use a costly third party service. 

This is part of our new Arbor Enterprise toolkit, which helps schools and MATs simplify their setup and get more from their data. Keep an eye out for more news on this next year!  

If you’d like to find out more about how Arbor could help your school or MAT work faster, smarter and collaborate more, join a free webinar or arrange a 1-on-1 demo here. 

Maddie Kilminster - 13 October, 2020

School Operations

Category : Blog

5 ways to cut down census stress with Arbor

It’s the time of year when most School Admin Officers have one thing at the top of their minds – census. With the end of October deadline fast approaching, and workforce census on the horizon, you’re probably somewhere deep into the process by now. 

Census can be a bit of a daunting task, and with so much unexpected admin to cope with this year, another lengthy, clunky process is the last thing your back office needs. 

Here are five ways that Arbor takes the hassle out of census management, giving you valuable time back in your day: 

1. Save hours of manual data entry

Preparing and updating your data is quick and easy in Arbor, thanks to bulk actions. Update information about a group of students, such as attainment grades, UPNs, or student contact details at the same time, in just a few clicks.

Click the pencil to update all students in one click

2. Up-to-date DfE validation forms

In Arbor, you’ll always have the most recent DfE validation form for your school built into the system, so you don’t even have to think about it. This cuts out a major step in the process, allowing you to run the same checks on your census data as the DfE, all within Arbor.

3. Navigate your data in an easy dashboard

Forget scrolling down endless tables and forms, in Arbor you can review your census data in an interactive dashboard, which means you can click into each category and easily check the students listed. 

Click on any category and review which students are listed

You can then cross check which students should be in each category from your demographics dashboards:

Get quick access to demographic information for all students

4. Correct any errors straight away

Once you run checks on your data, Arbor will flag any errors or missing data so you can see what needs your attention at a glance. You can then amend and correct each line instantly from the same screen.

Spot an error and fix it right away without leaving the screen

5. Speed up workforce census with our HR integration

We’re the first MIS to integrate with an HR platform (CoreHR XD) giving schools and trusts a smarter way to manage HR tasks like workforce census. If you’re using Core HR XD, integrating with Arbor means you’ll always have up-to-date information about your staff right when you need it, helping you complete your census in half the time. 

Our Help Centre is full of handy guides and videos that help make your census process as smooth as possible. 

But don’t just take it from us – here’s how some of our schools have found completing census in Arbor:

Interested in finding out how Arbor’s cloud-based MIS can help you work more easily collaboratively this term? Book a demo today, or join one of our webinars. 

tellmemore@arbor-education.com | 0208 050 1028

Maddie Kilminster - 12 October, 2020

School Operations

Category : Blog

How we make Arbor a long-term success at your school

Over the last three years, there has been a big movement of schools choosing to replace their server-based school systems with more flexible, cloud-based ones. 

We’re proud to say that 1 in every 3 schools that switch MIS choose Arbor – that’s a new school every day! We’re now working with over 1,400 schools and MATs across the country and since March 2020, we moved over 400 schools to Arbor completely remotely.

When thinking about moving your school to a new cloud-based system, it can often seem daunting, especially if you haven’t gone through a large-scale change at your school before. 

That’s why we wanted to walk you through how we move schools to Arbor, from data migration, through to making long-term impact, and all the support we provide along the way. 

How easy is it to switch MIS?  

The most common worries schools have about moving MIS are: that it will put a big burden on school time, that their data might get lost, and that staff might not get used to new processes.

We understand these worries, and that’s why we’ve designed the Arbor implementation process to make sure schools get the right support every step of the way. 

Once you sign with Arbor, your Arbor journey follows three key phases. We work with you to make sure every stage of the process happens at the right time, and that everyone in your team is brought in when they need to be.

Generally, primary schools can go “live” with Arbor in as little as eight weeks, and secondary schools in a term! 

Phase 1: Technical Migration

We first plan your implementation process around your needs and priorities. We then transfer your school’s data to Arbor and give you lots of opportunities to check everything is accurate. Meanwhile, your staff can take part in introductory training to help them get familiar with how Arbor works on a test site. 

Phase 2: Getting Started

Your Arbor site is now ready to go “live”! Your staff can take part in training on how to use the core parts of Arbor, and customise it to your school needs.

Phase 3: Active (long term)

We offer lots of further training, consultancy and services options designed to make Arbor a success at your school and help you drive impact over a longer period of time.

Find out more:
Download “How we make Arbor a success at your primary school” brochure here

Download “How we make Arbor a success at your secondary school” brochure here

Download “How we make Arbor a success at your MAT” brochure here

It’s not just switching systems, it’s a journey together

We believe that switching MIS is so much more than moving your data to a new system, it’s the start of a journey to change the way you work for the better.

For primary schools, we’ve designed a simple automated process that gets you set-up on Arbor, with guidance, hints and tips from the team every step of the way. Book expert training for your staff at a time that suits you, and put it into practice on your new Arbor site.

For secondary schools, we partner you with a dedicated Arbor Project Coordinator who gets to know how your school is set-up and what you want to achieve by moving to Arbor. They then shape every training session around your needs, and help you plan how to meet those goals over the long term. They’ll also drive the momentum of the project forward, take care of all admin, and keep you in the loop with regular progress calls.

Find out if Arbor MIS is right for you

If you’re thinking of moving to a cloud-based MIS, join one of our free webinars to find out if Arbor MIS is the right fit for your school. We run sessions for primaries, secondaries and MATs, as well as sessions dedicated to implementation. Alternatively, you can arrange a personalised demo here.

Joanna Paterson - 18 September, 2020

School Operations

Category : Blog

How to save hours a week of school admin 

At Arbor we’re on a mission to transform the way schools work with intuitive, people-friendly tools that help staff work faster, smarter and collaborate more.  

With constant new demands on schools right now on reporting, logistics and communications, staff are working longer hours than ever to keep up. We believe this is preventable. When you’re stretched to maximum capacity, you should be able to lean on your MIS to pick up the slack. 

Whether you’re part of SLT, or work in the school office, discover below five of the top ways you’ll save you hours of admin each week with Arbor, and accomplish more – put together by Arbor Programme Manager, Joanna. 

1. Save time each day by automating your reports
2. Save duplication across your teams by sharing reports
3. Cut down on repetition with bulk actions
4. Manage data retention and keep GDPR compliant in a couple of clicks
5. Make your communications smoother using templates

​​​​

1. Save time each day by automating your reports 

With Senior Leaders spending around 4.4 hours per week on data analysis, automating their reporting can help give you valuable time back to focus on understanding your data and driving impactful decisions.

In Arbor you can use ready-made reports and schedule them to be sent to your colleagues on a regular basis automatically. For example, you could schedule a weekly attendance report to all SLT showing students with < 90% attendance. This cuts down on the time you would spend manually gathering data and creating the report each week. 

Here’s a few geeky details: 

• Thanks to the ‘relative dates’ feature in Arbor’s Custom Report Writer, you only have to create a report once, then it automatically refreshes the data each week. You can choose your own relative dates, e.g. “today”, “this week”, “this academic year” etc. 
• With flexible scheduling options, you can arrange for your report to run at any time and on any basis. For example, every week on Monday, Wednesday and Friday; or once a week on a Friday lunchtime
• Embedded communications means you can quickly take action on the basis of your report results (e.g. follow up with parents) directly, without jumping between systems 
• We’ve got lots of report templates to get you started, including some you might need right now, such as Mode of Travel, Native Language Numbers and Attendance for 1st September 2019 – 20th March 2020

Discover more ways Arbor’s automation will help you streamline routine processes, reduce errors and mean you spend less time on repetitive tasks here.

2. Save duplication across your teams by sharing reports

Arbor is designed to make it easier to collaborate with colleagues, and to give everyone a shared view of progress and purpose. Built-in dashboards give staff at all levels quick access to the information they need, but it’s also quick and easy to share custom reports you’ve made with other colleagues at your school or schools within your wider trust.

The ins and outs: 

• Choose from a range of options to share your report with a colleague – either within Arbor, where it will get added to their list of reports or externally by SMS, letter or email (we do not recommend this if the report contains sensitive information)
• You can also notify other staff members that you’ve sent out the report to keep them in the loop
• In Arbor everyone has a business role, so if you share a report with someone who has left the school, it will automatically reach their replacement 
• Once you’ve scheduled a regular report, you can make changes to the frequency or staff members at any time

Thanks to Arbor’s link to Microsoft Power BI and other BI tools, you can also export your reports if you want to customise how you look at your data. Read our five steps to creating your own BI dashboard here.

3. Cut down on repetition with bulk actions

Bulk actions in Arbor allow you to perform actions or add information for multiple students or staff at a time. It’s amazing how much time this can save! 

Here are just some of the tasks made much easier using bulk actions:

• Assigning students to interventions – Wherever you are in the system, whether you’re in an attendance report, or a marksheet, you can select a group of students and add them to an intervention in bulk
• Sending communications – From any dashboard, such as a list of persistent absentees, or a list of students with balances due for a club or trip, you can select students you want to follow up with and take action right away, such as emailing their parent
• Chase meal balances – See all the monies owed to you and ask parents to top up, all from the same screen
• Assign candidates to exam seats – When you’re arranging large exam sittings and complex schedules, spot quickly which students need to be seated and assign the missing places in bulk
• Resolve behaviour incidents – Check through the behaviour incidents assigned to you and click to clear the resolved ones all in one go
• Replace academic leads – When a staff leaves, reassign their course to the new Teacher in bulk
• Creating custom groups – This is where automation meets bulk actions. Set criteria, for example “more than four behaviour incidents in a week”, which automatically puts students who fit into a custom group. This means you’ll be able to report on and follow up with this group of students all in one go

4. Manage data retention and keep GDPR compliant in a couple of clicks 

Keeping on top of GDPR regulations for the data you keep on students and staff can be time-consuming and cause a lot of worry for Admin Staff. In Arbor, we take the hassle out of data retention with an automatic dashboard for both students and staff. Arbor will flag for you which records have passed the recommended retention time. You can then select and delete them safely in bulk.  

5. Make your communications smoother using templates

Do you send out the same communications to parents at regular intervals? Maybe it’s a weekly newsletter or a regular bulletin to parents whose children are missing lessons. With Arbor’s built-in communication templates, you can have SMS, letters or emails saved and ready to go when you need them. We’ve created a bank of typical templates but it’s also easy to make your own!

If you want to be even smarter, you can set up your communications templates to automatically include data from a report you’ve created. For example, you could send an email to the parents of Year 5 EAL boys whose attendance is below 90%. Arbor will automatically send the right attendance figure to the right parent.

Choose a better way to work

We know it can sometimes feel daunting to change the ways you’ve been used to working for a long time. But as Arbor schools tell us, switching your mind set to more efficient processes can save you a lot of time and hassle in the long run. 

