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Arbor MIS | School Improvement | School Operations | Schools
Category : Blog
We’re delighted to announce that School Business Services (SBS) is now an accredited support partner for Arbor MIS. SBS is a leading specialist in school support services, offering a wide range of MIS services to suit schools’ finances, staff and vision. They work with over 1000 schools across England, with strong hubs in London, the
We’re delighted to announce that School Business Services (SBS) is now an accredited support partner for Arbor MIS.
SBS is a leading specialist in school support services, offering a wide range
of MIS services to suit schools’ finances, staff and vision. They work with
over 1000 schools across England, with strong hubs in London, the South
West and the North.
Consisting of ex-deputy headteachers, teachers and educational
specialists, the SBS MIS team builds trusting relationships with schools,
providing consultancy and training.
In addition to MIS, School Business Services is an onsite, offsite and online
support provider for Finance, HR and ICT. They develop the leading budget
management software SBS Budgets, accessed anywhere via SBS Online.
Arbor MIS (Management Information System) is the hassle-free way for
schools and trusts to get work done.
Whether you’re a primary, secondary or MAT, Arbor helps make your
essential daily admin more powerful and less stressful – so everyone from
your back office to your SLT can get on and focus where it matters most.
We’ve already helped more than 800 schools and MATs make the switch to
our smarter cloud-based MIS. With human support at every step!
We visited the SBS Milton Keynes office recently to complete their
The full day’s accreditation included:
Following a successful day, we’re thrilled to say we are now working together to give schools the option to switch to Arbor MIS whilst keeping their trusted support team at SBS. Working with Arbor and SBS together gives your school:
1. A cloud-based MIS which makes your essential admin and day-to-day work hassle-free
2. Clear MIS data you can use to focus where it matters most
3. An MIS Support Team who will help you save time on data management
4. Peace of mind for statutory returns
5. A team who will empower your staff to develop skills
To find out more about switching to Arbor with the SBS MIS team contact
0345 222 1551 – Opt 5 or email email@example.com.
In my last blog, I explained why SIMS Support Units are teaming up with Arbor right now – and why this is great news for schools. This week, we’re celebrating one of our new partners gaining their Arbor accreditation. Meet Orbis – a collaboration between Brighton & Hove City Council, and Surrey and East Sussex
In my last blog, I explained why SIMS Support Units are teaming up with Arbor right now – and why this is great news for schools. This week, we’re celebrating one of our new partners gaining their Arbor accreditation. Meet Orbis – a collaboration between Brighton & Hove City Council, and Surrey and East Sussex County Councils – who’ve just passed their test with flying colours!
(Image 1: logo of newly-accredited Arbor Partner, Orbis)
The Orbis Partnership started seven years ago as a way of taking the stress out of procurement and helping schools get the best value for money. In 2017, they teamed up formally sothey could share more services and bring together decades of expertise in finance, business operations, HR and IT.
Orbis are proud of their public sector background and they know how important it is that the technology in your school “just works”. Their passion and experience help them go the extra mile for their schools by:
(Image 2: The Orbis team explaining how they help schools and MATs)
Orbis chose to work with Arbor after noticing that more and more local schools were switching away from Capita SIMS each year and choosing cloud-based systems instead. SIMS – once the go-to name in schools for all things admin – has had some delays in bringing out a cloud alternative to their traditionally server-based product. Now, schools and MATs are switching to the cloud in greater numbers than ever before, and are looking for a cloud-based MIS like Arbor that takes the stress out of daily admin and lets them work from anywhere.
(Image 3: A graph showing the declining number of schools using SIMS and increasing number of schools using a cloud-based MIS)
This has transformed the way thousands of schools work, putting data at the fingertips of every teacher, administrator and senior leader to help them see the big picture and take action. Even so, schools are busy places and people still need human support! A new MIS can often do things they couldn’t have imagined with the old system, and they need training to empower them to use it.
Orbis realised that there was a demand for local, hands-on support and training from the hundreds of schools using Arbor MIS across the South East, so they joined Arbor’s partner program in February 2019. As well as championing the effective use of MIS in schools, they can also help with all aspects of IT within your school as part of their all-inclusive, fully-managed Premier Support Service. They can also advise you on Finance, HR and Payroll, Property and Catering – so you can get all your support from one team.
The Orbis Partnership is one of 24 brilliant Arbor support units around the country – click here for a full list. If you’re a current Arbor customer and you’d like to switch your support to a local partner, reach out to your Arbor account manager on 020 7043 0470 and they’ll be happy to advise.
If you’re new to Arbor and thinking of switching to our cloud-based MIS, book a demo by calling 020 8050 1028 or email firstname.lastname@example.org. For more information on Orbis IT Services you can call them on 01323 463133 or email email@example.com
Arbor MIS | Ofsted Inspections | School Improvement | School Operations | Schools
Every school has been working hard on ensuring they have an inspiring, rich and challenging curriculum for the pupils recently. Whilst a great curriculum has always been at the heart of learning, the extra focus of the updated Ofsted evaluation schedule has led to schools revisiting their curriculum design. Whilst reviewing curriculum design, schools should
Every school has been working hard on ensuring they have an inspiring, rich and challenging curriculum for the pupils recently. Whilst a great curriculum has always been at the heart of learning, the extra focus of the updated Ofsted evaluation schedule has led to schools revisiting their curriculum design.
Whilst reviewing curriculum design, schools should ask themselves not only what pupils should know, be able to do and understand, but also how these aspects work in a cross-curricular way. Is there a skill that will help a pupil’s understanding of many subjects? Should we have explicit goals for learning behaviours that will assist learning in a global sense? Many schools will already do this but – when asked why – they often assert that such learning behaviours are impactful -, without being able to reference any real evidence.
Is this really a problem? Perhaps not. After all, a skilful teacher or leader often draws on years of experiential learning of what works well. High performing professionals are known to work in a constant loop of self-feedback that informs future practice.
On the other hand – maybe this is a problem. Those of you who are familiar with the work of John Hattie will know that his research into the impact of what strategies truly improve learning can be very insightful. For example, his work highlights the relatively small impact of class size on outcomes – yet many still believe this is crucial.
