MAT Systems and Processes Evaluation

Category 1

People Management (HR)

0
/
5
Question 1

Our schools / Trust maintain a library of up-to-date HR policy guidance and templates to support effective HR management.

Yes
No
Confirm Answer ↓
Question 2

Our schools / Trust can call upon expert specialist HR individuals to support HR projects and deal with complex people-related issues.

Yes
No
Confirm Answer ↓
Question 3

Our schools / Trust have access to a single integrated system for HR records management which manages everything from recruitment to absence, eliminating siloed HR record keeping.

Yes
No
Confirm Answer ↓
Question 4

The staff in our Trust can access their school staff record and update and maintain their data, seeing the information held on them by the school / Trust.

Yes
No
Confirm Answer ↓
Question 5

Our staff have access to an online CPD record to track against objectives, review effectiveness of training and list areas for development.

Yes
No
Confirm Answer ↓
Category 2

Risk Management

0
/
5
Question 1

Our schools / Trust maintain a set of the required statutory policies. The Headteacher/CEO/COO or a senior member of the MAT team keeps on top of changes to guidance and maintains the policies, most of which go to the governing body/board for sign off.

Yes
No
Confirm Answer ↓
Question 2

Our schools/ Trust can call upon expert specialist risk and compliance individuals to support management of governance, health and safety, and data protection strategy, practice and issues.

Yes
No
Confirm Answer ↓
Question 3

Our schools / Trust have access to an internal audit service/individual to review our financial controls. We are using several different providers to review our non-financial controls and compliance.

Yes
No
Confirm Answer ↓
Question 4

Our schools / Trust have access to an internal scrutiny service to deliver financial and non-financial reviews in direct response to the top risks to our performance. There is a stand-alone audit and risk committee, and our Trustees take an active role in informing scrutiny.

Yes
No
Confirm Answer ↓
Question 5

Our Trust is taking a central approach to the management of risk and monitoring compliance. We are operating a Trust-wide system to manage compliance and risk.

Yes
No
Confirm Answer ↓
Category 3

Payroll Management

0
/
5
Question 1

Our schools / Trust can call upon specialist education finance individuals to support financial projects and deal with monthly and annual budgeting and reporting.

Yes
No
Confirm Answer ↓
Question 2

Our Trust has finance teams at the constituent academy level, and a small central group consolidates the Trust's accounts.

Yes
No
Confirm Answer ↓
Question 3

Our Trust has a centralised finance team, and constituent academies have their own bank accounts and local approval procedures.

Yes
No
Confirm Answer ↓
Question 4

Our Trust has a centralised finance team that manage one central bank account and central approval procedures.

Yes
No
Confirm Answer ↓
Question 5

Our schools / Trust is use linked solutions for Budgeting, Payroll and HR/People data management. This approach ensures this data is only entered once and standardised across the school / Trust.

Yes
No
Confirm Answer ↓
Category 4

Financial Management

0
/
5
Question 1

Our schools / Trust have access to an external provider to manage their payroll and pensions - using spreadsheets and secure email (or similar).

Yes
No
Confirm Answer ↓
Question 2

Our schools / Trust have access to an external provider to manage their payroll and pensions using a portal that enables us to make changes to payroll and submit them directly to our provider.

Yes
No
Confirm Answer ↓
Question 3

Our schools / Trust uses an external provider to manage their payroll and pensions and produce new contracts, salary statements, and contract variation letters.

Yes
No
Confirm Answer ↓
Question 4

Our schools / Trust manage payroll and pensions through an in-house HR and payroll team.

Yes
No
Confirm Answer ↓
Question 5

Our schools / Trust use a combined payroll and HR management information system (HRIS) so that such data is only entered once and standardised across the school / Trust.

Yes
No
Confirm Answer ↓
Category 5

Information Management (MIS)

0
/
5
Question 1

Our schools' MIS systems are used by administration staff to maintain pupil and staff records and submit statutory returns. Teachers record attendance data in the classroom using our MIS.

Yes
No
Confirm Answer ↓
Question 2

Both administration staff and teaching staff use our MIS system to collect data in addition to pupil attendance e.g. behaviour, SEN, etc.

Yes
No
Confirm Answer ↓
Question 3

Both administration staff and teaching staff regularly make extensive use of the broader modules available in our MIS e.g. communication, interventions, teacher & parent apps, dashboards, parent reports etc.

Yes
No
Confirm Answer ↓
Question 4

All staff regularly access the school MIS to use and analyse information from the system to identify pupils' strengths and weaknesses. These insights are used to plan future learning or drive interventions.

Yes
No
Confirm Answer ↓
Question 5

Information from the MIS is consistent across the schools in the Trust and shared with a wide range of stakeholders outside of teaching and support staff where appropriate, e.g. pupils, parents, governors.

Yes
No
Confirm Answer ↓
Category 6

Assessment Tracking

0
/
5
Question 1

Teachers in our Trust schools regularly collect summative assessment data to track the progress of their pupils.