Hear it from Joanne Hedges, Data Manager at Manshead Academy:

“I’d been working with our old MIS system both in support roles and as the Data Manager here for over 20 years, so I think everyone was really surprised at how I embraced the change to Arbor, but I could see at an early stage of the implementation process that it had some really powerful and easy to use features for creating custom groups and sending out communications for all the curriculum groups as well as the custom groups. I thought I would need to create lots of custom reports, but most places where the information is displayed you can just use the download button instead. I really wouldn’t want to go back to the old system.” 

And Julie Smith, PA to Headteacher at Parkroyal Community School: 

“The first word that comes to mind [when describing Arbor] is ‘simplicity’. It’s easy to grasp, and new users can quickly work their way around the system’s functions – you don’t feel like you need hours of training, as you do with other systems. Something I love about Arbor is the fact that it’s multi-functional across the school. By that I mean that most areas of the school use Arbor, whereas with our previous MIS provider, we found that it was only really the School Office staff that were using it – classroom teachers were using it to take the register in their classes, but that was about it! Now everyone in school knows how to use it. Arbor is a school-wide tool, not an office-based MIS System” 

Interested in finding out how Arbor’s cloud-based MIS can help you work more easily and collaboratively this term? Book a demo today, or join one of our webinars. 

tellmemore@arbor-education.com | 0208 050 1028

Maddie Kilminster - 14 September, 2020

School Operations

Category : Blog

The only 3 classroom management apps you’ll need

Great lessons don’t necessarily call for cutting-edge technology. Teachers make great lessons, not apps. 

What teachers do best is motivating their learners and creating a safe, engaging environment in the classroom. But sadly, time-consuming admin and clunky systems are holding them back from time with their students.

We believe great tech can actually help teachers in the classroom. The right tools take the hassle out of your daily tasks, freeing you up to get back to what matters: delivering great lessons.

With lots of new challenges this term, we’ve put together a list of three people-friendly classroom management apps that will help simplify how you manage safeguarding, behaviour, attendance, seating plans and blended learning: 

For Safeguarding: CPOMS 

Banishing paper logbooks and filing cabinets from over 13,000 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. 

Arbor MIS integrates seamlessly with CPOMS, so you won’t have to worry about transferring data between the two systems to keep them up-to-date. Your sensitive data will be safe and secure in CPOMS, while Arbor looks after the rest. 

For behaviour management, taking attendance and seating plans: My Classroom 

Take the hassle out of organising your lessons with My Classroom from Arbor. Our new all-in-one classroom management tool has been designed by teachers, for teachers to help you manage your class seamlessly – giving you your time back to focus on teaching and learning instead. 

My Classroom brings seating plans, registers and behaviour management into one place for the first time. Create interactive seating plans using easy drag-and-drop blocks, then add attendance and behaviour points directly onto your plan throughout your lesson on your tablet or desktop. You can share your plans with colleagues too!

The best thing about My Classroom is that it’s powered by Arbor MIS, so you’ll automatically see photos and contextual data about each of your students on your seating plans. Plus, everything you capture in My Classroom shows up on each student’s profile, helping you to tell the full story of each of your pupils lesson-to-lesson.

For blended learning: VLE (Virtual Learning Environment)

Many schools in the Arbor Community are planning to continue with a blended learning approach going forward, even when most teaching has returned to the physical classroom. Making lessons available online means students can catch up or reinforce their learning remotely outside of school. Using a virtual learning environment such as G-suite or Office 365 is also a great way to encourage sharing of resources between staff.

The DfE are providing funding for all UK state schools to get G-suite or Office 365 set up and get ongoing support for free. Arbor is working with 14 of the Government’s accredited suppliers on the scheme – for a full list and more information on the scheme, check out our blog!

Of course, technology can only go so far – the real challenge this term is how to support both students to adjust to new routines and rules, and process some of the difficult experiences they might have had during lockdown. 

To discuss this in more detail and share some practical advice, we’re bringing together an expert panel for a webinar on “Best Practice: Classroom Management Post-Lockdown” on Thursday 24th September at 11am. For more information and to book your place, click here.

Interested in finding out how Arbor’s cloud-based MIS can help you work more easily and collaboratively this term? Book a demo today, or join one of our webinars. 

tellmemore@arbor-education.com | 0208 050 1028

Maddie Kilminster - 1 September, 2020

School Operations

Category : Blog

4 things to think about as your school re-opens

Schools in the Arbor Community have been sharing with us some of their questions and thoughts about reopening this term. Some wonder how social distancing is going to work and if there will be more last minute changes to DfE guidance. Others worry about students adjusting back into full time schooling, and how to catch them up on lost learning.

However the “new normal” is going to look for your school this term, we’ve put together a list of the most important things you should be thinking about this week:

1. Go through your social distancing checklist

2. Prepare communications your parent and guardian community

3. Evaluate your catch up plan for students

4. Prioritise student and staff wellbeing 

Let’s break that down…

1. Go through your social distancing checklist

Depending on the size and layout of your school, and staff capacity, there’s no one solution to keeping students apart. Here are some top tips to consider:

Staggering

• Stagger start and finish times for each bubble 
• Create separate entrances/exits to school for each bubble
• Discourage parents gathering outside school gates
• Stagger lunch and break times or divide your dining hall into sections
• Introduce a one-way system around school 

Timetabling

• Leave gaps between lessons for cleaning
• Can your students stay in one room and teachers move around?
• Think about keeping seating plans consistent
• Increase time spent outdoors. Can some lessons be outside?
• Instead of gathering for assembly, live-stream to each classroom!

Hygiene

• Encourage a routine of hand washing. Make it fun for younger children by giving them a stamp card!
• Hand out hygiene packs containing sanitiser and essentials
• Do you have an isolation room for anyone showing symptoms? 

Find out how Wykham Park Academy is planning their timetabling and social distancing this term here. Arbor schools – check out our Help Centre for lots of guidance on setting up flexible timetabling arrangements.

2. Prepare communications to your parent and guardian community

At the start of term, you’ll be sending your parents lots of updates on the new protocols you’re putting in place. But you should also think about how you can start strengthening relationships with your parents and guardians after their children have been at home for so long. Here are some more top tips:

• Think about your tone of voice: Help parents feel secure that you’ve got things under control. Balance your practical updates with more positive, upbeat notices. For families who are anxious about the return to school, the NSPCC has some useful resources 

• Choose the right communication method: A long email is not the best way to communicate everything. Think about using texts, social media, a virtual noticeboard or the Arbor App for different messages

• Put together a clear communications plan: A comms calendar will help make sure parents get the info at the right time, plus your staff can plan their workload around it

• Make sure you’ve got up-to-date contact details: Check you’ve got the right contact details for all your parents and guardians. Many schools find it helpful to send out a Google Form for parents to submit their contact information straight to the office

3. Evaluate your catch up plans for students

After months of disrupted learning, students’ progress is likely to be set back, with the most vulnerable and disadvantaged students hit the hardest. Getting learning back on track will be a big challenge, but here are some suggested first steps: 

a) Assess where students are at: You might want to run low-stakes assessments to identify gaps in students’ knowledge this term. The Key has some useful guidance on this and there’s a good school case study here

b) Compare with past performance: Once you have a baseline of performance post-lockdown, comparing this with prior attainment will give you a better sense of how students’ progress has been affected.

To save you time pulling together data, we’re giving schools free access to Arbor Insight reports this term, which will give you a full picture of your students’ progress over the last three years. The reports will be out soon but join the waiting list to be the first to get yours!

c) Identify your most at-risk students: In order to use the Government’s catch-up fund most effectively, it’s important to assess which of your students will benefit from it the most, such as vulnerable and disadvantaged groups. Bear in mind that the “vulnerable” category might include more students now as situations have changed. 

Arbor’s built-in reporting will allow you to quickly analyse the attainment of your key student groups across subjects, and instantly spot the biggest gaps. Our free performance reports will also help you understand how these attainment gaps have changed over time and the impact of socio-economic factors on your attainment.

4. Prioritise student and staff wellbeing 

It’s likely that students will be dealing with some difficult emotions when they return this term. Teachers might see some new and challenging behaviour in the classroom, but as Educational psychologist, Dr Rob Long, explains, it’s important to understand the anxiety causing the behaviour so they can best manage it. SecEd Magazine has some great guidance on how to support students’ mental health and wellbeing this term. 

Remember not to overlook your staff wellbeing; they’ll need support adjusting to the new term as well. Check in with your staff at the beginning of term and think about ways to allow staff to collaborate with and support each other. 

Arbor helps schools of all sizes work faster, smarter and more collaboratively, with intuitive tools designed to make a difference.

With over 1200 schools and trusts, we’re proud to be the UK’s fastest-growing MIS community. Join in and book a demo today, or contact us on tellmemore@arbor-education.com | 0208 050 1028.

Maddie Kilminster - 9 July, 2020

School Operations

Category : Blog

6 steps to prepare your school for September

During Covid-19 and partial school closures, schools have been adjusting their timetables, rules and plans along with rapidly changing DfE guidance. Since there’s now more clarity from the Government about the return to school in September, it’s a little easier to put plans in place for the new Term.

There are a lot of things to consider when planning for September – from how to create a “bubble” timetable, to helping students catch up on lost learning, to drawing up your new school improvement plan. 

With the help of some of the schools, trusts and education experts we work with, we’ve put together a list of six key things you should think about to help you get everything in place for Autumn:

1. Have you planned for different scenarios?
2. Can you quickly adapt if new DfE guidance comes out?
3. Can you communicate easily with your school community?
4. How are you going to support your students and staff?
5. Have you got good online learning tools?
6. Have you set up your systems for next Year?

Let’s break that down… 

1. Have you planned for different scenarios?

When you’re writing risk assessments, you should consider a few different scenarios that could happen in September, and make sure you’ve got the resources and policies in place to cope. A we’ve all learned from the past few months, the Covid-19 situation can change suddenly, so you should build flexibility into your plans.

Take a look at this useful example of a “Covid-19 Exit Strategy” document that Mark Lacey, CEO of Diocese of Salisbury Academy Trust, has helpfully shared with us. It outlines various risks, such as the rate of infection rising or large numbers of students having to work from home, and how the trust would address each of them. 

2. Can you quickly adapt if new DfE guidance comes out?

Once you’ve planned for lots of different scenarios, you should also make sure your systems can adapt and support you if the DfE suddenly introduces new guidelines. For example, could you quickly gather key attendance or demographic information to report to the DfE? Could you quickly adjust your timetable if a local lockdown was introduced in your area? Could your staff access the student information they need from home?  

In Arbor, you can log all attendance and absence on your Covid-19 dashboard, and access all the data you need wherever you’re working. You’ll also have key stats to hand, such as everyone who is expected in school that day, and you can directly follow up with any parents/guardians if you need to. Arbor also takes the hassle out of planning staff rotas, creating flexible timetables and arranging classroom layouts for social distancing.

