One of the challenges facing Multi Academy Trusts is finding an effective way for schools to communicate their performance data to the central team for benchmarking purposes.
Each school will likely have its own curriculum model that they use for lesson planning and ongoing formative assessment, based on the needs of its pupils. So the attainment and progress data kept by each individual leadership team can vary a great deal between schools. It may be based on different goals and different judgements. It may be collected more or less regularly, and in a range of formats.
So how can the MAT’s central team get data that’s consistent enough to be useful? Further, how can this data be easily collected and reported, especially in larger school groups?
In our new white paper, we explore how MATs can set effective Key Performance Indicators (KPIs) that each school can easily follow and report on. It looks at areas of data management and the curriculum that may be harmonised between schools, whilst also allowing each school the autonomy to best serve the needs of its pupils.
United Learning: How They Set & Track Effective KPIs for Benchmarking
United Learning is used as a case study in the white paper – it’s a large group of 57 schools, with a mix of free schools, academies and independents.
The group has developed a curriculum based on a ‘mastery approach’. The learning outcomes are assessed using defined KPIs. These KPIs give their education team a central bank of performance and benchmarking data that can be used to help raise standards.
Classroom Monitor is used in schools across the group and by the central leadership team as a way to manage this data easily and effectively.
James Garnett, Deputy Director of Technology at United Learning, says:
“We recommend Classroom Monitor to our schools as a tool that allows teachers to make formative assessment judgements against both United Learning and custom school KPIs.
“Classroom Monitor enables teachers and leaders to identify gaps and develop intervention groups to ensure children are not left behind. As Group KPIs are updated or added, they are easily amended in the system, along with exemplification material to support them.
“It also allows for the easy collection of evidence for internal, cluster and group moderation. It’s seen as being very usable in the classroom, with much positive feedback from teachers.”
Of course, different MATs and school groups may find that different models work better for them. See our white paper to explore the options!