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School Improvement | School Operations
Category : Blog
This Autumn term, we organised 54 Insight Training sessions that were attended by teachers and members of Senior Leadership Teams from schools across the country. As well as looking at how Arbor’s Insight reports can help you to benchmark your schools results and streamline your operations, the sessions also demonstrated how you can use your
This Autumn term, we organised 54 Insight Training sessions that were attended by teachers and members of Senior Leadership Teams from schools across the country. As well as looking at how Arbor’s Insight reports can help you to benchmark your schools results and streamline your operations, the sessions also demonstrated how you can use your performance data and Arbor Insight portal to support and inform your annual school improvement cycle.
Each year, before you make any decisions based purely on your headline measures, you should be asking more questions about your data. This is to make sure that your decisions are not based on any bias or previous assumptions that you might not have even realised were affecting your improvement strategies. Your Arbor Insight reports help you do this by telling you:
But you still might not know:
Until you’ve answered those two why questions, you can’t figure out how to improve. We have two approaches to share to help with this.
The first is the Socratic approach. This approach requires you to think about your data from various angles to uncover any hidden assumptions you might have before taking action. You should ask:
Questions that clarify
“Do boys underperform in reading in all year groups?”
Questions that probe assumptions
“Do our pupils really enter school with low attainment?”
Questions that probe reasons and evidence
“Is there a reason to doubt the evidence?”
Questions about viewpoints and perspectives
“Should we look for another reason for this?”
Questions that probe implications and consequences
“How does this affect SEN pupils?”
Questions about questions
“Why do you think I asked this question?”
Categorising them like this encourages you to ask a wider range of questions and uncover the specific problem.
The second approach is asking“why” 5 times:
As those of you who teach or have younger children will know, one of their favourite, and sometimes most frustrating, games to play is the constant asking of “why?”. In fact, this single, repetitive question is a really useful way to dig deeper into the context behind your results and again, challenge your assumptions.
As a rule of thumb, 5 “why”s will usually get you to a root cause:
“Only 70% percent of children are working at the expected standard in writing”
“Too many girls don’t make the expected standard”
“Progress for girls is slow across KS2”
“They start off poorly, with slower progress in lower KS2 than upper KS2”
“Expectations are too low in lower KS2”
“Poor teacher knowledge of what could be achieved”
In this case, “poor teacher knowledge of what could be achieved” is the root cause. You’ll know when you get to the root cause because it’s usually something specific and tangible. Unlike vague statements like “progress is slow” or “expectations are low”, it’s something you can actually address.
To log in and see your free ASP dashboard and reports for Phonics, KS1, KS2, and KS4, click here. Our Insight training sessions are over for the year, but if you’d like to host one for your area or find out how else Arbor can help your school or MAT, you can get in touch here.
Arbor MIS | School Operations
We’ve written before about the fact that more schools than ever are choosing to switch to a cloud-based MIS – in fact, we predict that over 1,000 schools will move in 2019 alone! It’s not just potential cost savings which are compelling schools to move (primary schools save £3,000 on average by switching, and secondary
We’ve written before about the fact that more schools than ever are choosing to switch to a cloud-based MIS – in fact, we predict that over 1,000 schools will move in 2019 alone!
It’s not just potential cost savings which are compelling schools to move (primary schools save £3,000 on average by switching, and secondary schools could save around £6,000) – increasingly schools are realising that moving to the cloud offers a real opportunity to transform the way they work. We explore the 4 key ways your MIS could do this below.
1. Your school can go paperless
Put an end to paper registers, incident forms, and classroom context sheets! A cloud-based MIS will let you record all this information quickly & easily via a browser so you never have to worry about printing or losing a sheet of paper again. Not only is this better for data protection, compliance & safeguarding (contrary to popular belief, the cloud is a lot more secure than using a server-based system or arch lever files), it also means you’ll eliminate unnecessary data duplication (never again will you have to transfer information from paper to screen!).
2. Let your MIS do non-teaching tasks for you
The second benefit to putting key information about attendance and behaviour in a cloud-based MIS is that you can start to set up smart workflows which mean your MIS ends up doing a lot of admin for you. For example, you could tell your MIS that everytime a “Level 3” incident is recorded, the Head of Year should be automatically informed by email and the student should automatically be registered for the next detention. This helps to cut out a lot of manual chasing & scheduling – and also helps your school to maintain a consistent behaviour policy.