Want more support in creating your September timetable? Join our webinar today (Thurs 9th) at 2pm “Structuring your schools’ timetable: what you need to know as a trust leader for Autumn Term” with Jan Hetherington, Vice-Principal at Wykham Park Academy.

3. Can you communicate easily with your school community?

Once you’ve planned your new timetable and daily logistics, it’s a good idea to make sure you’ve got a cost-effective communications system that can cope with all the various updates you’ll need to send out to parents, staff and students. You might also want to think about innovative and uplifting communications you can send out to motivate your community. We found this great example from Hackney Primary using videos to show students what school will look like when they return. 

In Arbor MIS, you can send emails, texts and Arbor App messages (which are great to share updates with parents directly on their phone) from wherever you are in the system. You can also share information on the Parent Portal or Student Portal that parents and students can log in and see. Check out our top 3 tips for keeping in touch with your school community.

4. How are you going to support your students and staff?

As students and staff return from six months of partial lockdown, it’s going to be tricky to adjust to the “new school normal”.  We’ve seen school and MAT leaders bringing wellbeing to the top of their agendas recently, by introducing things like “Wellbeing Days” and appointing new members of Pastoral staff. You can read here how Dan Morrow, CEO at Woodland Academy Trust, nurtures his staff wellbeing. 

When planning how to look out for your most vulnerable families and staff members, bear in mind that the “vulnerable” category may include more people now as situations have changed. In Arbor, you can quickly produce reports on key demographic groups such as children with EHCP, child protection status, FSM, and children of key workers at school and MAT level.

5. Have you got good online learning tools?

With students coming to school in “bubbles”, you may need to continue a blended approach of face-to-face and remote teaching. During partial school closures, online learning has taken lots of different forms, some using systems like Google Classroom or Microsoft Teams to set assignments and hold video lessons. But depending on the technology students had at home and how prepared schools were, remote education has had varying degrees of success. 

Think about what you can learn from this Term and how you can improve your online provision going forward. As The Harris Federation found, it’s a challenge to measure the effectiveness of online learning by just looking at quantitative data, like the number of lessons or assignments. Instead, try gathering feedback from staff and students on how they’ve found remote learning so you can see where to make improvements. 

You should also make sure your staff are confident using online teaching tools. Did you know the Government is offering a grant for support with Office 365 and G Suite? Find out more info here.

6. Have you set up your systems for next Year?

Before the Summer Holidays, it’s vital to set up your statutory enrollment information, calendar, courses and assessments in your Management Information System (MIS), so your staff can hit the ground running in the new Term. In Arbor, we have a dedicated section in the system which walks you through the steps you need to complete so Arbor can get everything ready for you when you return.

Don’t forget, over summer you can access all our free support resources in the Help Centre if you want a refresher on parts of the system before September. If you’d like to arrange any training for new members of staff, get in touch with your Account Manager at accountmanagers@arbor-education.com.

If you’re new to Arbor, we’d be happy to give you an online demo. Get in touch or email tellmemore@arbor-education.com. Alternatively, you can call 0208 050 1028.

Maddie Kilminster - 24 June, 2020

School Operations

Category : Blog

How to open up your school’s mindset to change

Schools have had to adapt how they operate at a rapid pace over the last few months, and change isn’t always easy, particularly for a large, complex school or MAT (we’ve written on this subject before). 

As schools begin to look forward to September, flexibility and adaptability will continue to be part of life. Like many schools, you might be considering switching to cloud-based systems so you can manage your school more flexibly next Term.  

Whatever change you’re considering, Arbor’s Partnership Manager, Mark Maitland, has some advice below for how a change in mindset can help you make change a success.

The change mindset

Over the past fifteen years, I’ve been helping individuals, schools and companies work through change. I started out in my career as a Teacher in special needs before moving into psychotherapy and change psychology. When faced with new ways of working, behaviour and new technology, I’ve seen people react in lots of different ways, some finding it more difficult than others.

I was once worked with GP practices to help them change to a new cloud-based system which would free up GP time and improve patient safety. Even when they could see the benefits, staff were reluctant to change their ways of working because it was what they were used to. 

This “fear” of change is hardwired in our brain from the past when change was dangerous. Nowadays, when we face a change, our brain’s first reaction is to hesitate! It’s a very emotional reaction to protect ourselves and play it safe. Familiarity is a comfort. 

Caution in a pandemic

In times of national crises like the pandemic we’re living through right now, two things happen. Society looks to retreat and wait for a return to normal. Then, once we get over the initial shock and accept that “normal” isn’t returning as quickly as we hoped, we begin to reflect and think about what we might do differently in future. 

Changing school technology 

I’ve definitely noticed a shift in mindset from some of the schools I’ve been speaking to since Covid-19 began. Before the pandemic, the demands of normal school life would often get in the way and make staff less open to changing how they’d always done things. They were fearful of yet another burden on their time, and a potential threat to them being able to do their jobs properly.

What we’re seeing more of now is School Leaders stepping back, reflecting on lessons they’ve learned over the last few months, and looking at changes they can make to prepare themselves for the future. 

At the top of their minds is asking themselves if the systems they have in place can cope with flexible ways of working going forward.

• If things change again, do we have a good communications system?
• If staff have to work remotely again, can they access all the student information they need from home? 
• Do we have quick ways to track vulnerable students and staff?
• How quickly would our systems update if the DfE changed guidelines again?

“We should have done this years ago!”

A crisis can often clarify our minds and allow us to make practical decisions in order to get through. Switching systems like your MIS (Management Information System) during such a busy and challenging time might feel too daunting, but lots of schools have found that by finding something that’s within their control that will help them deal better with the crisis can feel really positive. 

How Arbor can help

At Arbor, we believe you should be able to rely on your tech when you’re pulled in lots of different directions. But if you’re still using a legacy, server-based MIS, you’ll find it difficult to run your school flexibly next term. 

Our cloud-based MIS lets you run your school however you need to, giving all your staff the student information they need wherever they are. In Arbor, you can easily plan your rotas, set up flexible timetables, log and manage attendance and keep track of vulnerable students easily with in-built reports. 

Read about how both Hoyland Common Academy Trust and LEO Academy Trust moved to Arbor during lockdown, along with more than 225 schools since March! 

To find out more about how Arbor’s cloud-based MIS can help you future-proof your school during Covid-19 and beyond, join one of our free webinars or book an online demo. You can also call 0208 050 1028 or email tellmemore@arbor-education.com. 

Maddie Kilminster - 24 June, 2020

School Operations

Category : Blog

3 reasons you should switch to a cloud-based MIS now to future-proof your school

We’ve been working hand in hand with schools and MATs to help them adapt to change and work flexibly during the Covid-19 outbreak. Because Arbor is cloud-based, staff can continue to access all the student information they need to do their daily tasks remotely, without worrying about having a VPN or patches. 

There’s lots of uncertainty about what school life will look like in September. Schools don’t know how many students will be on-site or what social distancing arrangements will be in place. What they do know is they’ll need to prepare for lots of different outcomes.

Trying to plan flexible arrangements is difficult if you’re still relying on a server-based MIS. That’s why lots of schools are switching to a reliable cloud-based system which will allow them to manage their school flexibly over the next few months. 

Over 600 schools have moved to Arbor since March 2020. Here are three reasons why moving to the cloud now will help you manage your school during Covid-19 and beyond:

1) Be prepared for change with systems that reduce your admin burden

There’s likely to be more challenges to come next year, so you need a school system that automates your essential daily admin and frees you up to focus on supporting your students and staff. 

Whether all students come back, or you have split-populations, Arbor’s cloud-based MIS will allow you to easily plan your rotas and set up flexible timetables. You’ll be able to log and manage attendance from wherever you are, plus track key demographic groups such as children with EHCP, child protection status, FSM, and children of key workers easily with in-built reports. 

2) Keep on top of DfE requirements

Having a cloud-based MIS in place makes it easy to adapt to rapid changes in regulation, like socially distanced timetabling, new attendance and absence codes or key worker status. This is because whatever the DfE introduces, Arbor can update within 24 hours, meaning you can keep on top of new requirements from the next day. No more patches or workarounds!

3) Instantly access student and staff information from anywhere

With staff working in different ways, and in different locations, their jobs are much more difficult if they have to come into school to access the information they need. That’s where a cloud-based MIS like Arbor comes in, which gives staff all the student data they need wherever they are. 

Having instant access to data about the children in your school also reduces the safety risk. Staff can see immediately if something doesn’t look right and follow up immediately with their Teacher or parent directly from the same page. No more switching systems or downloading contact lists! You’ll find more tips for keeping in touch with your school community here.

It’s easy to switch

Because managing your school how you need to right now is so difficult with a server-based system, the question has become not if you should move to the cloud but when. 

To help, we’ve made the process of moving to Arbor simple and we can get you up and running in a matter of weeks, 100% remotely. From migrating your data to Arbor, to training up your staff to use the system confidently, a dedicated Project Manager will guide you every step of the way.

Read about how both Hoyland Common Academy Trust and LEO Academy Trust moved to Arbor during lockdown, along with more than 225 schools since March! 

To find out more about how Arbor’s cloud-based MIS can help you future-proof your school during Covid-19 and beyond, join one of our free webinars or book an online demo. You can also call 0208 050 1028 or email tellmemore@arbor-education.com. 

Maddie Kilminster - 5 June, 2020

School Operations

Category : Blog

How can you move forward with your socially distanced school timetable?

Just before half term, lots of schools joined us for a webinar hosted by The ONTO Group all about designing a new school timetable in line with social distancing. It was a great opportunity for schools to discuss the challenges of their settings with timetabling experts and MIS providers. Lots of important practical and technical questions were raised, including “How could I split my school into two populations?” and “How can we keep students separate when they arrive and depart from school?” TimeTabler had some useful advice that you can find on our blog.

Since then, the conversation has continued on Facebook, with school leaders sharing the solutions they’ve found. You’ll find some great example timetables that members have shared in the “files” section on the page. 

With schools now starting to open up to more year groups, the questions now are “How are you putting your new timetable into practice?” and “What is working well and what have been the challenges?”

To discuss all this and more, join us for another free panel discussion next Tuesday (9th June) in partnership with The ONTO Group and with contributions from Edval and TimeTabler. Sign up for free here to join fellow Timetablers and School Leaders and share best practice.

The main topic we’ll be discussing is “Should you put your new timetable into your MIS?” The answer to this will look very different depending on your school setting. We’ll dig into this in the webinar, but beforehand we’ve put together some of the things you can think about to help you make the right call for your school:

• How many students are you expecting?
• Will your students be moving around the school?
• Are you following the same rota each week?
• How will you take your registers?
• How will you know which students to expect in school? 
• How will you follow up if expected students don’t come in?
• Will you be able to identify quickly who is on site for health & safety and safeguarding reasons?
• Can you easily log the contact points between students and between staff and students for contract tracing purposes?
• Do you have any systems linked to your MIS? For example, Show My Homework, Hegarty Maths, CPOMS, Microsoft Teams or Google Classroom?
• What will happen if you end courses and replace your main timetable for this year? Will it affect your New School Year setup?