Before we make changes, we need to be sure we are making decisions based on sound evidence.
Which brings me to my main point: all schools should be actively researching and monitoring the impact of their curriculum design. If you are about to spend significant time building a change to your curriculum, training teachers and updating documents, then you need to know this change will make a meaningful impact.
During my time working with Computing At School, I saw what I believed to be evidence that computational thinking had a positive impact in other areas of the curriculum, with a focus on problem-solving, decomposition of problems and self-evaluation of solutions. But how could I be sure?
This is where we need to design a process that tests the theory by providing clear evidence of impact; this means building in a way to make the important measurable (as opposed to making the measurable important).
In my example, I may believe that pupils who are better at problem-solving perform better across the curriculum. I might decide, therefore, to explicitly teach problem-solving. In order to effectively judge whether I am right, I need to know two things: which pupils are good at problem solving and does this correlate with other educational outcomes?
Time, then, for some active research. Using a rubric, I could evaluate pupils’ problem-solving skills.
(Image 1: A table taken from Livingstone Academies part of the Aspirations Academies Trust – Copyright 2016)
I could then cross-reference this to academic outcomes in English and Mathematics. If a strong correlation exists, then it will be worthwhile integrating the teaching of problem-solving into my curriculum.
As ever though – this can be time-consuming work. If schools are to engage in research like this, they need a hassle-free way to get it done. They need a tool that can bring together what you already know about your pupils, such as their background and current academic grades, and your research evidence.
Luckily for Arbor schools, it’s very easy to make a rubric for assessing almost anything, such as the problem-solving example above. Once this has been used, clear analytics can then be used to determine if a strong correlation exists.
Research like this needs to be a continual process, as the needs of your pupils may change; the world they live in certainly will! So, having the tools to make the process easy and hassle-free should be a high priority.
1. When you review curriculum design, look for opportunities that improve outcomes across all subjects
2. Beware of falling back on assumed knowledge of “what works well”
3. Instead, find ways to make what you believe to be important measurable and generate your own research data
4. Use this data to make evidentially driven changes to secure maximum impact on pupil learning
5. Don’t start work without having the right tools at your disposal that will make the process hassle-free and help you get the work done quickly.
If you’d like to find out why Arbor is the MIS schools love to use, why not contact us? You can also book a demo by calling 0207 043 0470 or email firstname.lastname@example.org.
Arbor Insight | School Improvement | School Operations | Schools
We’re really pleased to announce that your latest KS4 data is now available on Arbor Insight! We’ve been hard at work crunching all of your 2018/19 ASP data, so you can spend more time focusing on how findings from your performance data will inform your school improvement planning. We’ve produced 7 premium PDF reports, which
We’re really pleased to announce that your latest KS4 data is now available on Arbor Insight!
We’ve been hard at work crunching all of your 2018/19 ASP data, so you can spend more time focusing on how findings from your performance data will inform your school improvement planning.
We’ve produced 7 premium PDF reports, which benchmark your school against similar schools and top performing schools, as well as the national average. You can quickly and easily share these reports with your team, governors and even parents. We’ve also created free performance dashboards for every school in the country, where you can look at all of your headline measures and drill down into your data to see your strengths and weaknesses and where your biggest gaps are in attainment and progress. Adjust filters to change the year, demographic group and benchmarks; this makes your analysis quick, simple and highly effective.
(Fig. 1 Key Findings page from an example Understanding Your School Report)
The percentage of pupils entered into the EBacc increased this year by 1.6% from 2018; this is the highest entry rate since the introduction of the Ebacc in 2010. Both Humanities and Foreign Languages subjects had increased entry rates this year compared with last, which contributes to this increased entry rate. However, this increase is not across the board, The Department for Education has stated that this year 58.4% of pupils with high prior attainment entered the EBacc, compared with 30% of pupils who have middle attainment and just 9.4% who have low attainment.
There is also a lot of variation in terms of what subjects students choose across these 3 attainment groups. We’ve created a curriculum summary in the “Understanding Your School Report”, so you can see what subjects your low, middle and high attainment pupils have taken this year and a separate summary for the subjects your FSM pupils have entered. Our Understanding Your School report also shows you the subjects your disadvantaged students have entered into in comparison with their peers, so you can see whether there are issues with access to different areas of learning between different pupil groups.
(Fig2. Curriculum Summary focus on disadvantaged from an example Understanding Your School Report)
Another feature of the “Understanding Your School Report” is our “Schools Like You” benchmark, which is hugely effective in demonstrating how the specific demographic context of your school affects pupil attainment. This is something that the Progress 8 measure cannot show by itself and it’s useful to know how similar schools are performing, so you can use this as a realistic benchmark. Our “Schools Like You” benchmark shows an average figure of all schools that have a similar demographic intake to yours. We’ve used the methodology of the Education Endowment Foundation for the weighting of demographics in this benchmark, which is: average prior attainment (40%), variance prior attainment (5%), FSM 6 (25%), EAL (20%) and IDACI – Income Deprivation Affecting Children (10%).
(Fig. 3 Maths attainment page showing an example of the “Schools Like You” benchmark from the Understanding Your School Report)
Researchers at the Centre for Multilevel Modelling, Bristol University, compared the current Progress 8 measure with an “adjusted” measure that also accounted for pupil criteria such as gender, age, ethnicity, residential deprivation, Free School Meals, English as an Additional Language and Special Educational Needs. Adjusting the Progress 8 measure to include background factors like these meant that, in national rankings based on accountability measures, 20% of schools would change by over 500 places.
Exam results can also be disproportionately affected by social and geographical context. You can see how the area your school is in has impacted your pupils’ outcomes in our “Understanding Your School Report”, which features our new Area Type Comparison graph. This graph brings ONS area classification data together with your ASP attainment data – something entirely unique to Arbor Insight. 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.