3. Stop your staff being tied to their desks
When you use a server-based system, staff can only access your school MIS from specific stations (normally the desktop in their classroom). This limits the usefulness of the information inside it, since it can’t be viewed, discussed or put to use outside of that one room. With a cloud MIS, your staff automatically have the flexibility to work on the move around school and bring up important information quickly & easily in key meetings.
4. Reduce your “data workload”
Far too often, schools end up using a patchwork of different systems for different school areas (such as attendance, behaviour, parent communication, interventions, and so on). This normally means that in order to look at patterns between different areas, add demographic data into assessment results, or follow up with parents about absence, staff have to manually download and compare different spreadsheets, find contact details in one place to use in another, and juggle multiple logins. All of this means leads to lots of manual work to make data any use. By contrast, most cloud-based MIS systems replace your patchwork of systems with just one – making your data instantly accessible, comparable and useful.
With so many schools moving to the cloud, we’ve found the question has become when and not if the decision is right for your school. We’d be more than happy to discuss how you currently use your MIS and explain how our simple, smart cloud-based system could help you transform the way you work. Just get in touch here, call 0208 050 1028 or email email@example.com.
Arbor Insight | School Operations
A couple of weeks ago we added 2018 KS4 Analyse School Performance (ASP) data to our award-winning Insight dashboards and reports. Arbor Insight is a free benchmarking portal that we’ve created for every school and MAT in the country, and our premium performance reports provide in-depth analysis of your data to help you spot trends
A couple of weeks ago we added 2018 KS4 Analyse School Performance (ASP) data to our award-winning Insight dashboards and reports. Arbor Insight is a free benchmarking portal that we’ve created for every school and MAT in the country, and our premium performance reports provide in-depth analysis of your data to help you spot trends you might have otherwise missed, understand strengths & weaknesses, and make interventions.
This is the first year that all 5 core English Baccalaureate subjects (English, Maths, Science, Language and Humanities) have been graded 9-1 under the new grading scale, so we’ve updated your KS4 Insight reports in light of the reform, to make sure you’re still getting accurate insight into your school’s performance data.
How have my reports changed?
Schools and MATs will notice a few changes in their KS4 ASP performance reports and dashboards since last year:
Ofsted Readiness report
As well as highlighting your strengths and weaknesses in performance measures, our Ofsted Readiness report has 6 graphs for each core subject. These include how many pupils in your school or MAT achieved a Strong or Standard Pass, benchmarked against schools graded Good and Outstanding at their last Ofsted inspection.
Image: an example from an Ofsted Readiness report: Maths Attainment page
Image: an example from an Ofsted Readiness report: Achieving a Strong Pass in English & Maths – showing three year trend data and your school benchmarked against outstanding schools in the country
Attainment & Progress report
In this report, wee show you the percentage of pupils achieving a Strong Pass, so you can understand where you need to improve to help all pupils achieve this goal. You can see how your pupils performed in the core subjects (English, Maths and Sciences) how the core average compares, and compare these to national averages.
Closing the Gap reports (x5)
Each report, in this set of five, focuses on a different attainment gap that is prevalent in England. You can see how wide or narrow this gap is in your school, and compare it with the national average. For example, you can see what percentage of boys in your school are achieving a Standard Pass (4+) in EBacc Maths Pillar, and compare that rate against your girls. You can find this information in the Closing the Gap report: Focus on Gender.
If you don’t already use Arbor Insight, click here to sign up for your free portal & view your performance dashboards & KS4 reports: https://login.arbor.sc/auth/register
If you’re a current user, you can log in to view your updated dashboards and reports immediately here: https://login.arbor.sc/auth/login
Arbor MIS | Assessment | School Operations
We’re delighted to announce our new partnership with assessment experts RS Assessment from Hodder Education on a new integration between Arbor’s MIS for schools & MATs and RS Assessment’s standardised tests for primary schools. RS Assessment’s standardised tests PIRA and PUMA are a key component of many primary school improvement strategies, helping Senior Leaders track
We’re delighted to announce our new partnership with assessment experts RS Assessment from Hodder Education on a new integration between Arbor’s MIS for schools & MATs and RS Assessment’s standardised tests for primary schools.