If you’re using Arbor MIS, you can find all our guidance on how to set up your new groups and classes, and complete your New School Year Setup on our Help Centre. You’ll find everything we’re doing to support schools during Covid-19 here. You can also discuss with fellow Arbor schools on the Arbor Community.

Maddie Kilminster - 28 May, 2020

School Operations

Category : Blog

Arbor’s guide to managing your school flexibly

Spring Term has brought a great deal of change for schools and trusts, with staff having to quickly adapt to every new challenge and requirement that came their way. As we move into Summer Term, change is set to be the new normal, and we’ll have to keep adapting in lots of new ways.

Since partial school closures were announced, we’ve been working hand-in-hand with schools to build out our MIS (Management Information System) to ensure schools can continue to run flexibly. Because we can move schools to Arbor 100% remotely, lots of schools have taken this opportunity to get up and running on our cloud-based MIS to help them access the information they need wherever they are.

As experts in school operations and data, with many former teachers in the Arbor team, we’ve been sharing practical support and guidance over the last few months, designed to help schools adapt. In case you missed anything, we’ve put together a round-up below so you have one handy guide to managing your school flexibly.

1. Using Arbor MIS to manage your school remotely

2. Expert guidance on key topics on our blog

3. Advice from schools and MATs in our webinars

4. Hear from the Arbor Community

Here’s how to find everything … 

1. Using Arbor MIS to manage your school remotely

We’re firm believers that you should be able to lean on tools like your MIS to pick up the slack when you find yourself pulled in lots of different directions. Arbor takes the hassle out of important tasks like following up with vulnerable children, planning staff rotas, and communicating with your students and parents, wherever you’re working from. Plus, we’re making updates every day to make sure you’re covering all the new government requirements. 

Here’s a list of some of the features we’ve developed to help you manage your school or MAT during Covid-19:

• Log all attendance and absence from wherever you are from your Covid-19 dashboard, and have all the info to hand ready to complete the DfE’s Daily Form, and directly follow up with any parents/guardians you need to
• Produce key demographic reports on children with EHCP, child protection status, FSM, and children of key workers at school and MAT level
• Keep track of vulnerable students and follow up, all from one system 
• Communicate with classes, staff, and parents from one place – no more switching systems or uploading/downloading contact lists
• Arrange supermarket vouchers for FSM students
• Plan rotas and set up flexible timetables (see our blog for tips on creating a socially-distanced timetable)
• Record medical conditions for students or staff
• Track the information that’s important to you, e.g. students’ access to the Internet or a laptop at home

You can find more detailed guidance and all the support you need from the dedicated Covid-19 page on our Help Centre. Don’t forget, our Support Team is always there for you on the phone, email and web chat.

Find out about the government grant you can apply for to get support with setting up G Suite or Office 365 at your school or trust on our blog.

2. Expert guidance on key topics on our blog

Over the last few weeks we’ve been blogging about some of the top priorities for school leaders right now – from keeping in touch with students and parents, to nurturing staff wellbeing. We’ve gathered advice from across the Arbor team, guest experts, and schools and MATs in our network, designed to give some practical tips on how to adapt to change – whatever your role.

Check out the topics that interest you below, there’ll be more to come! Look out for links to useful resources in the blogs if you want to learn more.

From the Arbor team:

• Keeping in touch with your school community during lockdown
  – by Emily, our Head of Support
• Top 3 tips for working remotely, whatever your role
  – by Becca, our Operations Executive
• Top tips for managing stress during lockdown and beyond
  – by Danielle, our HR Manager

From guest experts:

• Top tips for creating a socially distanced school timetable
  – by TimeTabler
• Delivering remote teaching and learning during lockdown
  – by Richard Martin from London Grid For Learning (LGFL)
• How IT Support Teams are helping schools adapt to new ways of working 
  – a round-up of all our partner support during Covid-19

From schools and MATs:

• How we’ve used a cloud-based MIS to manage our schools during Covid-19
  – by Vicky Harrison, COO at Hoyland Common Academy Trust
• Nurturing staff wellbeing and mental health
  – by Dan Morrow, CEO of Woodland Academy Trust
• Managing a trust that is geographically dispersed
  – by Mark Greatrex, CEO of Bellevue Place Education Trust (BPET)
• How to digitally transform your trust – the LEO Academy Trust story
  – by Graham Macaulay, Director of Technology (Learning) and Nicky Gillhespy, Chief Operations Officer of LEO Academy Trust
• How The Harris Federation implemented a failsafe online learning strategy
  – by Derek Hills, Head of Data and Andy Meighen, IT Director from The Harris Federation

3. Advice from schools and MATs in our webinars

We’ve also been learning a lot from listening to our schools and how they’re coping during lockdown, and the strategies leaders have put in place. We’ve been asking questions like “How do you plan for change, support your students, and manage staff wellbeing when you’re working remotely?” and “How do you keep adapting as new guidance comes out?” 

We’re running two free webinar series that have been really popular:

• Adapting to Change: Bite-sized 45-minute webinars created for MAT CEOs, COOs, CFOs and SLT and delivered by your peers. Each week we invite a trust leader to share one thing they’ve been doing particularly well or think others could learn from in an informal setting. With topics ranging from how to make online education a success, to how to collaborate and communicate at scale, this series is a space for sharing best practice, network with other MAT leaders, and leave with new ideas to take back to your own trust. Look out for more in the series!

• Managing your school remotely with Arbor MIS: We walk you through the parts of the system that will help you run your school flexibly and remotely. Choose from a range of topics such as assessment, behaviour and payments, as well as sessions designed for primary, secondary or special schools and MATs. Check out our schedule of Summer Term webinars here.

If you’d like to listen to the recording of any of our past webinars, get in touch at james@arbor-education.com. 

4. Hear from the Arbor Community

Across our network of schools and MATs, we’ve seen some inspiring responses to an extremely challenging situation, with schools finding new and innovative ways to connect with their students. English Martyrs Catholic Primary School were straight out of the gate with their virtual PE lessons, as were LEO Academy Trust with their distance wellbeing sessions. Hoyland Common Academy Trust have been promoting mental health awareness and Avanti Schools Trust have been offering free yoga sessions! 

As staff and students are working in totally new ways, it’s more important than ever to reach out and connect. When we shared some of our work-from-home stations and morning routines on Twitter, we were pleased to discover lots of our schools also wanted to share their creative ways to make the most of lockdown.

In what continues to be a difficult period, the Arbor team is always here to help and support where we can. We wanted to share a few pieces of feedback we’ve got lately from schools and partner organisations that we’re really proud of.

“Arbor’s been pretty essential to the distance learning program here and I’m confident we have a system that is really strong. We log daily checks with our students and have been able to use this to get to the stage where we can say we have contact with 100% of our students every day.”
Phil Jones, Head of Academy Services at Pool Academy

As a school we could not have accomplished half of what we have with our previous MIS. Arbor’s cloud based MIS has not only allowed remote working within what is a challenging, time sensitive period; but also given the exact information required without the need for additional query templates to be set up.”
Simon Brown, Headteacher at, Blaydon West Primary

“It’s refreshing to know that Arbor listen to what schools need and respond so quickly and also that priorities change depending on the current situation.”
Susan Scott, Education ICT, Bradford Metropolitan District Council

“We wouldn’t have known what to do without Arbor this week, it’s been an absolute godsend being able to access school info from the Group and all the other inbuilt reports we can access, as well as accessing remotely!”
Vicky Harrison, COO at Hoyland Common Academy Trust

“We just don’t know how we have managed before we had Arbor. We are all in this together and should ensure people know how much we appreciate Arbor helping us get through this difficult time.”
Jackie Blaikie, Bursar at Acresfield Primary School

“I’ve found it great to be able to use Arbor while working at home. I’ve sent instructions for parents about how to resolve issues with students logging into Show My Homework and how the students can access their school email accounts from home.”
Joanne Hedges, Data Manager at Manshead CE Academy

We’re moving schools to Arbor every day, 100% remotely. If you’d like to find out more about how Arbor MIS could help you manage your school or remotely and flexibly, get in touch at hello@arbor-education.com or call 0208 050 1028. 

Maddie Kilminster - 20 May, 2020

School Operations

Category : Blog

Top tips for creating a socially distanced school timetable

Over the last few months, schools have had to adapt to constant change, and keep their schools running without really knowing what the weeks ahead would hold. Although we still don’t have all the details, the latest Government plans suggest schools should prepare to partially reopen from 1st June, starting with Reception, Year 1, Year 6, Year 10 and Year 12. A key question on everyone’s minds right now is how to design a school timetable that will adhere to social distancing and keep students and staff safe. 

To help, our partners at TimeTabler have put together some practical advice on adapting your timetable for social distancing. Maggie, our Key Account Manager and former Timetable Manager at a secondary school, has summarised their advice below:

• Top 3 tips for a socially distanced timetable
• Managing two school populations 
• Questions you should ask

You’re also invited to join us in a webinar on Thursday at 3pm where we’ll be discussing timetabling in detail with our partners TimeTabler and The Onto Group. Click here to register! 

If you just can’t get enough timetabling tips, you can read the full article on TimeTabler’s website. Otherwise, this blog should give you some food for thought.

Top 3 tips for a socially distanced timetable:

1. Set different start and end times

Think about staggering your school start and end times to reduce contact in the school playground before and after school. This may seem straightforward, but bear in mind any implications for the local bus services, who may not be able to change their timetable. Instead of staggering by year group, you could even stagger by transport method, so that pupils who travel by bus arrive a little earlier or later than those whose parents drop them off in the car. 

2. Set different break and lunch times

Spacing kids out at lunch might sound like a simple solution, but without careful planning it could mean that some staff end up going without a break. For example, if Mrs Jones teaches a Year 7 class before break and Year 10 class after break, but Year 7 now has a later break time than Year 10, Mrs Jones may have to go straight from one class to the next. (Note, if you’re using TimeTabler, you can use the ‘split-site’ feature to avoid this).

3. Limit group sizes by creating two school populations

As and when all year groups return to school, if social distancing is still a requirement, one option is to set a maximum group size (e.g. 15) so students can be spaced out in the classroom. However, in most schools, this would mean only 50% or less of the school population could be in school at a time, and therefore students would only receive 50% of their ‘normal’ teaching. In this case, schools could try splitting into two student populations and manage teacher coverage using a rota system. 

Currently, the DfE is not expecting schools to introduce staggered returns or a rota systems, but without the ability to be flexible, many schools are concerned it will be impossible for them to follow social distancing guidelines.

If splitting your school into two populations is something you want to consider, we’ve put together some more detailed advice on this below. 

