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Hannah McGreevy - 17 July, 2019

Category : Blog

Coming soon: The Understanding Your School Report

As you’ve undoubtedly seen by now, the new Ofsted Inspection Framework will come into effect in September 2019. Central to the new framework is the idea that there isn’t a “correct” way for schools to do things – whereas the old framework encouraged inspectors to look at your school’s results and use data for accountability

As you’ve undoubtedly seen by now, the new Ofsted Inspection Framework will come into effect in September 2019. Central to the new framework is the idea that there isn’t a “correct” way for schools to do things – whereas the old framework encouraged inspectors to look at your school’s results and use data for accountability purposes, the new one focuses on the context of your school and the ways in which this has shaped your curriculum and the “quality of education” available (you can see a summary of the other changes in our blog here).

After reviewing the new framework with our partner LKMCo, we decided that we wanted to help schools make the most of this less prescriptive approach from Ofsted. So we’re excited to announce that we’ve upgraded and enhanced our old Ofsted Readiness Report, converting it into a report which is focused on helping schools to plan around and respond to their specific context, rather than on whether things are being done in a particular way. The old name didn’t make much sense any more, so we’ve renamed it the Understanding Your School Report

The Understanding Your School Report will combine your latest DfE performance data (ASP) with ONS area classifications, families of schools, and top quintile benchmarks to give you the most complete picture of your outcomes in the context of your school’s unique demographic intake. Our aim is to bring a range of data sources together to give you a balanced and nuanced picture of your school to help inform your school improvement approach. We’ve summarised some of the new report’s features below.

What can I do with the new Understanding Your School Report? 

The main data source in the report will still be Analyse School Performance (ASP). Whilst ASP is helpful for getting a basic overview of your performance, it’s often hard to use, so we wanted our new report to be a useful companion to the DfE’s service as well as a helpful tool in its own right:

1. Understand your school’s performance & outcomes in the context of its demographics

Exam results can be disproportionately affected by social and geographical context, but it’s time-consuming to bring these data sets together. Services like ASP don’t show any contextual data alongside your performance out-of-the-box. 

To help you see how the area your school is in has impacted outcomes, the Understanding Your School Report will feature our new Area Type Comparison graph, which uniquely brings ONS area classification data together with your ASP attainment data for the first time. The ONS has classified every LA in the country into 8 “supergroups” which share characteristics, based on socio-economic and demographic data from the national census. Our graph explains which supergroup (or area type) your school is in, and shows how your performance compares to schools in areas with similar socio-economic characteristics, helping you to examine patterns between your student intake and attainment.

Image 1: A screenshot of the Area Type Comparison graph from Arbor’s Understanding Your School Report 

2. Get meaningful benchmarks beyond just comparing to the national average

ASP only benchmarks your school against the national average. Whilst this is helpful, the national average isn’t always the most meaningful benchmark (for example, as a small rural primary school you might feel it’s not relevant to compare yourself to large primary schools based in a city because their intake will be so different). The Understanding Your School Report will still show how you’ve performed compared to the national average, but it also introduces 2 new benchmarks as well.

Our new schools “Like You” benchmark uses EEF “Families of Schools” methodology to compare your performance to similar schools based on four factors:

  • Prior Attainment
  • % FSM
  • % EAL
  • IDACI

This benchmark should help you to compare your performance with other schools with similar pupil characteristics, in similar contexts. 

The Understanding Your School also gives you a “Top Quintile” benchmark, which compares you to the top 20% of schools for each measure – this provides your school with a useful stretch target to work towards. 

Image 2: A screenshot showing the different benchmarks available in The Understanding Your School Report 

3. Understand how consistent your performance has been over time

It can be hard to visualise progress over time using the tables and bar charts provided in ASP. Our new Understanding Your School Report will help you see how your performance has changed over time by presenting Trend over Time line graphs, and showing 3 year rolling averages next to key headline figures. This gives you a broader picture of your performance, meaning you can quickly spot any inconsistencies and identify anomalies (for example, is this cohort’s performance consistent with your school, or is it atypical? If so, why?).

Image 3: A screenshot of the Trend over Time line graph in The Understanding Your School Report 

4. Easily visualise gaps and work out where to target interventions

Whilst ASP breaks down your performance by pupil characteristics, it does this in tables – which means it can be time consuming to spot gaps, making it very hard to tell at a glance how well different groups are performing. 

The Understanding Your School Report has a dedicated Closing the Gap section which helps you to benchmark different school groups such as SEN or Pupil Premium against each other. We express gaps as numbers of pupils rather than % to help make your SIP more meaningful.  