RS Assessment’s standardised tests PIRA and PUMA are a key component of many primary school improvement strategies, helping Senior Leaders track pupils’ in-year progress and benchmark against age related expectations. They’ve become even more crucial for MATs recently, as central teams at growing MATs need the ability to monitor and support school improvement across multiple schools and get an overview of whole Trust performance. RS Assessment’s MARK (My Assessment and Reporting Kit) online service is pivotal to providing time-saving analysis of test results.
Arbor’s cloud-based MIS helps to transform the way schools & MATs work by putting essential data at the fingertips of senior leaders, teachers & office staff, and by automating and simplifying administrative tasks to reduce staff workload. At a MAT level, Arbor MIS centralises not just data reporting, but operations and communications too – helping MATs to manage & support their schools all from just one system.
Our partnership with RS Assessment brings the power of Arbor’s simple, smart cloud-based MIS and the results of PIRA and PUMA tests together for schools and MATs for the first time. Later this year, schools and MATs using Arbor and tracking PIRA and PUMA test results in MARK will be able to:
We’ve worked on this partnership with RS Assessment in collaboration with REAch2 Multi-Academy Trust to ensure it works just as seamlessly for MAT leaders as it does for individual primary schools.To learn more about how we can support your school or MAT, contact us on 0208 050 1028 or email firstname.lastname@example.org. You can also meet Arbor at BETT 2019 at stand C65.
As I’m sure you’ve seen, Ofsted recently announced plans to change the way it inspects schools, colleges, further education institutions and early years settings from September 2019. To help you understand how the new framework will impact the way you operate your school, we’ve rounded up the most important changes you need to know about.
As I’m sure you’ve seen, Ofsted recently announced plans to change the way it inspects schools, colleges, further education institutions and early years settings from September 2019. To help you understand how the new framework will impact the way you operate your school, we’ve rounded up the most important changes you need to know about.
“Quality of education” to replace current judgements
Firstly, Ofsted will introduce a new judgement for ‘quality of education’, which will replace the current ‘outcomes for pupils’ and ‘teaching, learning and assessment’ judgements with a single, broader judgement.
This new judgement will mean that Ofsted can recognise primary schools that, for example, prioritise phonics and the transition into early reading, and which encourage older pupils to read widely and deeply. It will also make it easier for secondary schools to do the right thing, offering children a broad range of subjects and encouraging the take up of core EBacc subjects at GCSE, like humanities subjects and languages, alongside the arts and creative subjects. This is a move away from Ofsted’s previous focus on exam results.
Image 1: Arbor’s Assignments module
In many cases, your MIS system can help provide evidence to inspectors that you’ve incorporated these new guidelines into the way you run your school. Arbor’s Assignments module allows school leadership to check in on the quality of homework set by teachers and returned by students, and teachers can upload lesson resources to assignments and lesson dashboards, which can be reviewed by leadership or inspectors.
Amanda Spielman, Ofsted’s Chief Inspector, also announced the 3 other inspection judgements that Ofsted will consult on. These are:
These changes recognise the difference between behaviour & discipline in schools, pupils’ wider personal development, and their opportunities to grow as “active, healthy and engaged citizens.” ‘Extra-curricular activities’ should be incorporated into the curriculum, and schools will be required to prove that they offer a range of these activities.
Image 2: Arbor’s Clubs & Trips module
Ofsted inspectors will want to know that each student has the opportunity to engage in extracurricular activities (especially Pupil Premium students). In Arbor, the Clubs & Trips modules can be used to report on which students are accessing extra-curricular activities, and, perhaps more importantly, allows teachers to identify students that have never taken part in an extracurricular activity and invite them or their parents to sign up, so that you can proudly say: “all our students have taken part in extracurricular activities this year.”
Schools need to be clear answering the following 3 key questions:
What can schools do?
The new framework places less emphasis on schools’ headline data, with inspectors focusing instead on how schools are achieving their results, and if they’re offering their students a curriculum that is broad, rich and deep. The changes will look in more detail at the substance of education, and actively discourage unnecessary data collection (a key contributor to increased workload in many schools). Ofsted’s Chief Inspector, Amber Spielman, said that the changes would move inspection more towards being “a conversation about what actually happens in schools”.