Managing two school populations 

There are two routes you might consider when splitting your student body:

Route 1: Split each teaching group within each Year in two

At Key Stages 1-3, it should be fairly easy to split each class in two as students are generally all taking the same subjects. However, you might want to consider how you split the teaching groups, for example to maintain friendship groups, or to separate antisocial or disruptive pairs. Equally, you might actually decide to break up friendship groups to cut down on social interaction before and after class.

However, at Key Stages 4 and 5, it’s likely to be more difficult to create two populations of equal size by dividing teaching groups. With students attending lots of different combinations of subjects, each with different class sizes, it would be near impossible to coordinate options to have only one population at school at one time (see ‘Staggering populations’ section below). 

Route 2: Group Years to make populations

There are a number of different ways to do this, for example you might group Years 7, 9 and 11 into Population X and Years 8, 10, and 12/13 into Population Y. Alternatively, you might split by Key Stage – whatever makes the most sense for a balanced demand on specialist rooms, labs, equipment and so on. Note, with this option, individual teaching groups may still need to be split to stay within the size limit.

Staggering populations

Once you’ve split your population in two, you then need to consider how to manage how to timetable them. For schools considering reopening on a rota basis, there are a few different ways you could approach this:

• Populations come in on alternate weeks 
• Population X in morning, Population Y in afternoon
• Population X in morning Mon-Weds AM, Population Y in afternoon Weds PM-Fri

If you go for B or C, you should bear a few things in mind: 

• Make sure social contact is limited at crossover time
• Mornings tend to be longer on a school timetable, so make sure each population gets an equal amount of teaching time
• Plan two lunch sittings during crossover time

Whatever your approach, it’s also important to consider whether there are sufficient transport links to get all populations to school on time, and whether parents’ work schedules are able to adapt.

Questions you should ask:

• Could you find a way for students to stay in one place? Unless they needed a specialist room, teachers could move from room to room instead, to reduce social contact on the corridors
• Do students have to eat lunch in the canteen? Students could eat in their classroom or on the school field, where they can spread out and where it’s more ventilated
• Could students spend the day in their PE kit? There are different opinions on PE – some say it could make physical contact more likely, but others argue it’s vital for mental as well as physical health. If you do keep PE on your timetable, students could come to school in their PE kit to avoid the close proximity of changing rooms
• Will you be adding hand sanitiser stations around the school? If so, you might need to make changes to the work of ancillary staff like cleaners and caretakers
• Could you make a one-way system? You could use floor-arrows or cordons to cut down on corridor bottle-necks 
• Is the staffroom big enough? Is there enough space to spread staff out too?
• Can you make detentions socially distanced? Or is there an alternative way of managing behaviour?
• Do you have students living with elderly or vulnerable parents or guardians? These students might need to arrive late or leave early
• Do you have any elderly or vulnerable staff? For example, should vulnerable staff do online teaching only? If so, how will this affect the timetable?
• Have you got consistent guidelines for setting and marking remote learning? Staff with lower teaching loads could be made responsible for setting online work and monitoring the students who are not currently in school
• Do you have a plan to make up for lost time? The effects of this break in learning may well be felt for some time after schools return. Do you have a plan to tackle the loss of motivation that some students may experience?
• Should you invest in the future? Has the technology you have been using for remote working worked well? It’s worth investing in good solutions now, because although things are starting to return to normal, restrictions may be tightened again in future

About TimeTabler

TimeTabler is a fast, friendly and reliable computer program used by schools & colleges in over 80 countries to schedule their timetables. Designed to reduce the manual work involved in timetabling, TimeTabler leaves you with more time to apply your professional skill and judgement where it’s needed, to produce a timetable of the highest quality.

TimeTabler’s founder Keith Johnson is also the author of the standard ‘bible’ on Timetabling: ‘The Timetabler’s CookBook, which has now helped thousands of beginners to learn the Art of Timetabling, and many experienced timetablers to understand it in even more depth.

The good news is that TimeTabler integrates with Arbor MIS to give you the best timetabling experience. Use TimeTabler to schedule your timetable, then simply import it into Arbor’s MIS, using our inbuilt Wizard that guides you through the steps. Once your timetable is imported, you can make any changes or tweaks you need to in Arbor, so you don’t have to keep going back and forth. What’s more, as a trusted TimeTabler partner, Arbor customers can receive a discount on their TimeTabler licence.

If you’d like to find out more on the topic of timetabling for social distancing, Arbor and TimeTabler are taking part in an online debate hosted by our partners The ONTO Group on Thursday 21st May at 3pm. Click here to register!

Because Arbor MIS is cloud-based, you and your staff can work from wherever you need to. Find out more about the ways Arbor can help you work remotely and flexibly in our free webinar series today – check out the schedule here. You can also get in touch to book a virtual demo with one of our team – simply email hello@arbor-education.com or call 0208 050 1028.

Richard Martin - 15 May, 2020

School Operations

Category : Blog

Delivering remote teaching and learning during lockdown by Richard Martin from LGFL

LGfL (London Grid for Learning) is a not for profit organisation that provides secure internet connectivity and digital services to over 90% of London schools and many others nationwide. Special Projects Lead at LGFL, Richard Martin, has put together this blog with advice for schools on delivering remote teaching and learning during lockdown. Richard was previously the CIO for the ARK academy group and Head of IT for the Girls’ Day School Trust. He is also a governor for a small primary school in Surrey.

Learn more about our cloud-based MIS

The challenges presented to schools during the Covid-19 lockdown have been diverse and complex. In my role as the Special Projects Lead for LGfL, I get to speak to many schools directly and have regular contact with organisations who provide on-site technical support for schools through the LGFL Digital Transformation Partner Programme that I run.

This has brought to the fore real challenges for schools that go beyond traditional teaching in the classroom. I am aware of many school heads and school leaders spending their time delivering lunches to vulnerable and disadvantaged pupils and regularly checking in with families to help them through the crisis. Schools also stayed open during the Easter holidays to look after children of key workers. 

The challenge to move to new ways of working and delivering remote teaching and learning provisions almost overnight introduces a level of organisational change that would break most large corporate organisations, let alone a small primary school! At LGfL we have been supporting our schools and the wider education community as best we can, and have set up a website – coronavirus.lgfl.net – to provide advice, guidance and useful links.

Some schools were more prepared than others

As someone who has been promoting the use of tech, especially cloud-based tech, in schools for years, I am aware of the vast differences in approach and progress with digital tools across the school community. Some schools have embedded technology in their organisation very positively, whereas others for many reasons have made slower progress. A small but not insignificant minority of school leaders just did not see that tech would add any value. This view has not been helped by a multitude of failed IT initiatives in schools that were poorly thought out, highly expensive with little or no thought given to teacher training and effective, sustainable ongoing support.

Unsurprisingly, what we have seen in the schools we are engaging with during lockdown, is that those who had already started down the road to the cloud were the ones who have had the greatest success in sharing online content, lessons and materials. Schools starting from scratch in the few weeks before lockdown have struggled. One large London academy group who had already invested heavily in setting up and providing training on Microsoft 365 were quickly able to expand operations, including setting up 25,000 MS Teams sites in the days after the announcement of lockdown.  

Harnessing Google to deliver learning

Similar successes were had with Google G-Suite in schools such as Poverest Primary in Bromley who were quickly able to switch to online provision. Paul Haylock, the Deputy Headteacher, explains below what they have achieved during lockdown:

“As a school already set up with Google accounts for both staff and children, we found the transition to online learning very easy to do. Within those last two days of school we managed to be completely set up and ready for the Monday lessons. […]

 All our teachers have become so much more confident using Google Classroom and now using many features they weren’t before. Using Google Meet we have had staff meetings and year group planning meetings. Teaching presentations sourced from a whole host of website-based companies are shared in the classroom for pupils and parents to read, tasks are also shared in the same way and blank documents (mainly docs and slides) are given to each pupil for them to share their learning. This is then remotely handed in and reviewed by the teachers. Those who can only access on phones and small devices read the information but complete learning on paper and upload photographs for the teachers to see.

 Teachers are preparing work as year group teams and posting on the Google Classroom so that each new learning is posted at 9am each morning. This is done via a time stamp so learning for a whole week can be prepared at any time but only appears to the child at 9am each day.

As school leaders we are using Google Forms with our parents to identify when children are coming into school and what the weekly free school meal arrangements are for each family. This means we can staff the building with the minimum number of staff for the children we have in the building, helping our staff to work from home and isolate as much as possible.”

Paul Haylock was able to achieve this comprehensive provision because he had put in the groundwork previously and worked closely with an engaged and competent support partner. You can see more on how LGFL work with schools here.

Getting tech to every pupil 

Another challenge amplified by remote learning is digital connectivity for disadvantaged children at home and ensuring there’s a solution for pupils who do not have access to a device or whose only internet provision may be via a parent’s mobile phone. Upon request from the DFE, LGfL are looking to procure devices and provide a safe, secure route to the Internet for those that need it.

The Covid-19 outbreak has been a horrible time for everyone and a tragic loss of life both in the UK and around the world. What we once perceived as normal is unlikely to return for a very long time, if ever, but I hope that some positive change will come out of our experiences in the past few months. 

This time will teach us the true power of tech – if staff have the right support, tech can free them up and help them to adapt. If implemented in the right way, tech can improve and transform the way schools work so they can weather any storm. For example, the ability to set and mark work digitally should, in the long term, save teachers’ time and effort, and provide analytics on engagement far more easily. Teachers will now be much more confident using tools to teach children who are incapacitated, or for whatever reason cannot get into schools once they are opened. Sadly, for many of us, snow days will now be a lot less fun!

If you want to get up to speed with digital tools to use in your classroom, click the links below to access online learning resources from: 

• Adobe 
• Google For Education 
• Microsoft

Because Arbor MIS is cloud-based, you and your staff can work from wherever you need to. Find out more about the ways Arbor can help you work remotely and flexibly in our free webinar series today – check out the schedule here. You can also get in touch to book a virtual demo with one of our team – simply email hello@arbor-education.com or call 0208 050 1028.

Emily Copsey - 15 May, 2020

School Operations

Category : Blog

Keeping in touch with your school community during lockdown

Arbor’s Head of Support, Emily Copsey, shares top tips for communicating with your school network during Covid-19 and partial school closures

Our schools have been sharing with us that keeping in touch with parents – particularly the most vulnerable families – is top of their minds right now. School staff are relying more than ever on parents and guardians to engage in their children’s education. Ensuring you can help parents to support their children starts with having a strong line of communication in place.

Over the last few weeks, we’ve worked with our schools to make sure they have everything they need in Arbor to keep in touch with their school community. Because Arbor’s MIS is cloud-based,  staff have up-to-the-minute data about all their students and guardians at their fingertips, so they can communicate with the right people at the right time, from one place. 

We’ve put together three top tips for engaging with parents – particularly during lockdown: 

1. Make sure it’s not all doom and gloom

2. Plan your content in advance

3. Get something in the diary

 Let’s break that down …

1. Make sure it’s not all doom and gloom

Alongside essential announcements, share some content with parents that might lift their spirits. This could be some fun weekend activities, craft projects or TV recommendations.