(fig. 4 Area Type Graph of a school in “Affluent England” taken from an example Understanding Your School Report)
Arbor Insight is our industry-leading benchmarking tool for every school and MAT in the country. It’s free for everyone! If you haven’t already, sign up today in just 1 minute: https://login.arbor.sc/auth/register
If you already have an account, log in to see your updated performance dashboards: https://login.arbor.sc/auth/login
Over 80 secondary schools have Arbor MIS and if you want to know why they love using Arbor, then take a look at the product here: https://arbor-education.com/products/school-mis/. Get in touch by phone on 020 8050 1028 or email email@example.com -we’d love to hear from you!
Arbor MIS | School Operations | Schools
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
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 firstname.lastname@example.org.
We are all aware of the widespread funding shortfalls in the education sector, and it’s definitely a challenging time to be a budget holder in schools and Multi Academy Trusts. Having full visibility of all income and expenditure is hugely important in order to understand your school’s financial allocations, like where you may be lacking
We are all aware of the widespread funding shortfalls in the education sector, and it’s definitely a challenging time to be a budget holder in schools and Multi Academy Trusts. Having full visibility of all income and expenditure is hugely important in order to understand your school’s financial allocations, like where you may be lacking in funding and areas you might be overspending in.
We have created a Schools Financial Benchmarking report (SFB) for every state school in England, which displays all of your income and expenditure in a clear, easy-to-read PDF report. Over 1,000 schools have used their Arbor Insight Financial Benchmarking report since we launched it in 2015; sharing it with governors, using it as evidence in internal and external meetings and using it to inform their budget planning.
(Image 1: A screenshot of Grant Funding as presented in Arbor’s Financial Benchmarking Report)
Your school budget should reflect your School Improvement Plan – covering a five-year basis, showing two years in retrospect, the current year, and the next two years’ forecast.
Before setting up any new budget, you’ll want to have handy:
Being aware of where you expect to see larger expenditure and accounting up front for your budget planning and communication is really important. For example, staffing costs in schools typically account for between 75 to 85% of the overall school expenditure and premises costs 10 to 12%. It’s therefore important to forecast likely costs in these areas early on. In your SFB report, you will see all expenditure and income sections shown as a percentage of total spend so you can visualise all of your finances better. We also break down every value as an amount that has been spent or received per pupil in your school.
(Image 2: A screenshot of total spend as presented in Arbor’s Financial Benchmarking Report)
Arbor’s Schools Financial Benchmarking report is a useful resource for school budgeters, as you can see how much schools in your local authority spend on resources, such as classroom assistants, catering, building maintenance and so on. We also benchmark you school against other schools that have a similar demographic cohort of pupils to you, weighted by percentage of prior attainment, FSM and EAL pupils. If you have a high proportion of disadvantaged pupils, or perhaps pupils with low prior attainment, it’s important to see whether similar schools have comparable spending patterns – or if being benchmarked against these schools highlights some areas of funding/spending that might be good to look into.
In terms of planning your budget and making sure it aligns with your school improvement planning, you can see how your finances have shaped up over the last 3 years with our line graphs that include trend figures. We also show the last 3 years of finances for each resource compared with that of the national average, schools in your LA and schools like you. Our 3-year rolling average for each expenditure and income resource can help you predict and plan your future 3 year expenditure planning.
(Image 3: A screenshot of Premises as presented in Arbor’s Financial Benchmarking Report)
How to present this data to other key stakeholders:
Now you’ve got to break down the school budget for the governors. Come with easy-to-understand, clear budget reporting sheets, such as your Schools Financial Benchmarking report and feel prepared to explain any holes with recommendations for avoiding them in the future. For example, if you overspent on building maintenance this year, you could suggest implementing more regular building checks to spot problem areas, or negotiating better terms with your insurers and maintenance providers.
If you’re looking to keep your cost low and give next year’s budget a little wiggle room, look at how Arbor’s simple, smart MIS can help you not only centralise your systems and data, but also your costs, so that you can focus on what matters most, your pupils.
Haven’t yet signed up to your Arbor Insight portal? No problem! Sign up here in seconds: https://login.arbor.sc/auth/register
Already signed up? Just log in here: https://login.arbor.sc/auth/login
If you have any questions or would like any help, you can reach the Arbor Insight team at email@example.com or by calling us on 0207 043 1830.
Arbor Insight is a free tool we offer alongside our hassle-free MIS that schools and MATs love to use. If you’re interested in learning more about how our MIS can make daily school admin easier and your data more useful, book a free demo here or call our MIS Demo Team on 0208 050 1028.
Arbor Insight | Arbor MIS | School Improvement | Schools
What we do and why… At Arbor, we’re on a mission to transform the way schools work with smarter, hassle-free tools teachers love to use. You’ve seen the headlines. Sadly, the mess and stress of data and admin is a major source of unhappiness in our schools. 60% of a teacher’s time is spent on
What we do and why…
At Arbor, we’re on a mission to transform the way schools work with smarter, hassle-free tools teachers love to use.
You’ve seen the headlines. Sadly, the mess and stress of data and admin is a major source of unhappiness in our schools. 60% of a teacher’s time is spent on admin related work, 53% agree that it contributes to stress and it’s only getting worse every year.
So, at Arbor we put everything we have into building hassle-free school technology, like our MIS (Management Information System), that’s as powerful and intelligent as it is easy to use.
Ultimately, we’re here to help make our schools and trusts stress a little less, and focus on what matters most – improving the lives of teachers and outcomes of students everywhere!
So, who are we?
We’re a diverse team of ex-teachers, education enthusiasts and motivated people who are all working towards the same goal: to help schools stress less and focus on what matters! Our interview process includes specific questions to make sure candidates’ values are aligned with our own.
(Image 1: A diagram showing Arbor’s core company values)
Finding people who share the same passion for our social impact not only makes our company an amazing place to work, it gives our customers a consistent, 5* service that sets us apart from our competitors.
Why working at Arbor was the right move for me
I joined Arbor in July 2019, with little knowledge of the EdTech market, but with a passion for helping people and finding great talent, which aligned well with Arbor’s mission. It was refreshing to join a company that cares just as much about values and cultural fit as experience and a CV.
Arbor also aligns its values with the benefits offered to its employees, including a volunteering day with a cause/charity of your choice, flexible working, half day Fridays during the summer, personal and professional development training budgets – and much more!