If you’re interested in hearing more about how Arbor’s simple, smart, cloud-based MIS can help you get to grips with Ofsted’s new inspection framework, you can get in touch via the contact form on our website, or give us a call any time on 0208 050 1028
MATs | MIS | School Operations
Last week, we reached an exciting milestone – 500 schools have now switched MIS to Arbor to transform the way they work! Of this 500, 389 are primary schools, 49 are secondary schools and 62 are special schools. We also work with 37 MATs, including Bridge Multi-Academy Trust, United Learning, and REAch2, the largest primary
Last week, we reached an exciting milestone – 500 schools have now switched MIS to Arbor to transform the way they work! Of this 500, 389 are primary schools, 49 are secondary schools and 62 are special schools. We also work with 37 MATs, including Bridge Multi-Academy Trust, United Learning, and REAch2, the largest primary MAT in the UK.
Schools normally decide to switch to Arbor’s smart, cloud-based MIS to bring all of their data into one place, which not only saves money on server costs & licensing fees, but gives teachers their time back in the classroom to concentrate on their pupils.
To celebrate our 500th school, we’ve put together a few of our favourite stories that have been sent in to us by schools using Arbor. From saving hours of time per week following up on absent students, to being able to spot trends more quickly & improve student outcomes, read on to find out how our schools are using Arbor to improve the way they work.
How Arbor saved Parkroyal School £10,000 on server costs
Parkroyal’s admin server was coming up for renewal a couple of years ago, and they were quoted around £10,000 to replace it. Instead of paying this fee, they decided to move everything onto the cloud. They put their curriculum into Google, switched MIS to Arbor, and their finance system to SAGE. They invested in Chromebooks for the staff. They now have only one server on-site and it’s not out of choice – they have to use it to interact with the Local Authority Child Services system, which can only be done through the LA intranet. They were really glad they made the decision to switch to Arbor when the school needed to carry out building works on the school office in 2017. Previously, it would have cost thousands of pounds to move and safely rewire the servers into the temporary portacabin, but because they’d moved everything to the cloud, all they had to do was carry their desks and laptops downstairs, connect to wifi and log in to Arbor!
How Arbor transformed parent communications at Castle Hill St Philip’s
Castle Hill had a couple of issues with parent comms before they moved to Arbor, because almost everything was based on paper. When children showed good or bad behaviour, teachers would write a note in the student’s planner, which the child would then take home for parents to check. However, children couldn’t always be relied upon to take their planners home with them – especially if they’d been given a negative behaviour note from their teacher! Now they’ve switched to Arbor, the staff at Castle Hill log behaviour points in the system, which automatically sends an email to the relevant guardians. Parents can also log into their Parent Portal for a live update on how their children are doing. Children are now better behaved because they know that their parents know what they’ve been up to, and the school has less paperwork to get through!
How Arbor streamlined assessments at St Paul’s CofE Primary School
At St Paul’s, teachers used to use “Key Performance Indicator” tick-sheets in every child’s book, that they would mark every time a student met an objective. Each term, this handwritten data was inputted into Target Tracker, which the Headteacher, Anthony David, would then export into Excel for analysis. This resulted in a high paper burden, and if a child lost their book, a lot of data would disappear along with it. It became difficult to keep track. Since moving to Arbor, St Paul’s have been using our Curriculum Tracker to track children’s KPIs. This feeds straight through into our Summative Tracker, so that rather than manually inputting it, teachers can see pupil progress analysis automatically. They then use this data to create automatic intervention groups for children who are struggling.
If you’re interested in finding out more about how Arbor could transform the way your school operates, get in touch! You can request a free demo and a chat with your local Partnership Manager anytime through the contact form on our website, or by emailing email@example.com or calling 0208 050 1028.
Data | MIS | School Operations
As a former Secondary school middle leader, I know how effective a well planned, and well executed intervention can be. That said, I also understand what a detrimental effect a poorly planned, badly-executed one can have! Interventions are incredibly expensive in terms of material cost, staff and student time, and it’s often very hard to
As a former Secondary school middle leader, I know how effective a well planned, and well executed intervention can be. That said, I also understand what a detrimental effect a poorly planned, badly-executed one can have! Interventions are incredibly expensive in terms of material cost, staff and student time, and it’s often very hard to find out what works and what doesn’t, particularly when you’re dealing with larger groups of students. In this blog, I’ll share a strategy that I developed during my time as a teacher, and talk about how Arbor can help alleviate the administrative burden of planning, managing, and monitoring interventions.
Step 1: Define the outcome
The first thing you need to do when planning an intervention is to think about its outcome, or, in other words, what you want your students to achieve by the end of the intervention. The outcome of an intervention should be SMART:
For example, students may reach their Phonics targets by the end of that term, or a student could have 100% attendance over the 4 week intervention period.