We’ve seen some really uplifting posts from schools on social media – like this wonderful “We miss you” video from the Knockhall Primary Staff, and free yoga sessions from Avanti Schools Trust. You could even put a short newsletter together with a weekly roundup.

We’re also delighted to share this poem sent by English Martyrs Catholic Primary School in their newsletter to their Year 6 students due to start their SATS this week. This is a great example of giving parents a way to talk about this difficult time and all the emotions surrounding it with their children.

2. Plan your content in advance

Over the last few weeks, you’ve probably been sending parents lots of updates as you react to daily changes. But as we adapt to a new way of working, it’s a good idea to plan a schedule of content you want to share with parents. Whether it’s a weekly round up of the work set for each class, or a regular prompt to parents to send in their details, creating a content calendar can help your team to prioritise their workload, and make sure information reaches parents at the right time.

Many Arbor schools are having success with planning regular communications. Baxter College send weekly key worker surveys in Arbor so they can keep track of who to expect the following week. Find out more about how Baxter College use Arbor to send automated reports here.

Remember, one channel might not work for everyone in your community. In Arbor there are lots of different options you can use to share information with parents:

• Parent Portal – Parents can log in to see information about their child. Many schools at the moment are using the portal to get parents to provide their details (e.g. medical or dietary requirements for new starters), or complete consents for new measures
• The Arbor App – In-app messages appear as push notifications on parents’ phones, so it’s a great way to get their attention remotely. Use them to send a quick prompt to parents to check their emails, or to complete consents by a certain date. Parents can reply or write in-app messages themselves, too
• Texts – A great way to get a quick answer from parents, or vice versa. Were you expecting a child of a key worker in school today but they haven’t shown up? Was the parent expecting them to be in school or has something changed? Top tip: if you’re sending texts regularly, our SMS Unlimited package can help
• Emails – This is most effective for sending critical or major updates, such as new Covid-19 requirements, or on the steps your school is taking to prepare for 1st June. Some schools are also using email to share Google form links with parents so they can let the school know when they are planning to come in – plus, you’ll be notified automatically with their responses

3. Get something in the diary

With less in-person contact with parents, it might be easy for some parents to drop off your radar. It can be useful to get a contact slot in parents’ diaries so they can plan around it. In Arbor, you can use Guardian Consultations to book one-on-one check-ins at a time that suits everyone. 

For parents who you know are not online, you’ll have to contact them in a different way. In Arbor, you can keep these parents separate in a custom group so you can plan how to reach them separately – maybe through a phone call or a physical letter. Staff can pull up parents’ phone numbers easily in Arbor, or quickly create a letter template, which will automatically populate with each parents’ details, that they can print and send out.

To find out more about communicating with parents remotely, we’re running a series of practical support webinars on parental engagement, kicking off with a session all about using the Parent Portal on Monday 18th May – sign up for free here. The Arbor Community is another great place to find advice and best practice from fellow Arbor schools – join today for free.

For full guidance on how to use Arbor to manage your school during Covid-19, check out this guide on our blog.

Rebecca Watkins - 22 April, 2020

School Operations

Category : Blog

Top 3 tips for working remotely – whatever your role

During this time of constant change for schools and trusts, we want to support schools with practical advice for adapting to new ways of working. Becca Watkins, our Operations Executive, has put together her top 3 tips to bear in mind for working remotely

As an EdTech company, with almost a quarter of our employees already used to working remotely, we’ve adapted quite well over the past few weeks, all things considered. Many things haven’t changed – our schools and trusts can of course still access Arbor’s cloud-based Management Information System (MIS) from anywhere. And our internal systems at Arbor are no different. 

As we prepare to strap in for another few months of remote working, we’ve been reflecting on lessons we’ve learned so far and how we can keep up momentum and morale. 

Our top 3 tips for remote working

Whatever organisation you work for, whether that’s a school, trust, local authority or private company, you’re probably finding yourself working remotely or in a completely different routine now. From our experience at Arbor, we wanted to share some tips and tricks for working together in this new way. 

Bear in mind – these are not just tips for working remotely – they’re tips for working remotely during a pandemic. There’s a big difference. Situations change daily, so you should allow your outlook and mood to change too. If you take just one tip from this blog – be kind to yourself. 

My top tips for adapting to your new, virtual workplace are:

1. Keep communicating with your team
2. Find balance and remember what’s important
3. Don’t underestimate laughter

Let’s break that down…

1. Keep communicating

• Show your face!
  You may be feeling less well-kempt than usual or slightly embarrassed by the state of your room in the background, however, it’s a good idea to turn your video on for your colleagues, and for them to do the same. Remember, body language constitutes 55% of how we communicate, so it’s easy to misinterpret something someone has said if you can’t see them. Remember, you might not be seeing many human beings at the moment, so the more personal connection you have with your colleagues the better!

• Begin with hello
  Why not try starting your smaller group meetings with a moment for a personal catch-up. As we’ve said, it’s harder to tell how someone is feeling over video, so make sure you take the time to ask how your colleagues are doing and share how you are, too. It’s also a great idea to plan some non-work related catch-ups with colleagues. At Arbor, we often have “coffee & catch-ups” with different people where we have a laugh and check in to see if anyone needs any support. We’re all in this together and we’ll all need a helping hand at some point.

• Stand-up
  While adjusting your posture now and then is great, this tip is actually about checking in regularly with your team. A “stand-up” is a type of meeting where originally teams would literally stand up to keep the meeting short and sweet before people got too tired on their feet! Whether you actually stand up in front of your laptop or not, stand-ups are a great way to give a short, efficient status update to your team. We find it really useful to take 15-minutes every morning to keep each other in the loop about what we’re doing.

• Be a source of truth
  As a leader, the best response to a crisis is to be the source of truth for your employees about what is happening in the world. Transparency is strength – addressing the difficult situation, letting your team know how you’re dealing with it and how it will affect them, will reassure them that you’re representing them in the decisions you make. Even if your policies aren’t set yet – let them know it’s a working process that needs everyone’s input. James, Arbor’s CEO, has been keeping team morale up with daily updates on the developing situation for the country, and what this means for our schools and how we need to work together to adapt.

2. Find balance

• Work-life balance
  It’s tough when your home and work life start to merge into one another. But it’s important to find that divide so you can switch off when you’re not working and be really present in your home life. Work-life-balance won’t be the same for everyone – having other commitments outside of work or those you care for might mean different priorities. Continuing to re-evaluate what’s important to you will show you the balance you need to strike. Now is not the time to try to fit a mould or do what others are doing. If you can, find a new schedule that works around you – move your hours a little to give you more breathing space. Breaking just once at lunch time might not be the time off you need!

• Is it urgent? Is it important?
  As national and local factors are changing all the time, your school, trust or company will be reassessing and re-prioritising objectives and timelines regularly. Try and apply this to your personal workload too. Order your tasks by urgency and importance, so you can work efficiently on the most relevant things – see our handy chart below! 

3. Don’t underestimate laughter

Something not many companies have faced before is how to keep their employees’ morale high during a time of widespread strain. The key to this is having a strong company culture and great communication. Most importantly, and the easiest thing to introduce, you can’t underestimate the value of having a laugh together. Here are some ideas to bring a little light-hearted relief:

• Friendly competitions
  One way we’re keeping up our work relationships at Arbor is daily competitions set by our Co-Founder and CEO, James Weatherill. Every day, James sets the whole company a single challenge to post in our team Slack channel. The best have been to take a picture of your home office (check them out on twitter!), share your favourite song of all time, and one of my personal favourites – Renaissance Yourself – which shows how you would look as a Renaissance portrait (go on, try it!). It’s a very fun way of breaking the bounds of remote working and getting to know your colleagues even better. 

• Quiz time!
  Why not host a quiz for your team and/or company to play together? Quizzes can really engage a team and lift the mood by taking the mind somewhere completely different. You can play at the end of the day or during a lunch break, with a digital platform or good old fashioned pen and paper. We’ve been using Kahoot for our quizzes, great for being quick and interactive. 

Keep sharing

Remote working is a new experience for us all, and being kind and thoughtful will go a long way, whatever your role or company. So take a breath, take a pause, and remember this is temporary. How we adapt to this crisis will serve us not just right now, but in the long term as well. 

If you have any tips to add to Becca’s list, share them with us on social media using #ArborCommunity or on our Community Forum if you’re an Arbor school.

We’re running a webinar programme called “Adapting to Change: Managing Your Schools and Staff Remotely” for MAT Leaders to share strategies during lockdown and beyond. You can sign up for free by clicking the link.

To find out how to manage and report on the Coronavirus situation in Arbor, you can read our blog, or find practical advice on our Help Centre. If you’re new to Arbor, find out if Arbor MIS is for you with an online demo – get in touch at tellmemore@arbor-education.com, or give us a call on 0208 050 1028. 

Maddie Kilminster - 24 February, 2020

School Operations

Category : Blog

How Arbor could transform your secondary school

With large student bodies, hundreds of subject strands and lots of different staff responsibilities, secondary school data can be a complex web. To tackle it, you need a Management Information System (MIS) that gives your staff access to clear, visual data so they can take action instantly.

At Arbor, we have a team with deep secondary school knowledge who have designed our MIS hand-in-hand with schools. Arbor MIS not only takes the hassle out of daily admin – it can also transform the way you work. The number of secondary schools joining Arbor is growing daily – three times as many switched to us last year compared to 2018. And they’ve joined a growing community of 1,000 schools and MATs who rely on Arbor MIS every day.

We’ve put together the top four things that secondary schools really love about Arbor MIS. Read more below about our BI analytics, behaviour reporting, exam management and interventions.

1. We give you the choice to analyse your data any way you like

3 in 4 of our schools say Arbor has improved their data analysis

At Arbor we care about democratising data – our MIS gives staff visibility of the data they need every day. We have built “out-of-the-box” BI (Business Intelligence) into the fabric of our MIS which means staff can easily go deep into their data without needing to be a data expert. Through clear, detailed dashboards, Teachers, Heads of Department and Admin Staff can access, analyse and action the data that’s relevant to their role. You can also keep using the BI tools you love by pulling your Arbor data into a password-protected Live Feed that you can upload to another application. You can read more about Arbor’s BI tools in our blog.

2. Implement a consistent behaviour policy across your school

4 in 5 say Arbor has transformed the way they work

Arbor MIS helps you manage behaviour more efficiently, with smarter evidence, and in a way that’s right for your school. You have the flexibility to define behaviour types and frameworks, and to set up automatic actions in response to specific incidents or behaviour types, helping you cut down on workload. 

Thanks to Arbor’s built-in BI, your behaviour data is more powerful. You’ll be able to build up a rounded picture of each student and compare their behaviour with their class, year group or a custom group you’ve created. To find out more about how Arbor can transform behaviour reporting, check out our blog “A day in the life” by our Senior Partnership Manager and former Headteacher, Andrew. 