Arbor’s values aren’t just something we promote on our website; people say them out loud in the office; people live them day in, day out – internally with teams and externally with our customers.
(Image 2: A photograph of the Arbor team)
Hear it from our schools…
“Working with Arbor is a pleasure in every way. It is an exceptional tool but the people make the real difference with their friendly but professional manner, clear knowledge of the system, and most of all a strong passion and desire for delivering the desired outcomes and improving features and functionality.” – Stephanie Bass, Business Manager at Bridge Schools Trust
“We genuinely love the Arbor system and the team behind it who seem to just want the whole system to succeed at the Lakes. There’s always a bit of heart in the mouth when you instigate such change in a school and I would just like to say a huge thank you to yourself and your team, who really have looked after us and who have wholeheartedly helped us confirm that the decision to change to Arbor was the right one.” – Andy Cunningham, Headteacher at The Lakes Secondary School
Hear it from our Arborians…
Emma Sharples, Head of Professional Services
“Employee number 35 and number 4 on the ground in Leeds. I started Arbor as an Engagement Manager, working on special projects and building our implementation models for future onboarding.
After approximately 1090 working days, onboarding over 600 schools, supporting nearly 40 MATs, I’ve had a fantastic opportunity to help shape the customer team! My own career development has gone from strength to strength, from engagement manager to programme manager, to building out the Secondary Support Team as we took on the world of Secondary, to now Head of Professional Services!”
Stephen Higgins, Lead Product Manager
“I left a 6 year career in Teaching to join Arbor. Initially I was worried if I could “make the jump” to a new career and a new city, with a new set of colleagues.
My first experience of the Arbor family was to join the company at their annual winter conference in Belgrade. After spending a few hours with the team, I realised that my fears were completely unfounded. Everyone was so friendly, smart and passionate about solving problems in education, and they instantly made me feel like one of the team.
Since that first day, I have learnt so much about myself, about business and about my new profession. It was hard work and challenging at times, but I’ve never looked back!”
Arbor Insight | School Improvement | Schools
Your academy’s free Financial Benchmarking report for 2017-2018 is now available on your Arbor Insight portal. The report was prepared by Arbor Education Partners using your most recent Schools Financial Benchmarking data from the Department for Education. The aim of these reports is to help you with benchmarking your income and expenditure, as well as
Your academy’s free Financial Benchmarking report for 2017-2018 is now available on your Arbor Insight portal. The report was prepared by Arbor Education Partners using your most recent Schools Financial Benchmarking data from the Department for Education. The aim of these reports is to help you with benchmarking your income and expenditure, as well as helping you to plan your budget effectively.
What is Arbor Insight?
Arbor Insight is our industry-leading benchmarking tool for every school and MAT in the country. It’s free for everyone! See your school’s performance on all your key measures from the DfE – including comparisons with similar, national, local and top quintile schools – in easy to read reports you can share with your whole team. We also give you personalised recommendations for your school, so you can understand exactly where to focus.
Why create a report?
Our reports have been created just for your to help you see the power information can have when intelligently analysed, and intuitively presented. It also acts as a small introduction to what Arbor can do! While this data may be from last year, it is also totally free as part of our mission to help schools stress a little less and focus on what matters most – use our data to help drive your school improvement for the coming year.
Fig 1: Screenshot showing how total spend is broken down in your Financial Benchmarking report
How did you get the data?
This report has been created using Academies’ Financial Benchmarking Data from 2017/2018 as released for the first time in October 2019. We combined this with data sourced from the Department for Education which our clever data scientists then imported into Arbor’s Adaptive Management System for analysis and output. The result is an individual academies’ financial budget report unique to each academy.
Your Financial Benchmarking report will contain an overview of funding and spending across your academy from the years 2017-2018. We have also compared your data with schools like you, schools in your local Authority and the national average. Quickly spot trends and anomalies in your finance data with our easy-to-read graphs, and see how your income and spending has changed over time with our 3-year rolling averages.
See how much funding your school received last academic year broken down into percentages and compared to schools like your, Local Authority schools and the national average.
Find out what percentage of grant funding you were given, across: direct grants, community grants and targeted grants.
Fig 2: Screenshot showing a Grant Funding breakdown in Arbor’s Financial Benchmarking report
See what percentage of self-generated funding you had, taking into account: community-focused school facilities, income from facilities and services, income from catering, receipts from insurance claims, donations and more!
Fig 3: Screenshot showing Self-generated Funding in our Financial Benchmarking report
See how much your schools spent in the years 2017-2018 broken down into percentages and compared to schools like your, Local Authority schools and the national average.
Find out what percentage of staff spend there was, across: teaching staff, supply staff, education support staff and administrative staff.
Fig 4: Screenshot showing a Staff Spending breakdown in Arbor’s Financial Benchmarking report
See what percentage of income was spent on the school premises, including: premises staff, cleaning and maintenance.
Fig 5: Screenshot showing a premises spending breakdown in our Financial Benchmarking report
Have a look at your spending on different occupations, including: energy, water and sewage and catering expenditure.
Fig 6: Screenshot showing occupations spending in our Financial Benchmarking report
See what your academy spends on supplies and services, taking into account: administrative supplies, educational supplies and bought-in professional services.
Fig 7: Screenshot showing supplies and services spending in our Financial Benchmarking report
How do I get my hands on a free report?
It’s super easy for you to download your academy’s free, personalised financial benchmarking report. Just log in to your Arbor Insight portal here: https://login.arbor.sc/
I haven’t used Arbor Insight before – how do I sign up?
Click here to sign up to your academy’s free Arbor Insight portal: https://login.arbor.sc/auth/register
You haven’t answered my questions! Can I contact you for help?
Absolutely. You can reach the Arbor team at firstname.lastname@example.org or by calling us on 020 8050 1028.
We’re very pleased to announce that we have now updated your Arbor Insight reports and dashboards with your 2019 KS1 & Phonics data! As an accredited supplier of ASP data, you can get early access to your school’s performance data in your free Arbor Insight portal, where we have done the work for you in
We’re very pleased to announce that we have now updated your Arbor Insight reports and dashboards with your 2019 KS1 & Phonics data!