Step 2: Carefully plan your intervention
For an intervention to succeed, planning is essential! Your intervention will need to be planned differently depending on the scale, scope and target students. Once you’ve successfully devised an effective, well-planned intervention, it can be used time and time again.
Ask yourself the following questions when planning your intervention:
Image 1: Our MIS helps you plan the dates, participant criteria and outcomes of your interventions, and schedule intervention reviews
Step 3: Start small
I’ve always found that starting small, or using a ‘control group’ of students is a great way to test out your intervention and to learn what does & doesn’t work. It’s much easier to plan your next steps and measure progress when you’re dealing with a small, manageable group of young people, and it’s also a much better way to get feedback from the students themselves. Share the intervention’s outcomes with them and ask them if they think they’re making progress; after all, they are the key stakeholders!
I’ve spoken to schools that have conducted blanket after-school interventions across large sections of the student body, especially during key points of the year like SATs, or GCSEs. This approach is incredibly costly in terms of staff time and financial resource, and often doesn’t yield good results. Start your test groups at the start of the year, learn from them first, then build up to whole school initiatives.
Step 4: Scale up your intervention
Once you’ve got something that works, you’ll need to scale it up. When doing so, it’s always wise to keep the following in mind:
Image 2: How to measure & track intervention costs in Arbor’s MIS
You should have an answer for all these questions before you begin scaling up your intervention, otherwise you might find yourself in a difficult situation.
Step 5: Make sure you’re monitoring progress
It’s easy to start an intervention initiative and expect it to “just work”. I made this mistake early on in my career: if students are leaving my lesson to work with a Teaching Assistant on their literacy, surely that will help them to improve? Ultimately, every child is unique; what works for one student may not work for another. Continually monitoring each student’s progress towards the intervention’s desired outcome is essential. Remember, the outcome must be measurable.
With all of the above, you should be able to lean on your MIS system to do some of this work for you. Arbor’s built-in Interventions module makes planning, monitoring and reporting on interventions easy, and saves you hours a week on repetitive data entry & admin tasks. You can quickly target students and measure the success of an intervention by defining your desired outcome based on student data points in the MIS, and track student’s progress in real time as they progress through the intervention. You can also easily manage intervention costs, timetable interventions and provision maps.
Image 3: Easily monitor how students are getting on via Arbor’s Student Profile as they progress through an intervention
Step 6: Share best practice!
Finally, running effective interventions is a brilliant learning process, not only for your students, but also for you and the other teachers at your school. Sharing best practice with colleagues not only helps others to learn from your successes and failures, but also provides you with valuable feedback from other professionals.
If you’d like to find out more about how Arbor’s simple, smart cloud-based MIS could help you manage interventions at your school, send us a message or call us on 0208 050 1028.
Arbor Insight | Data | School Operations
Our take on Analyse School Performance (ASP) The DfE launched its new, slimmed down service called Analyse School Performance (ASP) to replace RAISEonline in April last year. ASP is intended to be a sister service to Compare School Performance (which helps you benchmark your school’s performance), and was designed to be a simpler and more straightforward service than RAISEonline.
Our take on Analyse School Performance (ASP)
The DfE launched its new, slimmed down service called Analyse School Performance (ASP) to replace RAISEonline in April last year. ASP is intended to be a sister service to Compare School Performance (which helps you benchmark your school’s performance), and was designed to be a simpler and more straightforward service than RAISEonline. In theory, this sounds great – but what’s it actually like using ASP for meaningful performance analysis?
At first glance, ASP does seem easier to use and more useful than RAISEonline. It’s not flashy – but to get a quick overview of your data, ASP works well. The charts are clearer to read than in the old RAISEonline, and some less frequently used data (like confidence intervals) have been dropped, which makes it easier to digest your data at a high level.
But what about if you want to dig deeper into your performance? Below we show you how ASP can help your Senior Leadership team get an overview to ask the right questions – but how you’ll need to use other performance analysis tools like Arbor Insight to go one level deeper and help you answer them.
Using Arbor alongside ASP
As in the old RAISEonline, ASP shows users an overview of headline and key measures for your school. The problem is, seeing your performance at such a high level doesn’t help you truly understand why your school performed as it did.
