Ofsted’s new Vision: Benchmarking your MATs performance
In light of the recent announcement that Ofsted[1]will focus less on exam results and place emphasis on the quality of teaching, it’s more important than ever that Multi-Academy Trusts – MATs – are spending their time on creating a rich curriculum learning rather than data crunching. Today, there are 1532 MATs[2]throughout the UK and this number is expected to continue to grow. Data analysis is one of the most important measurers within MATs. On a student level, a Management Information Systems (MIS) allows teachers to pinpoint individual student progression and monitor attainment or behaviour. On a school level it aggregates data to highlight overall performance and benchmark nationally. From September 2019, inspectors will want to see the assessment information MATs use to understand how pupils are performing and, crucially, what MATs do with the information to support better pupil achievement. One factor central to this change in approach is the necessity for a robust, reliable data system.Having a robust IT system in place allows easy access of information enabling MATs to easily extract and manipulate data. This assures the best possible outcomes for learners and enables schools to implement interventions and evidence effectiveness during Ofsted inspection. The Power of Big Data Historically, data used in schools tended to be based around personal information, contact details and attendance information. Now, data has become more contextual and schools can delve deeper into the information they hold to explore variables such as deprivation, language proficiencies and mobility. Teachers have told us that this information gives them a far deeper insight into their students, which in turn helps strengthen their connection with teachers and ultimately shape how learning takes place. Teacher understanding, acceptance and use of systems is invaluable to the successful use of school data. When powerful data is combined with the experience of talented practitioners to bring about change, its power truly comes to life. MiS canenable teachers to easily record pupil progress, set targets and analyse all assessment, attendance and behaviour across the whole school. This is particularly important to MATs as development and performance analytics are often carried out centrally. A MIS allows schools to track which pupils are persistent absentees, what percentage these represent of all pupils, and how their absence patterns are changing over time. If early interventions are put in place with these pupils prompted by this data, these are much more effective in the long-term. Data systems also allow for further areas to be revealed, such as whether there’s consistent cover for staff absence, relevant clearance certificates, or where and when SEND pupils need additional support. By bringing live contextual data into their assessment mark books, users can immediately identify any interventions required. For example, if certain learners are not making the progress expected throughout the Autumn term, interventions can be planned for the Spring term. Rather than waiting until the end of the year to address these issues the system can help teachers and heads to intervene immediately. Assembly Analytics MAT data shouldn’t only offer insight; it should ultimately give a tangible path to improve academic performance and the efficiency of central-office operations. Collaborative approaches to MIS data are becoming commonplace. RM Integris has recently partnered with Assembly Analytics, a data analysis tooldeveloped specifically for MATs, with input from Ark, Astrea, Unity Schools Partnership and Windsor Academy Trusts. Assembly Analytics combines data automatically from multiple packages andconnects to a range of MIS, finance and assessment systems. This allows teachers, heads and senior management to view live contextualised data from each academy and pull together like-for-like data to view overall trends in one, simple-to-use dashboard. This simplifies the assessment process, allowing for changes and actions to be made, but saves time for all staff. Joshua Perry, Director of Assembly said: “Data analysis is an incredibly powerful management tool when used correctly, but too often in the past, it has been a time-consuming burden for schools with unclear benefits. That’s why Assembly have been working with RM to provide fully automated MAT analytics that simplifies the way schools glean insights from their data. Assembly Analytics crunches data from Integris and a range of other sources, including leading standardised assessment and finance systems. Our visual dashboards then present a MAT’s own data alongside meaningful benchmarks derived from national datasets, so leaders can quickly identify areas requiring management attention.” Optimise Learning With a clear set of objectives for improvement and a robust MIS, MATs can use their data much more effectively to optimise learning and maximise central-office functionalities. MATs have complex data analysis needs; system features like automation, aggregation and benchmarking are all critical for efficient and effective usage. This helps to ensure that resources are well-spent and learning outcomes improved. MATs seek a greater level of information from their systems and are recognising the potential to fully exploit the power of data to monitor progress, attendance and behaviours. MIS ensure that teaching is effective, and students are benefitting from a rich education. The new Ofsted framework aims to ignite conversation during inspection and complement school’s performance. With an effective data system, MATs have the power to deliver a deeper understanding of their trust and key recommendations for the future. For more information and advice, visit www.rm.com/products/rm-integris [1]Gov.uk 2018 Chief Inspector sets out vision for new Education Inspection Framework [Online] Available at: www.gov.uk/government/news/chief-inspector-sets-out-vision-for-new-education-inspection-framework [2]gov.uk. 2018. Get information about schools. [ONLINE] Available at: https://get-information-schools.service.gov.uk/. [Accessed 8 October 2018]
How Clifton College found data backup solutions
Clifton College independent public boarding school in Bristol has improved its data retention, backup and disaster recovery thanks to Arcserve IT solutions. Clifton College is one of the UK’s top independent schools with nearly 2,000 students aiming to deliver a modern IT strategy. To achieve this they needed an effective backup and recovery solution that accommodated their growing amount of data but also protected their students and staff. The IT team struggled with low data retention, high backup failure rate and false ‘successful’ backups without notification – leaving their backup and recovery process time-consuming and inefficient. It would take the IT team half a day to fix problems which ultimately affected the performance across the school’s network. With the help of Cristie Cloud BaaS with Arcserve’s (Arcserve) UDP solution, Clifton College has seen a number of improvements, including: Recovery Point Objectives from 24 hours to 15 minutes 30 days data retention on-site and over one year off-site with multiple restore points Scalable data storage for the estimated 5 to 6 TB of data growth every six months Richard Edwards, head of IT systems at Clifton College, said: “If we lost a pupil’s coursework that could have an impact on the rest of their lives – so it’s critical that we have a backup solution that’s dependable, reliable and we know works well.” For more information, see the Arcserve website.