As an accredited supplier of ASP data, you can get early access to your school’s performance data in your free Arbor Insight portal, where we have done the work for you in analysing your performance data! Now you can view your Phonics, KS1 and KS2 (including disadvantaged) data in your Arbor Insight portal.
We’ve used your data to build free interactive dashboards and 7 premium performance reports, which show your attainment & progress over time, identify gaps between different student groups and explain your performance in the context of your school’s unique demographic intake. Over 10,000 schools are now using Arbor Insight to benchmark their performance, so if you’re thinking of signing up, you’ll be in good company!
Just sign up here to your free portal: https://login.arbor.sc/auth/register
Or if you already have an account, log in here: https://login.arbor.sc/auth/login
You will find your latest KS1 data in our popular premium reports:
Fig 1.: Screenshots of Arbor’s popular premium reports
NEW Understanding Your School report
Our new report is designed to help you analyse your outcomes in the context of your school’s unique demographic intake. It benchmarks you against similar schools, the top quintile & the national average, and helps you explore patterns between the socio-economic makeup of your local area, deprivation and attainment. Use this report to help inform your school improvement strategy.
Closing the Gap Reports x5
The Gap reports are a set of 5 reports showing attainment & attendance gaps between different student groups at your school. The government wants schools to focus, not only on overall attainment, but on narrowing these achievement gaps between disadvantaged and non-disadvantaged pupils. There does not appear to be a direct relationship between increased school funding and increased pupil attainment – what matters most is how schools can effectively and efficiently use the resources they have (both financial and human) for maximum impact. You first need to see where these gaps appear in your school in order to focus your attention and resources – and these reports do the job for you!
Attainment & Progress Report
The Attainment & Progress reports analyse the attainment and progress of different demographic groups at your school. Use them to help identify where you could be making more progress. We benchmark each subject against the performance of all other subjects combined and against the national average of each subject and all other subjects combined.
You will also find your KS1 & Phonics data in your FREE performance dashboards -find them on the left hand side of your portal and start analysing your performance data now!
Don’t forget, you’re invited to free Insight Training sessions this Autumn! Learn how you can use your Arbor Insight reports and dashboards to dig deeper into the trends behind your benchmarking data, understand how to determine whether your results are typical, quickly identify your school’s strengths & weaknesses and take part in workshops about how you can write specific, measurable objectives for your School Improvement Plan.
Spaces are limited, so click here to reserve your free spot at a training session near you!
Get in touch if you have any questions or would like help signing up, using your dashboards, purchasing reports or anything else! We’re always here to help. Just email email@example.com or call us on 0207 043 1830.
Arbor Insight is a free tool we offer alongside our simple, smart, cloud-based MIS. If you’re interested in learning more about how our MIS could help to transform the way you work, book a free demo here or call our MIS Demo Team on 0208 050 1028.
School Improvement | School Operations | Schools
This blog was written by Beth Mokrini, Partner Manager at Arbor Education. Click here to discover Beth’s Top 10 must-have cloud systems for your school. Two years ago, my job didn’t exist. That’s because two years ago, most schools used on-premise SIMS as their Management Information System, supported by a local IT support desk known
This blog was written by Beth Mokrini, Partner Manager at Arbor Education. Click here to discover Beth’s Top 10 must-have cloud systems for your school.
Two years ago, my job didn’t exist.
That’s because two years ago, most schools used on-premise SIMS as their Management Information System, supported by a local IT support desk known as a SIMS Support Unit (SSU). Meanwhile, the growing number of schools using Arbor MIS came to us directly for support and training. Although we sometimes collaborated to help a school switch, in general, there wasn’t much opportunity for SSUs to team up with Arbor.
Fast forward to September 2019, and Arbor is now closely partnered with 19 SSUs of various shapes and sizes, based everywhere from Oldham to Cornwall. I have the exciting full-time job of managing Arbor’s partner program, which means leading on the development of new partnerships, helping SSUs earn their Arbor accreditation, and spreading the word to schools!
Image 1: A collection of just some of Arbor’s partners
We’re not the only ones making moves in this direction – most cloud based MIS providers now offer a partner program, though the costs and benefits vary widely. Like us, they’re responding to demand from support units who’ve been working with SIMS for decades, but who are now keen to diversify. Everyone is adapting to the new reality of the school MIS market: SIMS has lost 7% market share since 2016, while alternative MIS vendors have picked up over 5000 schools and continue to grow.
Image 2: A graph showing how school cloud MIS usage is increasing over time
Schools now have a wider choice of MIS provider and (quite rightly) they want a wider choice of support options too. Many SSUs are taking the opportunity to form new partnerships, develop new skills and ride the wave of schools moving to the cloud (rather than being swept away!).
We asked our three biggest support partners what they thought was behind this significant shift, and they gave three key reasons:
1. “We’re listening to our schools.”
A quarter of all primary schools and 1 in 14 secondaries have now moved to a cloud-based MIS. The pace of switching is accelerating year on year, as more schools realise the benefits of a cloud-based MIS in terms of saving time, reducing costs and enabling more flexible working.
Just because schools want to switch MIS, doesn’t mean they want to switch their support too. Many SSUs have been working with their schools for 15+ years and they’ve built up a strong relationship, which neither party wants to lose. But the challenge that’s emerging for schools is that when their support provider only works with Capita SIMS, moving to the cloud means they’ve no choice but to leave them behind.
This may put some off switching MIS for a year or two – but eventually the benefits of the cloud become too hard to ignore. This is especially true for MATs, who are faced with the challenge of aggregating and analysing data from multiple schools on a regular basis. Too often with on-premise SIMS, this means physically driving from school to school to download reports, then manually combining them in excel. For academy trusts, moving to a cloud MIS puts data at their fingertips so they can concentrate on improving outcomes for students. In fact, over half of the largest MATs have already moved to a cloud based MIS, according to a recent blog on MIS market stats by the director of the analytics platform Assembly Education.