Analysing Progress 8 in ASP
For example, after seeing this chart on Attainment 8 in ASP, schools might wonder:
Analysing Progress 8 in Arbor
Services like Arbor can help you answer these questions. Our reports (like the example shown above) use trend data to help you see how your performance has changed over time, and we benchmark your school not just nationally and locally, but against similar schools and Outstanding schools too.
The DfE has also introduced scatter graphs in ASP. These graphs are helpful in that they allow schools to see individual students’ attainment on a key metric, and identify whether there are any trends with other measures. For example, the scatter graph below shows the correlation between KS2 prior attainment and KS4 Progress 8 score.
An example scatter graph in ASP
Again, whilst this graph is good at giving an overview, schools might need to look elsewhere to answer key questions this graph raises such as:
Benchmarking different groups in Arbor
In Arbor we help schools answer these questions by using plain text call outs to explain how significant a trend is. We also benchmark different groups within your school against each other, and against national and local averages to help you see your performance in a more holistic context.
Use Arbor to give you the edge in discussions with Ofsted, and to provide context to your governors
Using Arbor Insight reports, like the ones shown above, can give you an extra advantage when an inspector calls. Our reports can help you show things like:
Arbor Insight reports help you present the real story behind your data – sometimes this isn’t clear just from looking at your average headline measures for the current year. Once you understand the real picture you can have much more constructive conversations with stakeholders like Ofsted and your Governors to help you focus on your priority areas for the year ahead.
Want to find out more? Read our blog about how Arbor Insight can help your governors get to grips with data here
Arbor MIS | Data | School Operations
Much has been written recently by the government and in the press about reducing teachers’ workloads, with polls suggesting that 1 in 5 teachers intend to leave their job because they feel overworked. One of Arbor’s impact goals (which we analyse each year for all the schools we work with) is to reduce the time teachers spend on
Much has been written recently by the government and in the press about reducing teachers’ workloads, with polls suggesting that 1 in 5 teachers intend to leave their job because they feel overworked.
One of Arbor’s impact goals (which we analyse each year for all the schools we work with) is to reduce the time teachers spend on inputting & analysing data so that they can focus on improving student outcomes! So we decided to take a look at the data to see where teachers were spending their time.
By looking at teacher diary surveys, we found that in just three years the workload of teachers has increased by an average of 12%. Put another way, this is a huge 5 days extra work per year for a primary teacher and 4 days extra work for a secondary teacher!
Digging down into the data further, we found that three-quarters of this increase in workload can be explained by an increase in the amount of time teachers are spending on planning, preparation and assessment. Given that it’s doubtful that teachers have been ramping up the time spent on planning or preparation, as this has always been a core requirement, the change most likely comes from an increase in assessment-related work driven by government, Ofsted and school policies on data and reporting.
Following this analysis, if your school can reduce the amount of time teachers spend on assessment and data, you’ll go a long way towards solving the workload problem! To do so requires reviewing how and why you collect, analyse and report on data.
6 steps to reduce teachers’ data workload
Arbor has built a simple 6 step checklist to help senior leaders reduce workload in your school:
Implementing a data workload checklist
We’ve broken down the 6 steps above into a helpful checklist for senior leaders to help implement within your school, complementing the advice given by the Teacher Workload Review Group with an actionable list of key tasks. If it seems too much to take on all at once, just start with one item at a time, and remember that every step you take could help to reduce the workload burden on staff.
Click here to download this checklist as a handy PDF.
Data | MAT Operations | MATs | School Operations
Why bother centralising your data? Schools, Trusts and LAs increasingly ask us how they can centralise their data, but they sometimes don’t know where to start and what their broad options are. Most share the common need of wanting to bring their data together to gain deeper, faster insight into their staff and students, save
Schools, Trusts and LAs increasingly ask us how they can centralise their data, but they sometimes don’t know where to start and what their broad options are. Most share the common need of wanting to bring their data together to gain deeper, faster insight into their staff and students, save teachers time endlessly copying and pasting data from multiple systems (and reduce mistakes whilst doing so), whilst saving money by reducing the number of systems they have in the school.
From our work with schools, MATs, LAs and governments we’ve seen a lot of different ways of centralising data, but they generally fall into 3 categories.
When small, it’s best to keep things simple. Whilst not ideal, excel is the quickest, cheapest and easiest tool to get to do your heavy lifting. Most schools will organise data drops at set times in the year, using permissioned worksheets and data validation to minimise errors, and producing graphs and reports that can act as simple dashboards. New versions of excel can even link live to your systems (we do this in Arbor) so that can be pulled automatically from your MIS, meaning no more data drops and data errors! That said, excel comes with hidden costs, it can involve staff double entering data, takes time to fill in, is prone to errors, and doesn’t scale as your school or MAT grows (in fact it gets harder to administer as you grow).