3. End-to-end exam management, from mocks to results day

Managing exams in Arbor MIS is hassle-free every step of the way – from preparation to results day. Unlike other exam management systems, in Arbor there’s no need to search for basedata on exam board websites – we pull it in automatically for you.

Here’s a bit more about how we make exams simple in Arbor:

4. Plan, manage, and monitor interventions

3 in 4 say Arbor saves them time

We know how important pastoral and academic interventions are in secondary schools. That’s why we’ve made interventions flexible and easy to use in Arbor MIS. Whether your interventions are ad hoc and informal, or highly formalised and structured, you can build your interventions your way. Arbor MIS allows you to create, track, monitor and cost the breadth and range of your wider curriculum. You’ll always stay on top of your students’ progress, attainment and wellbeing – plus you’ll be able to track where extra attention is needed. 

You can read more about creating interventions in our blog “6 Steps to Create an Effective Interventions Strategy”. To read how Kate Ferris from Baxter College tailored her behaviour interventions in Arbor, check out her case study.

Our secondaries have been sharing with us why Arbor works for them – read how Suzanne Pike, Vice Principal of Sir Robert Woodard Academy, leads a secondary school with Arbor and hear from Kate Ferris, Data Systems Analyst at Baxter College, about how Arbor has led to a culture shift at their school. 

To find out why Arbor MIS is perfect for secondary schools like yours, click here to arrange a free demo or call us on 0208 050 1028.

Maddie Kilminster - 27 January, 2020

School Operations

Category : Blog

Arbor in Action in the Classroom

At BETT last week, Tim and Stephen from the Arbor team gave a talk in the Tech In Action theatre about how Arbor MIS can transform the way schools work. We were pleased to see so many new faces in the audience but in case you missed it, you can see their presentation below which includes some handy video demos.

Tim and Stephen talked about how Arbor MIS makes your essential daily admin more powerful and less stressful, so you can get on and focus where it matters most. They went through four key ways Arbor helps teachers in the classroom – these were:

1. Teaching a lesson using My Classroom 

My Classroom is an exciting new feature of Arbor MIS that takes the hassle out of preparing for lessons. With this all-in-one classroom management tool, you can organise your lessons and manage your class seamlessly – giving you time back to focus on teaching and learning.

2. Sending letters home to your students’ parents

Communication with parents is quick, easy and automated in Arbor MIS. For example, if an after-school club has been cancelled, you can send a message to all relevant parents instantly. Parents will get the message on the Arbor App on their phone, which will also let them know if there’s another session they can book  instead.

3. Preparing for a meeting with a parent

Arbor MIS gives you the whole picture for each student in a few clicks. Simply search for a student and you can see a breakdown of their behaviour history, attainment, important medical and pastoral notes, absence patterns and how they compare with their classmates. From clear, visual dashboards, you’ll instantly see the most important areas to focus on in your next meeting with their parent.

4. Reviewing your class at the end of the day

After lessons, data on your whole form or class group is at your fingertips. From the week’s behaviour incidents, to how many students have done their homework, to their attainment over time – you can use data to intervene where needed, like creating a booster group, or emailing parents.

If you’d like to find out more about how our hassle-free, cloud-based MIS could help you act on everything important fast, so you and your staff can focus on what matters most, contact us. You can also book a demo by calling 0207 043 0470 or email tellmemore@arbor-education.com.

James Weatherill - 15 January, 2020

School Operations

Category : Blog

Best-of-Breed vs One-Stop-Shop?

We often get asked by schools and MATs what’s better – choosing several ‘best-of-breed’ software tools, or one tool that promises almost all the functionality you need? Our CEO, James Weatherill, asks, are there any shades of grey in-between?

Jack of all trades, master of none

When software was in its infancy in the 90’s and early 00’s, companies and schools tended to choose ‘one-stop-shop’ systems that could do virtually all the tasks a school needed to run itself. The advantage was lower cost, higher central control and simplified management. But this came at a cost of being tied to one supplier, meaning prices often went up with little product improvement, less flexibility and local variation on customisation. There is also the simple adage that whilst big systems have a lot of functionality, they tend to do more things less well than specialist tools. 

Businesses and schools are now generally moving to best-of-breed strategies which pick a few core systems and integrate these with a wider suite of specialist apps, reducing implementation time, giving greater flexibility and higher levels of functionality. This has all been made possible by a shift to the cloud, where integration can be online and seamless (at least in theory). However, as we’ll show, it’s not a one-size-fits-all approach.

Your culture and strategy should dictate your systems choice

The answer to what type of system to choose in my view depends on what you want to achieve as a school or MAT, as well as the culture you’ve set. As I’ve written about before, MATs should be intentional about the culture they want to create, as this will often drive how they make decisions. This is no different for schools and how they select systems, as the diagram below shows.

Let’s break that down…

A) Low need for control + Low complexity = define data standards
If you’re a school or small trust that typically gives high agency to staff, then you might not need to standardise much except for how to use the systems you’ve procured and the data you want to get out. Choosing best-of-breed tools that fit the needs of your individual school (or schools) works well here, with the caveat that you’ll need a plan for how all the systems integrate (don’t forget or underestimate this step or you’ll be swimming in a data soup!).

B) Low need for control + High complexity = collectively agree core systems; staff choose bolt-ons
If you’re a large school or trust, you may like to give an element of agency to your staff to choose systems that can be tailored to the local context of the school. Yet, due to your size, a certain amount of system standardisation is important or there would be chaos. For these types of schools or trusts, it works well to clearly define your non-negotiable core systems (often involving many staff in procurement decisions), then delegate non-core systems to staff to allow variation according to need.

C) High need for control + High complexity = several monolithic systems, centrally controlled
If you’re a large school or MAT involving multiple phases spread across many sites or geographies, who needs high control of the systems staff use (perhaps due to cost or culture), you may prefer more monolithic systems. This approach involves selecting fewer, larger applications and perhaps even hosting them on-site.

The advantages of larger systems are simplified vendor management, cost savings, support simplicity and data standardisation. However, this is at the expense of flexibility (being tied to one vendor makes ‘rip-and-replace’ harder), functionality gaps (the vendor is likely to have less product depth in specific workflows) and more difficult implementation (more tools have to be replaced).

D) High need for control + Low complexity = standardised core systems; staff choose bolt-ons
If you’re a school or MAT of medium size and scale, a hybrid approach of leadership works well with core non-negotiable systems being centrally defined and school staff choosing bolt-ons. This preserves an element of standardisation whilst allowing staff agency over the systems that might be more appropriate to their context. The trick is ensuring the core systems chosen (typically MIS, finance, HR, assessment) work well together so you can retain flexibility.

A bit about how Arbor can help…

Arbor MIS can tick all the boxes above, as we have a wide range of functionality that caters to primary, secondary, special schools and MATs of all shapes, sizes and cultures. However, we know that every school and MAT has their preferred and loved applications and we want to play well within that ecosystem.

We believe choosing best-of-breed software beats monolithic tools that are a ‘jack of all trades’ but master of none, so our focus is being the best MIS that provides all staff with smart information so they can make better decisions, whilst reducing unnecessary admin tasks.

To discover the hundreds of software partners we work with click here.
Get in touch and find out how we could help your school or MAT by emailing me at james@arbor-education.com. Look forward to hearing from you!

Andrew Mackereth - 20 November, 2019

School Operations

Category : Blog

A day in the life

I read the news today, oh boy. 

Unfortunately, I’m not going on to talk about the lucky man that made the grade in the famous song by The Beatles; instead I’m talking about the story that appeared on BBC News with the caption: “I had an interest in school – but zero help.” 

I felt profoundly sad for the families and their unmet needs but as a former Headteacher, I also felt for the schools as they seemed to be taking the presenting issues extremely seriously but their “help” wasn’t helping. 

Thinking back to situations I had managed in my schools, I remembered the round-robin reports that regularly hit my desk about the progress, behaviour and attendance of pupils causing concern. This was our way of capturing the presenting issues in order to formulate a plan.

The sort of report I’m talking about is the kind that is being generated right now by teachers and pastoral leads across the country (and across the world) to explore concerns, or support meaningful meetings with parents. Every school seems to have their own template and completes in a way that meets their specific circumstances. However good I thought our report templates were, there was always some information that we hadn’t captured to complete the picture of the child. It’s only since I’ve been working with Arbor MIS that I realised just how poorly set up my schools were to surface student-level information quickly due to the limitations of our previous MIS. To compound the problem, my teams could only access the information when on site, which put an added burden on working parents and carers. 

Our weekly student focus meetings brought together progress, educational support, welfare and attendance leads to discuss current and emerging issues. A typical action arising from the meeting would be for a key worker (in this instance: me) to make contact with home to request a meeting. 

For the purpose of this blog, I am going to walk through a typical “student of concern” scenario but in this instance, the fictional student is Kimberly Adams, a Year 10 student at Pinewood Secondary School. As Head, I’m collating information ahead of a meeting with her parents. The meeting is therefore at our request because, as I shall explain, her name had cropped up in a number of progress and well-being meetings recently and we want to engage with home at the earliest opportunity. I want to get a comprehensive picture of the student using Arbor MIS.

The following picture begins to emerge:

Kimberly appears to like school; her attendance is currently 96%+ and this is an improvement on last year. She has regular planned absences for medical appointments due to a long-standing medical condition: the result of a head injury that causes a lack of focus. She has the highest attendance in her Tutor Group.

(Image 1: Screenshot of Attendance in Arbor broken down into different groups) 

Unfortunately, since the start of Year 10 she has begun to arrive at school late. There is no particular pattern to her lateness to school but she is frequently late to Pd3 which follows break. This is an area to investigate.

(Image 2: Screenshot of Attendance in Arbor broken down into time of day) 

Her behaviour is generally good but September the 18th was an uncharacteristically bad day. Kimberly didn’t suggest a reason as to why she had such a bad day but perhaps her parents can offer some context that would explain it. This is an area to investigate.

(Image 3: Screenshot of Behaviour in Arbor broken down into time of day) 

It seems that Kimberly does not adapt well to temporary teachers and, looking at her behaviour log in more depth, there seems to be a correlation between her incidents of misbehaviour and supply teachers. As a side issue, I can see that she had eight lessons where her regular teacher has been absent which is potentially having a de-stabilising effect. This is an area to investigate. 

(Image 4: Screenshot of student cover statistics in Arbor) 

Academically, she is performing fairly well. She is a low prior attainer but she has a flair for Maths and English. It would be useful to explore the issues around English and the relative underachievement in Computer Science and Textiles from her perspective.

(Image 5: Screenshot of assessment and progress statistics in Arbor) 

Kimberly has not signed up for any trips or visits this academic year but she is a member of the Eco Club. Her form tutor, Ms Kelly runs the Eco Club and this seems to have sparked her interest somewhat. Ms Kelly fears she may be bullied by some of the other girls in the tutor group but Kimberly has always denied this. This is an area to investigate. 