School leaders too, previously cautious about leaving SIMS, are now more likely than ever to know another school that’s already done it. As the school market dares to become excited about the alternatives to SIMS, SSUs are listening and welcoming partnerships with cloud-based MIS providers.
2. “We don’t know when ‘SIMS8’ will be ready.”
We posted a year ago about the delays to Capita’s new cloud based product ‘SIMS8’, and not much has changed since then. It’s still live in fewer than 50 schools, only suitable for primaries and behind in the development of complex areas like reporting and integrations.
Meanwhile, there’s no sign of schools & MATs waiting around for Capita to release their cloud-based offering. Around 1,200 schools are thought to have switched MIS in the last academic year, including many Local Authority maintained schools. Although academies have so far been switching from SIMS in greater numbers, maintained schools are increasingly challenging the assumption that they should all use Capita software – especially when doing so prevents them from taking advantage of user-friendly, cost effective systems.
Unfortunately, until SIMS can meet schools’ demand for a smarter, cloud-based MIS, neither can SIMS Support Units. That’s why, to fill the gap left by SIMS8, many SSUs have differentiated their provision and developed partnerships with existing cloud MIS providers instead. This in turn is stoking up a measure of healthy competition between the leading cloud-based MIS providers, all of whom want to be chosen as the SSU’s preferred alternative to SIMS.
3. “Arbor is the leading alternative to SIMS.”
Arbor is now the 4th biggest MIS provider in England by school numbers, having grown by over 100% this academic year. We cater to all phases – primaries, secondaries, special schools and MATs. Of all the schools who left SIMS in the last year, more switched to Arbor than to any other provider.
We’ve also invested in our partner program to make sure we’re not only the leading alternative for schools, but for SSUs too. Our Partner program is completely free – there’s no cost for training & support, no fee for our accreditation test and no annual charge to remain on the program. We believe schools should have the widest possible choice of support as well as MIS, so we’ve removed the barriers to becoming an Arbor partner.
We also offer a referral scheme, so instead of losing money when a school moves to the cloud, Arbor support partners receive a bonus! This has helped the SSUs we work with to see their partnership with Arbor as a growth opportunity, rather than simply a way of minimising disruption to their business. Schools can switch to the MIS of their choice without losing their trusted local support provider, and SSUs can continue to provide outstanding support, but now to a wider customer base.
It’s fair to say a lot has changed in the last two years at Arbor (and not just in my job). We look forward to seeing what the next two will bring!
If you’re a SIMS Support Unit and interested in becoming a partner, I’d love to have a chat – please email me to set up a phone call.
If you’re a school and would like to know more about our MIS or our support partners, contact us today.
For a list of our current support partners, click here.
Arbor Insight | Ofsted Inspections | School Improvement | School Operations | Schools
As I’m sure you’ve read, the new Ofsted Inspection Framework has now come into effect. Central to the new framework is the idea that there isn’t a “correct” way for schools to do things – whereas the old framework encouraged inspectors to look at your school’s results and use data for accountability purposes, the new
As I’m sure you’ve read, the new Ofsted Inspection Framework has now come into effect. Central to the new framework is the idea that there isn’t a “correct” way for schools to do things – whereas the old framework encouraged inspectors to look at your school’s results and use data for accountability purposes, the new one focuses on the context of your school and the ways in which this has shaped your curriculum and the “quality of education” available (you can see a summary of the other changes in our blog here).
After reviewing the new framework with our partner LKMCo, we decided that we wanted to help schools make the most of this less prescriptive approach from Ofsted. So we’re excited to announce that we’ve upgraded and enhanced our old Ofsted Readiness Report, converting it into a report which is focused on helping schools to plan around and respond to their specific context, rather than on whether things are being done in a particular way. The old name didn’t make much sense any more, so we’ve renamed it the Understanding Your School Report.
The Understanding Your School Report combines your latest DfE performance data (ASP) with ONS area classifications, families of schools, and top quintile benchmarks to give you the most complete picture of your outcomes in the context of your school’s unique demographic intake. Our aim is to bring a range of data sources together to give you a balanced and nuanced picture of your school to help inform your school improvement approach. We’ve summarised some of the new report’s features below.
What can I do with the new Understanding Your School Report?
The main data source in the report is still Analyse School Performance (ASP). Whilst ASP is helpful for getting a basic overview of your performance, it’s often hard to use, so we wanted our new report to be a useful companion to the DfE’s service as well as a helpful tool in its own right:
1. Understand your school’s performance & outcomes in the context of its demographics
Exam results can be disproportionately affected by social and geographical context, but it’s time-consuming to bring these data sets together. Services like ASP don’t show any contextual data alongside your performance out-of-the-box.
To help you see how the area your school is in has impacted outcomes, the Understanding Your School Report features our new Area Type Comparison graph, which uniquely brings ONS area classification data together with your ASP attainment data for the first time. The ONS has classified every LA in the country into 8 “supergroups” which share characteristics, based on socio-economic and demographic data from the national census. Our graph explains which supergroup (or area type) your school is in, and shows how your performance compares to schools in areas with similar socio-economic characteristics, helping you to examine patterns between your student intake and attainment.
Image 1: A screenshot of the Area Type Comparison graph from Arbor’s Understanding Your School Report
2. Get meaningful benchmarks beyond just comparing to the national average
ASP only benchmarks your school against the national average. Whilst this is helpful, the national average isn’t always the most meaningful benchmark (for example, as a small rural primary school you might feel it’s not relevant to compare yourself to large primary schools based in a city because their intake will be so different). The Understanding Your School Report still shows how you’ve performed compared to the national average, but it also introduces 2 new benchmarks as well.
Our new schools “Like You” benchmark uses EEF “Families of Schools” methodology to compare your performance to similar schools based on four factors:
This benchmark helps you to compare your performance with other schools with similar pupil characteristics, in similar contexts.
The Understanding Your School also gives you a “Top Quintile” benchmark, which compares you to the top 20% of schools for each measure – this provides your school with a useful stretch target to work towards.