Once a Trust grows to about 5 schools (depending on the complexity of the Trust) the person in charge of collecting and analysing all of the data can often become overwhelmed by the manual process, and as we’ve written about before, this is the time most Trusts look at standardising some core systems to start to automate the process of data collection. It’s worth noting that this step is typically beneficial for all school types; the key is not to leave it too late, as you then end up unpicking all of the manual process within each school.
Once the core systems have been standardised and rationalised into as few systems as practical (e.g. finance, assessment, MIS), then the school, Trust or LA can integrate these systems, ensuring data is only entered once, and use the tools’ internal ability to aggregate their core data and reports. The disadvantage of this approach is the upfront setup time and cost, however if chosen sensibly, these system should be able to payback this in time/money savings within a year or two, lowering overhead, improving reporting capability, allowing the Trust to centralise workflows and communication and ultimately enabling the group to scale.
Without a degree of standardisation in your core systems and data, as described above, achieving an analytics layer can take a lot of time and patience. Custom field names, non-standardisation across schools of assessment, and people simply choosing to record things in different ways at different times lead to increasing complexity. Many systems (like Arbor) integrate with analytics layers such as Microsoft’s PowerBI (which many Trusts are using) out of the box, so once you’ve standardised your MIS, you can spin up an analytics layer in little to no time. This allows you to create custom graphs and charts with the reassurance that the underlying data is accurate – else bad data can lead to bad decisions!
1. Integrate live with Excel/Google: Every table and report in Arbor can be live linked to Excel or Google sheets [slide 18], meaning no more data drops. Schools and Trusts can collect data instantly from several schools, and generate their own simple dashboards, combining MIS, national, HR and external data to create a holistic view of performance
2. Standardising systems: we’ve talked about what systems to standardise and when before. Once standardised, Arbor’s Group dashboards and reports instantly aggregate student and staff data across schools, allowing MATs and LAs the ability to centralise data and take action by logging into systems remotely and performing workflows (e.g. attendance follow-ups)
3. Analytics layer: Arbor integrates with PowerBI out of the box via the excel integration, allowing groups to build their own simple Analytics layers. Our free and open API can also be used for deeper integration with Business Intelligence tools.
The pace of change is increasing The pace of change in education is increasing fast, with new structures, policies, funding formulae and technologies announced seemingly every month. This is particularly hard to cope with in schools who often have highly embedded, overlapping and complex processes which have been in place for years and never questioned.
The pace of change is increasing
The pace of change in education is increasing fast, with new structures, policies, funding formulae and technologies announced seemingly every month. This is particularly hard to cope with in schools who often have highly embedded, overlapping and complex processes which have been in place for years and never questioned. Top that off with a highly time-pressured environment and it makes change hard. “If you want to make enemies, try to change something,” as the saying goes.
Change is tough but if done right can be transformational
However change is a reality that has to be faced if you want to improve, and rather than ignore it and try to batten down the hatches, Senior Leaders should take the time to learn about how to manage it. If change is well managed, and staggered so as not to overwhelm staff, it can improve outcomes for all stakeholders.
We thought we’d publish our guide for how to manage change (which we use for MIS implementation) so that Senior and Middle Leaders can borrow and adapt it for use inside your school or institution. It’s not meant to be a proscriptive series of steps to be followed, but rather a general guide to help you think through the process and tailor to your own school.
1. Establish a need for change (your “burning platform”)
Identify a compelling need for change with a sense of urgency to maintain momentum throughout the project. If you don’t make the need for change compelling or urgent enough, people won’t see the point.
2. Build up champions to drive through change
Identify champions who have the capability, capacity and positive attitude to help drive through change. It may start with you (it often does!), but it always helps to roll out within a school, department or team you know will have the best chance of success. Remember you can’t do everything alone!
3. Create a compelling vision outlining benefits for all
To get buy in you’ll need a compelling vision. Articulate what success looks like and the benefits this will have for each stakeholder (how much time they’ll get back, how their job will be easier etc). Ideally identify some metrics of measuring success (e.g. number of users logged in, amount of time/money saved, staff satisfaction).