Avoiding the tech trap
Currently, there is a global movement in education to become smarter. Businesses have been competing to be more digitally intelligent and energy efficient for some time and schools are becoming no different. This shouldn’t mean a tablet computer for every pupil. Instead it means using existing data in new ways: intelligent ways. Here Carl Plant, CEO of digital technology expert bITjAM gives best practice advice for schools looking to become digital leaders. In a study conducted by the Organisation for Economic Co-operation and Development (OECD) in September 2015, doubts were raised as to the benefit of increased technology in schools. The report stated that students who used computers frequently in school were attaining poorer results than those who used computers infrequently – once or twice a week. The reality is schools can become better at using digital tools even without a considerable investment in new machines or advanced technologies. Instead, the shift requires looking at current issues and implementing simple digital solutions. Using tech in schools should do three things: solve problems (not create them), engage pupils and aid communication. So what current problems do schools face? Save paper, go digital A couple of years ago it was recorded that the average school consumed the equivalent of 74 trees worth of paper a year. When you combine this knowledge with the latest government statistics that state there are just under 25,000 schools in the UK, that’s a considerable effect on the environment and an unnecessary expenditure. Students are largely required to work on paper and will be for the foreseeable future. However, ways to minimise carbon consumption and become more efficient can be sought elsewhere. In secondary schools and colleges, for example, timetables are invaluable to pupils and yet faculties hand them out on pieces of paper – destined to be lost, binned or succumb to wear. By using existing databases in a more intelligent way and tapping into the rising number of tablets and smart phones, schools and colleges can cut down on carbon consumption by taking advantage of technology. bITjAM recently worked with Stoke-on-Trent College to create a timetable app students could access on their smart phones. The app, called Logga, is a smart approach to the traditional problems schools face with paper timetables. Logga allows schools to minimise the amount of paper used, while also engaging students. The app also negates any excuses of pupils claiming to have lost their timetable. In addition, Logga opens up another means of communication between teachers and pupils. Task management features allow notes to be made regarding attendance and achievements, providing pupils, teachers and parents with historical information at the touch of a button. The great news is this app doesn’t require radical technical changes to a school’s IT infrastructure. All the information is currently available, it’s just a matter of using it in a more intelligent way. It sounds obvious, but technology in schools needs to have a practical use and make logical sense. There’s no use kitting out the IT lab with expensive iMacs simply because a budget exists. Track work experience When talking to schools and colleges we’ve come across another common problem to which we’ve created a digital solution. Although no longer compulsory, students are often encouraged to take part in work experience. Unfortunately, few schools have a reliable tracking system for work experience, and even fewer actually give students the tools to put together a relevant and clear CV even before they leave school. With competition for university places and jobs as high as it’s ever been, it’s become just as important to record out of school activities as it is curricular ones. Again, what schools need is a smarter framework in place to keep track of students’ extra-curricular activities, like work experience, Duke of Edinburgh, volunteering and other skills development. bITjAM was recently involved in an EU-funded project conducting research into the core skills gap. What became brutally obvious during this research is that students and businesses alike don’t seem to know what they want when it comes to work experience. To help, we’re developing an app on which students can record all their extracurricular activity. They can then use their digital CV towards employment or UCAS as an accurate portrayal of skills and experience. Businesses can look at this record and make informed decisions when taking on young people for work experience and apprenticeships. This way, technology can open up another means of communication, this time between businesses and potential employees. Using technology in an educational environment doesn’t have to be more of a distraction than a benefit, so long as there are clearly defined goals. By simply looking at existing data in a smarter way, schools and colleges can make a conscious effort to reduce their effect on the environment, minimise costs and increase engagement. Uncoincidentally, these are the same goals driving hospitals, factories, shops and a number of other businesses to become smarter too. It’s really not a matter of whether you take the steps, but when. bITjAM would like to invite schools and colleges to get in touch with their challenges and see how the company can help to implement digital solutions. To get in touch, go to www.bitjam.org.uk.