Image 2: A screenshot showing the different benchmarks available in The Understanding Your School Report
3. Understand how consistent your performance has been over time
It can be hard to visualise progress over time using the tables and bar charts provided in ASP. Our new Understanding Your School Report helps you see how your performance has changed over time by presenting Trend over Time line graphs, and showing 3 year rolling averages next to key headline figures. This gives you a broader picture of your performance, meaning you can quickly spot any inconsistencies and identify anomalies (for example, is this cohort’s performance consistent with your school, or is it atypical? If so, why?).
Image 3: A screenshot of the Trend over Time line graph in The Understanding Your School Report
4. Easily visualise gaps and work out where to target interventions
Whilst ASP breaks down your performance by pupil characteristics, it does this in tables – which means it can be time consuming to spot gaps, making it very hard to tell at a glance how well different groups are performing.
The Understanding Your School Report has a dedicated Closing the Gap section which helps you to benchmark different school groups such as SEN or Pupil Premium against each other. We express gaps as numbers of pupils rather than % to help make your SIP more meaningful.
Meanwhile, the new Curriculum Summary section for secondary schools helps leaders see how different student groups have chosen to take exams, so that they can identify whether there are issues with access to different areas of learning between groups of pupils.
5. View meaningful analysis of your data presented in easy-to-understand charts
With its clear, visual designs, simple bar charts and callouts in plain English, the Understanding Your School Report does all your performance analysis for you. Instantly see headline measures on the Key Findings page, as well as key areas to work on. This means you can get on with using your data to drive school improvement instead of wading through tables in ASP.
Image 4: A screenshot of the Key Findings page in The Understanding Your School Report
We hope that the Understanding Your School Report becomes an essential part of your school improvement cycle. If you’re interested in hearing more about the report, as well as about what our other Insight reports can do for you, why not come along to one of our free Insight Training Sessions this Autumn?
Sign up to Arbor Insight here to purchase your own Understanding Your School Report, and to view other popular reports that we offer. For more information about Arbor Insight, email firstname.lastname@example.org or call 02070431830.
In May, the DfE published the findings from the much anticipated Timpson Review, which recommends that schools be supported to reduce the number of exclusions they make by focussing in on early intervention and quality Alternative Provision. In this blog, I will explore the implications of this on schools and discuss how Arbor MIS can
In May, the DfE published the findings from the much anticipated Timpson Review, which recommends that schools be supported to reduce the number of exclusions they make by focussing in on early intervention and quality Alternative Provision. In this blog, I will explore the implications of this on schools and discuss how Arbor MIS can help schools to use data to intervene proactively with students and better understand their holistic needs, before they reach the point of being an exclusion risk.
Are current intervention strategies timely enough?
Prior to working with Arbor, my 13 years as a teacher and senior leader were spent both in Mainstream Secondary and in Specialist Education for Behaviourally Challenging students, so I have seen both the before and after stories of mainstream exclusions.
When a child comes into a full time AP or SEMH school, it’s often the case that they have been excluded, not just once but many times, and are trapped in an ongoing, negative spiral of:
Image 1: A diagram showing a child’s negative behaviour cycle
Trying to re-instill a sense of self-worth and value for learning into individuals who seem almost broken by this experience is very difficult at the post-exclusion stage. We succeeded with many, but not with all.
For those with whom we didn’t, I often wonder… Could it have been a different story if during their more formative stages in education, greater focus had been placed on developing their necessary dispositions for learning, rather than hammering home a nearly entirely academic curriculum? For students who are more resilient and better at regulating their emotions , this is ok; but for those who aren’t, early subjection to repeat experiences of failure will trigger innate safety behaviours such as escape and avoidance, which in the classroom context will display as refusal to work and disruption to lessons.
This opens up a broader debate about the appropriateness of the curriculum we deliver and whether we are assessing the right things for these individuals – something I discussed in my previous blog which focussed on SEN Assessment. Whilst there will never be a silver bullet answer to the “what to do?” question for all children (this will differ depending on context), my overriding feeling regarding “when to do it?” is that, in nearly all cases, it could have been earlier in the story and not at the point where behaviour had already become unmanageable. But how do we know when is best to take a different approach? That’s where the effective use of data comes in!
Data driven intervention
During my time in schools, I have seen and implemented a fair share of behavioural initiatives and policies, some of which were successful and others less so, but in every instance their success was dependent on the quality of information that fed into them. Data-wise, the two most important questions to ask are:
Unfortunately, the answer to these questions isn’t always “yes”. In many schools, it’s hard to act on data in a timely way, as there’s usually a heavy reliance on the manual collation and analysis of it in order to find meaning. Therefore, intervention is often carried out at the point where behaviour is so severe or prevalent that you don’t even need data to tell you there’s something to do. So, you become a reactive culture.
Negative behaviour doesn’t occur in isolation; it’s often linked to other factors, such as home-life, literacy, attendance and pastoral issues. But due to the siloed nature of data in schools (as illustrated in the systems diagram below) it is also difficult to combine different measures into simple, quick analysis, or to easily know what’s been going on with a child.
Image 2: A diagram showing the siloed nature of data in schools
Arbor MIS makes it easy to input and analyse all your core data in one system. With all student data brought together on simple profile pages, it’s easy for staff to get the holistic overview of a student that’s needed in order to plan more specifically for their needs. This is something that’s crucial to Liam Dowling, and the staff of Hinderton School, an Outstanding Cheshire SEN school who specialise in supporting students with Autistic Spectrum Conditions (ASC) and social communication difficulties from a young age.
Image 3: A diagram showing the way school data can be brought together
Hinderton’s short inspection letter from June 2017 praised the school on the interconnectedness of it’s systems, meaning that all stakeholders have easy access to the data they need:
“Your online systems, which work seamlessly together, make sure that senior leaders, staff and parents all have the information they need at their fingertips. As a result, you have streamlined and improved all aspects of information relating to pupils.”
Hinderton’s short inspection letter – OFSTED June 2017
Hinderton are one of nearly 800 schools who benefit from Arbor MIS’ ability to:
Give staff easy access to the full story of a child to enable better understanding of needs
Image 4: A demonstration of how Arbor MIS gives you the full story of a child
With appropriate permissions, all information ranging from communications with parents, attendance, behaviour and SEN history is visible in one place. Understanding what has gone on with a disaffected child is crucial to knowing how best to work with them and Arbor makes finding this information as easy as possible.