Yes
No
Confirm Answer ↓
Question 2

The schools / Trust has an established whole-school assessment policy, which is applied consistently across the schools in the Trust.

Yes
No
Confirm Answer ↓
Question 3

Assessment tracking data is collected into a single system, customised to align with the schools' / MAT's assessment policy.

Yes
No
Confirm Answer ↓
Question 4

The assessment tracking system includes a formative element that allows staff to quickly identify strengths and weaknesses for individuals or groups and inform planning.

Yes
No
Confirm Answer ↓
Question 5

The Trust has a sophisticated assessment tracking system that provides valuable analytics to inform about pupil progress across all the schools in the group and alerts staff to potential concerns.

Yes
No
Confirm Answer ↓
Category 7

Use of Data

0
/
5
Question 1

The schools / Trust analyses key pupil data regularly, e.g. attendance, exclusions, attainment.

Yes
No
Confirm Answer ↓
Question 2

The schools / Trust undertake analysis of key data alongside a range of pastoral data to design relevant interventions as required. The impact of interventions on performance is measured.

Yes
No
Confirm Answer ↓
Question 3

The schools / Trust undertake reviews and analysis of a range of data from different systems (e.g. MIS, attainment, finance, HR). The information is used to inform improvement planning.

Yes
No
Confirm Answer ↓
Question 4

The Trust reports can show the relationship between data sets (e.g. MIS, attainment, finance, HR). The information is presented to various stakeholders in an accessible way (such as dashboards and visual reports).

Yes
No
Confirm Answer ↓
Question 5

The schools / Trust compares their data with local and national data. The schools / Trust understands how they compare with local schools, 'schools like us' and nationally.

Yes
No
Confirm Answer ↓
Category 8

Communications With Parents

0
/
5
Question 1

The schools in the Trust use various methods to share information with parents, e.g. letters, paper reports, email, text, instant messaging, school website.

Yes
No
Confirm Answer ↓
Question 2

Parents and carers have a single place where they can access all communication from the school, e.g. a parent app linked to the school website.

Yes
No
Confirm Answer ↓
Question 3

The schools use a single combined platform for all parental engagement. Parents and carers can get the information they need and book teacher meetings and clubs, make payments, view work etc.

Yes
No
Confirm Answer ↓
Question 4

Parents and carers can easily access information about the curriculum to support their child's learning.

Yes
No
Confirm Answer ↓
Question 5

The Trust's communications platforms (e.g. websites, parent apps etc.) can be managed centrally by staff at the Trust to ensure consistency of brand and message. An element of local control of individual school websites is also possible.

Yes
No
Confirm Answer ↓
Restart Evaluation

Based on your responses your current score is .

MAT Systems and Processes Evaluation

Your Results

Thank you for taking the time to complete the MAT Systems and Processes Maturity Assessment.

Your MAT Systems and Processes Maturity Assessment Category: .

In the full report you’ll find your overall total broken down into individual scores for each of the eight sections in the assessment, along with some useful further information links to offer more support and guidance.

We‘ve included each of your given answers for reference and some simple high-level ideas to consider depending on your responses.

Please complete the form below to request your full detailed results report to help you plan the next phases of development for your MAT.

Get your full report

MAT Systems and Processes Evaluation.

Your Results.

Report Generated for:
Date: 16/10/2021
Page 1

MAT SYSTEMS AND
PROCESSES EVALUATION

The Multi-Academy Trust (MAT) model is proving to be a force for good in education. Well-managed MATs enable their schools to focus on excellence by supporting them with or relieving them completely of the business side of running a school.
As new schools join a Trust, they each bring with them a unique set of qualities, and a good Trust will want to preserve those.

However, a Trust is accountable for all its academies and each new school that comes on board joins with different methods of running their administration, hiring their staff and tracking their pupils. In order to enable each wonderful school to do its best for the pupils, a Trust needs to mature and standardise systems and processes across a range of key strategic areas. This will ensure Trust leadership can compare like with like, benefit from the economies of scale to get good value from suppliers and to provide the resources and technology that make a difference in the classroom.

For example, supported by a central HR team managing professional development, a Trust can build a powerful team of educators who will remain in the Trust, sharing good practice, developing expertise and providing the Trust with its leaders of tomorrow. Strong support systems will ensure every member of staff has someone to turn to when times are tough and their wellbeing is at stake.

Likewise, by streamlining approaches to data management, a Trust can raise standards across all its schools so that every child has the opportunity to fulfil their potential. A simpler, standardised approach to tracking and testing pupils is more likely to ensure learning gaps are identified and closed.

When a Trust grows stronger as well as larger, built on joining up approaches within the eight areas considered in this assessment (all of which characterise the organisation of a well-run MAT), it can give its schools the freedom to deliver exceptional education and more time to spend on the children.