Meanwhile, the new Curriculum Summary section for secondary schools helps leaders see how different student groups have chosen to take exams, so that they can identify whether there are issues with access to different areas of learning between groups of pupils. 

5. View meaningful analysis of your data presented in easy-to-understand charts 

With its clear, visual designs, simple bar charts and callouts in plain English, the Understanding Your School Report does all your performance analysis for you. Instantly see headline measures on the Key Findings page, as well as key areas to work on. This means you can get on with using your data to drive school improvement instead of wading through tables in ASP.

Image 4: A screenshot of the Key Findings page in The Understanding Your School Report 

We hope that the Understanding Your School Report becomes an essential part of your school improvement cycle. If you’re interested in hearing more about the report, as well as about what our other Insight reports can do for you, why not come along to one of our free Insight Training Sessions this Autumn? 

The Understanding Your School Report will be available in Autumn 2019. Sign up to Arbor Insight here to be the first to hear when it comes out. For more information about Arbor Insight, email insight@arbor-education.com or call 02070431830.

Stephen Higgins - 16 July, 2019

Category : Blog

Preparing for Exams Results Day

A-Level and GCSE results days are amongst the busiest days in any school’s calendar. We’ve compiled this guide and checklist to help the day go as smoothly as possible.  1. Import results files Results files can either be downloaded from the awarding organisation’s online portal or automatically received using the A2C transport application. Once you

A-Level and GCSE results days are amongst the busiest days in any school’s calendar. We’ve compiled this guide and checklist to help the day go as smoothly as possible. 

1. Import results files

Results files can either be downloaded from the awarding organisation’s online portal or automatically received using the A2C transport application. Once you have received your results files, it’s then a case of importing them into your MIS. 

Arbor’s MIS makes this process very easy by automatically identifying any problems when you upload your results files. Don’t worry about importing QN (Qualification Number) files, creating grade sets, or entering discount codes; because Arbor MIS is in the cloud, this is all done for you. 

Image 1: A screenshot showing how results files are imported onto Arbor MIS

2. Set embargo date/times

The JCQ stipulates that only the school’s Exams Officer, Senior Leadership and other selected members of staff can have access to results before the official publication date. To ensure that this happens, it is essential that an “embargo date” is set in your MIS. The embargo date ensures that results can only be viewed by other members of staff, students and parents the day after results are published. 

Setting an embargo is straightforward in Arbor. When you upload results files, you’ll be asked to enter an embargo date. Arbor automatically assumes that the Examinations Officer and Head Teacher will have access to results files before the embargo date, but it’s really simple to add more staff members as “pre-embargo” viewers if you’d like. 

Image 2: A screenshot showing how to set an embargo date in Arbor MIS

3. Manually enter the results for any non-EDI qualifications

In the case of qualifications that don’t support EDI results files, results need to be manually added into your MIS. Non-EDI results can be viewed and downloaded from the awarding organisation’s secure portal. 

Arbor’s Exams module supports all Ofqual recognised qualifications. Non-EDI qualifications can be easily added to your centre’s qualification offering. Arbor manges all the information for non-EDI qualifications centrally, so there’s no need to manually add information such as award and/or learning unit names and combinations.

Image 3: A screenshot showing where to enter non-EDI qualifications in Arbor MIS

4. Export results to a data analysis application

There are a number of excellent and intuitive third party data analysis tools available to schools (some schools have their own Excel templates, or prefer to use an analysis tool such as SISRA, 4Matrix or ALPS Connect for this purpose). After all the candidates’ results have been loaded into your MIS, the next step is to export them for analysis. To get the most out of your exams day data analysis, you should have exported assessment data at selected periods (“data drops”) throughout the year; this will allow your school’s Data Manager and Heads of Department to analyse student’s progress throughout the year.

Importing data into a third party data analysis tool can either be done from within the application itself, or by creating a marksheet with the relevant student and exam result that can be re-imported into the application. 

We know that creating marksheets to export exam data is incredibly time-consuming – that’s why Arbor’s Exams module has multiple, powerful out-of-the-box reporting tools that allow you to export candidates’ results in a few clicks. If you want more flexibility to create your own reports, you can also use Arbor’s Custom Report Writer which lets you quickly and easily compile custom marksheets that contain any data point from your MIS.   