4. Communicate the vision to stakeholders to get buy-in
Communicate the vision publicly to get buy in from your staff for the change and to help support the champions you identified. You’ll never win everyone over, that’s fine, but you’ve at least called out the issue and given it support. Change comes from the top, so you need to be seen to champion it.
5. Empower others to act on the vision
All too often we see projects fail in schools as change is not staggered so it combines with the pressures of daily school life to overwhelm staff. Instead try to phase in change, identify the right time of year for it, and try to get others to be seen to be successful. Staff will then feel empowered, not threatened or overwhelmed.
6. Create and celebrate short-term wins
Try to create quick, meaningful wins to demonstrate success and encourage buy-in. These should be publicised as success stories to galvanise support and overcome inertia. Keep a steady drip of success stories coming to maintain momentum and isolate the naysayers.
7. Measure success and embed change
Demonstrate success further by quantifying it against the success criteria you identified earlier, and publicising results. Use this credibility to change other more entrenched systems and processes.
8. Don’t let up!
Most change initiatives fail by assuming the job is done before change has taken root. Culture is a strong force that takes time to realign. To create and sustain change will require continued demonstration of success and ongoing dialogue with staff.
Evidence for Change Management Working
Arbor has gone through our Change Management process with our Group and Multi-Academy Trust clients. Our Impact Metrics and Net Promoter Scores show consistently high scores given by schools over time, showing that the Change Management Approach and system has helped to create a consistently positive impact, as shown below. That’s one way we measure success, but I’d be keen to hear how you measure yours!
Sample size for each survey >=300
*positively indicates users respond “sometimes, often or frequently”
Data | Free Schools | School Operations
Just having a brilliant team and a great idea isn’t enough if people don’t know about you and can’t talk to you about it. You won’t have the resources of an open school (lots of teachers, a printer, a kettle…) to market your offer, so you have to do lots and lots of events, flyering,
Just having a brilliant team and a great idea isn’t enough if people don’t know about you and can’t talk to you about it. You won’t have the resources of an open school (lots of teachers, a printer, a kettle…) to market your offer, so you have to do lots and lots of events, flyering, talking to people in person, going to find them as well as getting them to come to you and using technology to reduce the effort and increase the quality of communications.
We spoke to hundreds of parents in person to get our school full for opening, via our own events, the feeder schools, park and playground trips and small gatherings in coffee shops or local community centres organised by keen parents. We met families on Good Friday to reassure them we’d be open on time and would provide the kind of education they wanted. If the only tangible thing your school has is your team and a prospectus, then your team have to be out talking to people. This includes your Principal Designate, who may not be used to such a street-facing role.
We had a Skype phone that could always be answered by someone knowledgeable from any location (and you can keep the number when you move to full land phone) so parents got the same response they would get from calling an open school. I cannot believe how many free schools don’t have a phone number, considering how many calls parents make to us. Parents need to talk to you, for reassurance as well as practical details.
Advertise effectively. Bus rear-end ads have given us the best return, they’ll be seen in the right geographical area by all people and you can normally get a good deal if you haggle.
Use Mailchimp, Eventbrite and other free and effective tools for making you stay better engaged with your parents, as any growing business would.
The brilliant team
This is a bit motherhood and apple pie but in pre-opening there are three crucial roles in addition to the founding team (which you should keep as lean and capable as possible):
Don’t expect all the ICT to work perfectly on day one unless you have some good on your side managing it. Make sure you have back up plans e.g. access to a 3/4G connection for when your broadband is not installed on time (this can take 6 months at least).
Collecting and Protecting your data: The Data Roadmap
Good housekeeping, safety and security of student data starts as soon as you receive applications. If you’re using collaboration tools like Google Apps for School, make sure you have signed the right model funding agreements for data processing outside the EU. Make a single person responsible for Data Security and Quality and put in place good practices before school opens. This will make the preparation for your pre-registration checks, opening day and first census all the more easy.
Make sure things you want to communicate electronically can be viewed on phones as well as computers to reach the widest possible audience. Arbor is free for Free Schools in pre-opening so you can use Arbor to send SMS to parents and begin building up profile data.
You can save yourself lots of time and errors with things like Google Forms or Survey Monkey, that can help you collect information from parents and new staff electronically, and leave you time to focus on the harder-to-reach parents, who might not have internet access or English as a first language.
In the next blog, I’ll focus on ICT in free schools.
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