Automate behaviour action and analysis
Image 5: A demonstration of how you can automate behaviour action in Arbor MIS
Arbor’s automatic workflows within the behaviour module ensure that students who exhibit persistent low level behaviour across multiple lessons are always identified and action is taken without an administrative burden to staff. This helps schools to ensure that negative behaviour is appropriately challenged in all instances and isn’t allowed to snowball to the point of being unmanageable.
Link Interventions to Data
Image 6: A demonstration of how you can plan interventions with Arbor MIS
Arbor allows you to create interventions with Participant and Outcome criteria that pull data in from anywhere in the MIS. Therefore, students could be recommended for a Behaviour for Learning intervention following a slight change in behavioural patterns at an earlier point in time than when it becomes prevalent and significantly disruptive to others.
Customise Assessment frameworks to target specific needs
Image 7: An example of how to customise assessment frameworks in Arbor MIS
The Springwell Special Academy are an Outstanding SEMH school who make full use of Arbor’s flexible Assessment system to host specific frameworks that fit their students’ needs. This enables them to focus on social and emotional development, resilience and student wellbeing as well as tracking academic progress. The image above shows the input page of a framework they have developed called the SEMH tracker.
In conclusion, the Timpson review has brought about a greater emphasis on schools to develop strategies to help students whom they may otherwise exclude. The four tools above are just a few examples of how Arbor could help schools in collecting more specifically focussed data to use in a more timely and targeted way in order to help improve the holistic outcomes of these vulnerable students. We recognise that the challenge isn’t easy and the “what to do” expertise lies with the people who know the students best – a piece of software isn’t going to be the solution but could play a significant part in the data strategy that drives the change!
If you’d like to find out more about how our simple, smart cloud-based MIS could help you transform the way your school uses interventions, contact us. You can also book a demo by calling 0207 043 0470 or email email@example.com.
Arbor MIS | School Improvement | School Operations | Schools | Teacher Workload
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
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.
We’re thrilled to announce that we’ve just added 2019 KS2 data to Arbor Insight. We’ve crunched your data ahead of the DfE to give you a head start analysing your latest SATs results, making Arbor one of the first places you can see your latest data! We’ve been busy updating your dashboards, readying your reports
We’re thrilled to announce that we’ve just added 2019 KS2 data to Arbor Insight. We’ve crunched your data ahead of the DfE to give you a head start analysing your latest SATs results, making Arbor one of the first places you can see your latest data!
We’ve been busy updating your dashboards, readying your reports (and even adding a whole new report!) to analyse your performance data for you so you can get on with using it to plan your school improvement approach. Keep reading to find out more about Arbor Insight, what’s changed and how our reports can help.
What is Arbor Insight?
Arbor Insight is a free performance analysis tool for schools & MATs to help you analyse your latest Analyse School Performance (ASP) and finance data. We automatically analyse your latest school performance data and present it back to you in easy-to-understand PDF reports and interactive dashboards, so you don’t have to spend hours analysing the raw data yourself. It’s free to sign up for your school’s interactive dashboards and portal, and we charge a small amount for our premium, in-depth reports (as they take a bit more work to build).
Can I use Arbor Insight alongside the DfE’s ASP service?
Yes! Arbor is an accredited supplier of ASP data, which means we receive secure, early access to all your school performance data from the DfE as soon as it’s released. So far over 10,000 schools have signed up to use us. Lots of schools use us instead of the DfE’s ASP service, but you can also use our reports and dashboards as a companion to the DfE’s analysis.
How do you present my KS2 data?
Your school’s Arbor Insight portal contains free interactive dashboards benchmarking your performance against the national average, as well as against schools “Like You” and “Top Quintile” schools. Click on any measure to drill down and see which demographic groups are driving over or underperformance.
Image 1: A screenshot of one of Arbor’s free interactive dashboards
You can also dig deeper into your KS2 data with our popular paid-for PDF reports:
What’s the new report you mentioned?
This year we’ve released our brand new Understanding Your School Report, which helps you understand your performance in the context of your school’s unique demographic intake. See your performance benchmarked against similar, top 20% & national averages, and explore patterns between the socio-economic makeup of your local area, deprivation and attainment.
Image 2: A screenshot of Arbor’s new Understanding Your School Report
How do I sign up?
Click here to sign up to your school’s free Arbor Insight portal: https://login.arbor.sc/auth/register
When will you add KS1 & KS4 data to my portal?
We expect to receive your 2018/2019 KS1 data in October and your KS4 data in November – so watch this space! If you’re already signed up, we’ll email you automatically to let you know when this happens.
Do you offer training on using my school’s Arbor Insight portal?
Yes! We run a free Arbor Insight Roadshow each Autumn Term to help you get the most out of your school’s dashboards and reports. Click here to sign up for your slot
Absolutely. You can reach our Arbor Insight Team on firstname.lastname@example.org or by calling 0207 043 1830.
School Operations | Schools
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
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.
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:
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.
SCA regulations will introduce small changes to the way people make card payments to school:
Image 1: A screenshot showing you how to enter your card details into Arbor
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 email@example.com.
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 firstname.lastname@example.org.
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 email@example.com.
Arbor MIS | School Improvement | Schools
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!
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’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 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 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!
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:
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:
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
School Improvement | School Operations | Schools | Teacher Workload
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:
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.
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?
Arbor MIS | MATs | Schools
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?
How will your school benefit?
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 firstname.lastname@example.org.
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 email@example.com or calling 0208 050 1028.
MATs | Schools
Category : Blog , Uncategorized
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.
Does your MIS have any current data protection and cyber qualifications (e.g. ISO 27001, Cyber Essentials Plus)
Increased risk, especially for MATs who are data controllers for multiple schools
Is your MIS liable for any act or omission by these sub-vendors?
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?
Does your MAT central data meet GDPR requirements ensuring that data is permissioned and each school’s sensitive data is kept separate?
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.
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.
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