Image 4: A screenshot showing how export candidate results from Arbor MIS

5. Print candidate’s Statement of Results

After you have completed your results analysis, it’s advisable to print out paper copies of candidates’ Statement of Results. Remember, only the relevant members of staff should be able to see these results before the release date. This means that all printed content should only be handled by theses members of staff. When the Statement of Results have been printed, they must be stored in a safe and secure place until the following day. 

Image 5: A screenshot of how candidates’ Statement of Results appear in Arbor

6. Electronically share results with parents and guardians

The nervous thrill of opening your exam result is something that none of us ever forget. Opening the envelope is usually followed by a phone call home to tell loved ones. Students will be making plans for college, university and the rest of their lives; teachers will be on hand to offer congratulations, advice and support. 

It’s not always possible for parents, guardians and students to be in school on results day, and amidst all the excitement, it’s not uncommon for Statements of Results to get spoilt or lost! With this in mind, it’s wise to share students’ exam results with their parents and guardians electronically too. Your MIS provider should give you the option to do this.

If your school is using the Arbor App, parents will be able to see their child’s exam results by selecting ‘Examinations’ in the menu. Parents can view a list of their child’s exam results or download a printable PDF. If you don’t want to share students’ exam results with parents via the Arbor App, or you would like to wait until after results day, all of this can be managed in Arbor MIS.

Image 6: A screenshot of how examination results appear in the Arbor App

Using Arbor MIS? Need help on Results Day? 

We have a comprehensive online help guide that addresses all the questions that you may have. Still stuck? Our customer team will be on hand to help you! 

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

Rebecca Watkins - 15 July, 2019

Category : Blog

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

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

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

 

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

 

1. Benchmarking Reports & Dashboards: 

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

Plus, you’ll get the first training on our new ‘Understanding your School’ report, released this Autumn! This Report combines your latest DfE performance data with ONS area classifications, families of schools, and top quintile benchmarks to give you the most complete picture of your outcomes in the context of your school’s unique demographic intake. 

 

2. School Improvement Workshop: 

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

 

3. Arbor Management Information System:

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

 

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

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

 

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

 

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

Beth Mokrini - 12 July, 2019

Category : Blog

Top 10 must-have cloud systems for your school

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

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

 

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

 

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

CPOMS: Safeguarding and Child Protection Software for Schools | CPOMS

 

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

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

Related image | G Suite for Education 

 

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

| InVentry

 

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

 

Image result for sisra | SISRA and 4Matrix  |

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

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

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

RS Assessment from Hodder Education | RS Assessments

 

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

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

Image result for parentpay logo | ParentPay

 

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

 

Assembly logo | Assembly

 

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

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

 

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

 

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

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

 

Andrew Mackereth - 10 July, 2019

Category : Blog

Is your curriculum planning improving outcomes for your students?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Heather Fearn – Ofsted

Hannah McGreevy - 5 July, 2019

Category : Blog

How to reduce data entry at your school

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

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

Making data work

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

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

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

Part 1: Streamline your systems

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

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

An IT systems audit

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

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

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

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

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

Part 3: Set up a system to suit your school

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

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

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

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

Hannah McGreevy - 6 June, 2019

Category : Blog

The Arbor App is here

What’s the best way for your school to engage with parents? Far too often we’ve seen schools struggle with a mixture of asking parents to check letters, forms, payment systems, booking systems, and report cards. This causes too much manual work for schools, and makes it hard for parents to keep on top of everything.

What’s the best way for your school to engage with parents? Far too often we’ve seen schools struggle with a mixture of asking parents to check letters, forms, payment systems, booking systems, and report cards. This causes too much manual work for schools, and makes it hard for parents to keep on top of everything.

That’s why today we’re thrilled to launch the new Arbor App for iOS & Android. Say goodbye to paper slips and emails – our new App lets parents register their child for a club or trip, book parents evening slots, and manage payments all from their phone. Parents can also use the App to check in on their child’s attendance, behaviour and progress.

What’s more, the App will let you communicate with parents for free using our new In-App Messaging feature.

Image 1: Arbor have launched a simple, smart app for parents and guardians

How will parents benefit?

  • Check on your child from anywhere: With the Arbor App, you can check in on your children from anywhere – all you need is a phone
  • Access important information about your child in one place: See your child’s attendance, behaviour and progress this week as well as for the year so far. You can also see upcoming homework and download report cards for your child
  • Get updates from school via push notifications: Get notified when your school sends out a new message via the App
  • Make payments on the goManage tasks like making payments and booking trips or parents’ evenings 

How will your school benefit?