Neither parent has logged into the parent portal, so may be missing vital communications from school about events, achievement and progress. I should offer to reset their password or resend the joining instructions if required. 

I am confident that I can approach the meeting with some good evidence to back up my concerns and steer the conversation to cover the areas for further investigation. 

Meetings like this one will happen everyday in schools for a myriad of reasons. I’m fortunate that, because Arbor is designed to turn insight into action, I have all of my information on students at-risk together in one place – and not all over the place.

If you’d like to find out more about how our hassle-free, cloud-based MIS could help you act on everything important fast, so you and your staff can focus on what matters most, contact us. You can also book a demo by calling 0207 043 0470 or email tellmemore@arbor-education.com.

Cosima Baring - 19 September, 2019

School Operations

Category : Blog

Why have 5,000+ schools moved their MIS to the cloud?

Last year, over 1,000 schools moved their MIS to the cloud –  the highest number of schools ever to have moved in the space of a year! That means 1 in 4 schools have now left SIMS in favour of easier-to-use cloud-based systems like Arbor. We’re really excited that more and more schools are realising the benefits of the cloud; after all, we’ve been talking about it since we were first founded!

We’ve spoken to lots of Headteachers and SLT recently who want to move MIS, but who are nervous about the pain of switching out-weighing the gain of a new system. With that in mind, we’ve to put together a helpful guide on moving your MIS to the cloud (scroll to the bottom of this page to read), which we’ve written based on our experience of helping over 800 schools make the switch. 

We’ve answered some of the most common questions we get asked, including how secure the cloud really is, how much it costs, and how cloud-based systems differ to SIMS. You’ll also find some first-hand switching stories from schools & MATs who use Arbor – we hope it helps make switching MIS seem a little less stressful than it might feel right now.

Moving their MIS to the cloud hasn’t just helped the 600 primary schools, 77 secondary schools and 101 special schools using Arbor save time and money – it’s also helped them transform the way they run their school. Arbor MIS acts as the central system at your school to help you get work done, replacing any clunky, third-party apps that don’t speak to each other. Teachers and SLT can now follow up with absent students, write report cards and prepare for census in just a few clicks – meaning they no longer have to switch between paper, spreadsheets and different systems to get the information they need about their students! 

If you’re planning your own move to the cloud, have a read of our guide on Moving to the Cloud by clicking on the link below: 

Why have 5,000+ schools moved to a cloud-based MIS? ~ powered by Arbor

Hope you find it helpful!

If you’d like to learn more about how Arbor could help you transform the way your school operates, get in touch at tellmemore@arbor-education, or give us a quick call on 020 8 050 1028

Chris Taylor - 17 September, 2019

School Operations

Category : Blog

Education and modern technology: is a change of attitude needed?

Being born in the early 90’s and receiving my first computer as a gift in December of 1999 turned out to be not only a brilliant idea (thanks mum & dad!), but for many reasons, also quite profound in the way that this beige PC tower ended up shaping not just my life, but also the lives of an entire generation. 

It’s almost impossible to imagine today’s world without the advent of the technology that has shaped our lives so dramatically. Even as a young boy, while I would spend countless hours playing around with this marvellous box of tricks (Windows 98 seems so archaic by today’s standards), I was amazed by what it could do and saw no limit to what was possible. 

Suddenly, I could (willingly) do my homework on-screen and at the press of a button it would be spat out by the enormous printer to the left of the big-back monitor. I’m sure you can imagine my utter delight when I figured out how to access the internet through dial-up (and my hopeless despair when I’d spent 10 minutes trying to download an image, only for the phone to ring half way through and kill my connection). 

Picture 1: A comparison of a computer from 1984 and a computer from 2019

Fast forward 20 years and I still find myself astounded with all the technological advancements of the modern world. My smartphone can do everything and more that my first computer could and all the time we’re finding new and clever ways to apply all of this technology to a variety of different situations, problems and sectors to make our lives easier.

However, this isn’t always the case. When I think about how we use technology to supplement educational outcomes and improve the effectiveness of our schools in general, I have mixed feelings. In some cases schools are embracing tech with great results (putting iPads in the classroom being an example) but in other areas, schools are being left behind. 

The (not so) looming crisis

In 2019, schools are under scrutiny and pressure like never before. The education system is ever evolving and adapting to address its own challenges whilst trying to find new ways to teach the next generation so they’re set up for life in an ever more competitive and challenging world. Despite this, it’s failing to adequately address an ever progressing crisis: teachers leaving the profession at an unprecedented rate.

Among others, one of the most commonly cited reasons for the staffing crisis in the UK is the increasing demand and workload placed upon school staff as a whole, not just teachers. When I meet with school leaders in the North of England this is a question which is raised almost every single time – ‘how can I improve the efficiency and outcomes of my school whilst also reducing my staff’s workload?’ and my answer is always the same: try to see technology as an assistant and a driver for positive change and not a means to an end. It should help, not hinder you. 

In most elements of our lives we embrace the latest and greatest in tech and no longer do we settle for the sub-standard; take mobile phones as an example. On average, most people change their smartphone every 2-3 years and sometimes even more frequently. If the device doesn’t do what we want or expect it to, or even if we just find it a bit difficult to use, what do we do? We replace it without hesitation and try another brand entirely. 

I really like this attitude to tech; it serves to ensure that vendors are always striving to find new and innovative ways to make our lives easier, always one step ahead of us and improving on things that we never even thought were a problem, until we’re handed the solution. Of course, we know what happens when they don’t move with the times. More so, it stops vendors becoming complacent. 

Having seen the internals of education and technology for myself, I firmly believe schools should think of their systems like most of us do a mobile phone; a really useful tool to help us out on a day to day basis, but something we can easily swap and move away from if it no longer serves its purpose. It’s for this reason that we encourage schools we meet with to do a systems audit, which helps determine if the technology they’re paying for has become outdated or no longer fits with the day-to-day running of the school.

Picture 2: An example of mobile phones from the 1980s and a mobile phone in 2019

In a school, the MIS is one of the key pieces of tech which has the capacity to vastly reduce staff workload, increase the efficiency of the school and improve pupil outcomes at large. Despite this, many schools across the country are still using clunky, out-of-date systems that are time consuming and difficult to use, yet some appear to accept this because they’re perhaps unaware just how much of a difference a modern MIS could make to their work, and their school as a whole.

If I could give one piece of advice to anyone who’s not happy with the technology that’s supposed to assist them and make their life easier, it would be to explore alternatives and try and find a system that fits the ethos of your school, and that enhances the livelihoods of its staff and the outcomes of its pupils. 

Sometimes, we’re unaware that there are better ways to do things until we’re presented with a new idea. Try to look for a solution to your problems in a proactive manner – technology is there to help you and when it no longer does, it effectively becomes surplus to requirements. 

If you’re unhappy with your MIS and school systems in general, it could be that they’re no longer fit for purpose and you should start exploring alternatives. It’s your duty to ensure your school has the best outcomes and your staff are as happy as they can be.

Remember, a change of attitude is all that’s necessary. 

Nataliia Semenenko - 21 August, 2019

School Operations

Category : Blog

What are Strong Customer Authentication regulations and how will they impact school payments?

School payments happen every day: parents pay for school lunches, clubs and trips all the time. Studies have shown that the number of cashless transactions is constantly increasing, with  more and more of these parents choosing to use online payments to purchase goods and services from schools. 

It’s not a secret that online payments are susceptible to fraud (we’ve all heard stories about stolen credit cards and phishing sites that steal your details), so making online payments as safe as possible is a challenge for organisations all around the globe. As they became more aware of these risks, governments and financial authorities decided to take action by making payments more secure and protecting consumers when they pay online. They introduced the Payment Services Directive (PSD) in 2007 to regulate online payments in the EU and EEA, and in 2015 the updated directive –  second Payment Services Directive (PSD2) – was released. This introduced even more regulations, including Strong Customer Authentication.

What are Strong Customer Authentication regulations?

It was initially put forward that on 14th September 2019, new requirements for authenticating online payments will be introduced in Europe as part of PSD2. When you make an online payment, SCA requires you to use at least two of the following 3 elements:

• Something the payer knows (e.g. password or PIN)
• Something the payer has (e.g. mobile phone or hardware token)
• Something the payer is (e.g. fingerprint or face recognition)

Update: UK Finance are now recommending an 18-month delay to the introduction of Secure Customer Authentication rules in the UK to give companies more time to prepare. While this might mean that SCA regulations are postponed, there is no guarantee, which is why we have made sure we are compliant. Arbor is set up for all eventualities so that your school won’t face any problems now, or in the future. Our updates to your system also means that school payments will be protected from fraudulent transactions, which is an added bonus!

From when SCA comes into action, banks will decline payments that require SCA and that don’t meet this authentication criteria (if you would like to read the original SCA requirements, they’re set out in this Regulatory Technical Standards document). These regulations will apply to British banks as well, as they are not dependant on any Brexit decisions. 

Authentication is typically added in as an extra step after checkout, where the cardholder is prompted by their bank to provide additional information to complete a payment (this could be a code sent to their phone or fingerprint authentication through their mobile banking app).

Under this new regulation, specific types of low-risk payments may be exempt from Strong Customer Authentication. Payment providers will be able to request these exemptions when processing a payment. The cardholder’s bank will then receive the request, assess the risk level of the transaction, and ultimately decide whether to approve the exemption or whether authentication is still necessary. Usually, transactions lower that £30 will be considered as low-risk and, in most cases, will not require any authentication.

How will this impact school payments?

SCA regulations will introduce small changes to the way people make card payments to school:

• Initiating the payment: when the payer decides what they want to pay for (e.g. a school trip) and starts making the payment, they will be prompted to fill in their card details and to then initiate the payment.

Image 1: A screenshot showing you how to enter your card details into Arbor

• Triggering dynamic authentication: it will be automatically detected whether authentication is needed for the payment to take place. If required, the payer will be prompted to authenticate the payment using an SMS code, bank mobile app or other element, depending on what their bank supports.

• Completing the payment: Once the payer’s identity is successfully confirmed, the payment will be completed and their card will be charged. 

Image e: A screenshot showing a successful payment in Arbor

At Arbor, we’ve introduced changes to the way we process card payments to become 100% compliant with the new regulations, which means your school won’t face any problems when Strong Customer Authentication comes into practice. You also won’t need to make any changes if you use the card payment functionality in Arbor – we’ve taken care of all that for you already! 

If you’d like to find out more about how our simple, smart cloud-based MIS could help you transform the way your school handles payments, contact us. You can also book a demo by calling 0207 043 0470 or email tellmemore@arbor-education.com.

Beth Mokrini - 12 July, 2019

School Operations

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 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

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. 

| 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.

| 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 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! 

| 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

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.

| Wonde and 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

School Operations

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 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