  • Quick communication: Get in touch instantly with busy parents on the move
  • Less paperwork: Eliminate the need for paper communication with In-App Messaging and Live Updates – helping to improve security & reduce the administrative burden
  • Easy engagement: Track parental engagement with the App & remind parents to log in, sign up for activities or parents’ evenings, and make payments

How to get set up

The Arbor App is for parents at schools who already use the Arbor MIS. To get your school set up, contact your Account Manager or email myteam@arbor-education.com.  

Not using Arbor yet? If you’re interested in finding out more about how Arbor MIS and the new Arbor App could transform the way your school works, 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, by emailing tellmemore@arbor-education.com or calling 0208 050 1028.

James Weatherill - 5 September, 2018

Category : Blog , Uncategorized

Questions you should ask your MIS about GDPR

Questions you should ask your MIS about GDPR As you’ve no-doubt seen from the relentless marketing by third-parties – GDPR came into force in schools in May 2018! The below is our take on the questions you should ask your suppliers, including your MIS to ensure you’re GDPR ready. Just copy and paste! Why should

Questions you should ask your MIS about GDPR

As you’ve no-doubt seen from the relentless marketing by third-parties – GDPR came into force in schools in May 2018! The below is our take on the questions you should ask your suppliers, including your MIS to ensure you’re GDPR ready. Just copy and paste!

Why should schools & MATs care about GDPR?

GDPR introduced significant new compliance obligations for schools and new requirements for the processing of children’s data, notably increased governance requirements and much higher fines if schools & MATs fail to comply (upto the greater of €20m or 4% turnover). Ensuring compliance is unfortunately a good deal of work, but you can lean on your systems providers to do a lot of the heavy lifting for you.

Questions to ask your MIS

Your MIS is the key source of student and staff information you have in your school, including most of what GDPR would constitute ‘personal data.’ It’s important when preparing for GDPR that you ensure that your MIS is compliant, then you can switch attention to other suppliers and systems that feed off the data in your MIS.

What GDPR Introduces Why should schools & MATs care? Questions for your MIS
Extends the definition of personal data Increased data protection processes and procedures to document What is your current MIS’ Information Security Management System (ISMS)?

Does your MIS have any current data protection and cyber qualifications (e.g. ISO 27001, Cyber Essentials Plus)

Higher penalties for breaches and non-notification (upto the greater of €20m or 4% turnover) Schools need to audit their systems and suppliers to check compliance

Increased risk, especially for MATs who are data controllers for multiple schools

Do your data protection terms flow down to sub-processors so you’re covered?

Is your MIS liable for any act or omission by these sub-vendors?

Extends the rights of individuals to their data Parents and students can request a greater amount of information from schools, and schools need to be able to give it to them easily Can your MIS export a full list of fields for student and guardian data?
New breach reporting requirements Appointment of a Data Protection Officer who is up-to-date on legislation and can respond appropriately

If you as a MAT pool your data centrally in a dashboard or central schoolview, does that meet GDPR requirements around permissioning and data pooling?

Has your Data Protection Officer audited your MIS to ensure compliance and assess risk using the questions above?

Does your MAT central data meet GDPR requirements ensuring that data is permissioned and each school’s sensitive data is kept separate?

Additional governance requirements

What should your schools be doing now?

There’s a lot of scaremongering by third parties, but Iain Bradley (Head of Data Modernisation) at the DfE has written what I think is a very useful blog that discusses the steps schools should be taking now.

  1. Think where personal data is captured during school life – this is likely to include admissions, parental forms, assessment, school trips etc
  2. Think about where that data is used – generally it’s for contacting people, for tracking education, or for maintaining regular school facilities and activities like libraries and canteens.  Several, but not all of your systems, may interconnect with the core management information system (MIS)
  3. Think who you share that data with – for schools this commonly includes local authorities, multi-academy trusts, the DfE and beyond.
  4. Start to ask questions to your system providers – you can use our list above for MIS.

The above steps are often best captured in a data mapping exercise which we’ve done at Arbor, and which Iain from the DfE has done at the primary school where he’s a governor. A copy of the picture is below.

How Arbor can help

Arbor exceeds current data security recommendations. We’re ISO 27001 compliant (the standard in data protection certification), on the government’s G-Cloud framework and accredited to hold sensitive data. We also stress test our processes and procedures by getting tested by third parties and holding cyber qualifications.

We’ve put a presentation together that sums up these points which you can read by clicking here. All in all, GDPR is something that schools should consider seriously, but you should lean on your providers to help alleviate the burden.