MATs with more mature capabilities in these areas are more able to rise to unforeseen challenges (such as the recent pandemic) because their internal structures gave them the flexibility to act fast, redeploy resources and prioritise those in need.
By considering where they are now, where they want to go and how they will get there, in each of the areas listed, those working in leadership roles in MATs, all of whom are educators at heart with a mind for business, have the power to free their schools from unnecessary burdens and give their schools the
gift of more Child-Time.

YOUR REPORT

Thank you for taking the time to complete the MAT Systems and Processes Evaluation.

This evaluation tool has been created to help you, along with senior colleagues in your Trust, reflect on some of the key areas for strategic development within your Trust.

In this report, you’ll find your overall score and an individual score for each of the eight sections in the assessment, along with some useful further information links to offer more support and guidance.

We’ve included each of your given answers for reference along with some simple high-level ideas to consider depending on your response. There is also a space for your notes and action points in each section.

Page 2

Your Overall
Score

The overall score for your MAT is out of . This classifies your MAT as

Systems are in place to support essential processes, however they are used elsewhere in an ad-hoc fashion. Systems may not be used to their fullest extent, and you may not be getting the most from your investment in technology solutions to support the Trust deliver improved outcomes. Look for opportunities to digitise more of your core processes to support the delivery of more effective education and improve school and Trust management efficiency. In many cases, you will gain efficiencies, remove boring and repetitive tasks and save money by streamlining workflows. Check that your systems are used consistently, which will help you get more accurate reports to support your decision making. Look for opportunities to link systems together, which will further increase efficiency and enable you to see how one aspect of school life impacts others. Try to increase the range of stakeholders that benefit from the systems you use, which could be achieved by sharing appropriate information with more people. Ensure Trust leadership and individual school leaders are supported appropriately with up-to-date guidance from expert practitioners. This approach will help them navigate and understand the implications of policy changes and minimise time spent on issues that would otherwise distract them from focussing on driving Trust and school outcomes.

Systems are used extensively throughout the organisation, however this may not be in a coordinated way. Some systems may not be used to their fullest extent, and the Trust may not be getting the most from its investment in technology solutions to support the delivery of improved outcomes. Most staff use the systems as a daily part of their routine, with the emphasis on data collection. Data to inform decision making and drive meaningful interventions is used by a relatively small group of people. Look for opportunities to harmonise the use of your systems and extend their use to a broader group of stakeholders. This approach could involve seeking more consistent inputs and standardising the type and use of reports across the Trust. Try to use the data you have collected to provide insights on which you can base your decisions and get as many staff as possible involved in this way of working. You should ensure Trust leadership and individual school leaders are supported appropriately with up-to-date guidance from expert practitioners. This approach will help them navigate and understand the implications of policy changes and minimise time spent on issues that would otherwise distract them from focussing on delivering more effective education and driving Trust and school management efficiency.

Systems and processes are coordinated well across the Trust. There is a consistency of approach, and data is used well by a variety of staff to inform their planning, support decision-making, and make meaningful interventions that improve learner outcomes. To develop further, look for ways to link your systems and processes to get a clear insight into progress towards the organisation goals at all levels. This approach will help you understand how the different aspects of school life impact one another at a sophisticated level (for example, by considering the impact of staff absence or budget on learner outcomes). You may also wish to consider how your use of systems and processes across the organisation is maintained and evolves alongside changes in national, regional and local policy and keeps pace with developments in technology. You should ensure Trust leadership and individual school leaders are supported appropriately with up-to-date guidance from expert practitioners. This approach will help them navigate and understand the implications of policy changes and minimise time spent on issues that would otherwise distract them from focussing on delivering more effective education and driving Trust and school management efficiency.

Systems and processes are used extensively to support the Trust’s goals. Most administration processes are digitised and interrelated, and nearly all decisions are data-driven. Data is used by staff internally and used to compare with other schools, Trusts, and the national picture. External stakeholders also benefit from the digital processes implemented within the school / Trust. To develop further, look for ways to ensure that your use of systems and processes across the organisation is not only maintained but evolves alongside changes in national, regional and local policy and keeps pace with developments in technology. Ensure you have succession plans in place for continuity purposes should key individuals in the organisation that have driven the Trust to this point move on in their career or gain promotion. You should ensure Trust leadership and individual school leaders are supported appropriately with up-to-date guidance from expert practitioners. This approach will help them navigate and understand the implications of policy changes and minimise time spent on issues that would otherwise distract them from focussing on delivering more effective education and driving Trust and school management efficiency.

Page 3

Section
Scores

1

People Management (HR)

2

Risk Management

3

Payroll Management

4

Financial Management

5

Information Management (MIS)

6

Assessment Tracking

7

Use of Data

8

Communications With Parents

Page 4
1

People Management (HR)

Education is a people business and staff account for roughly 80 percent of a school’s costs. When a school is part of a well-managed Trust, its people can do more than they can in a standalone school, and in return, those people benefit from investment in their career. Investing in your people is key to building resilience, sustainability and succession planning.

Having the systems, processes and the right support in place to make people management easier will help you get your HR function built and standardised now. The later you leave it, the more difficult it is to achieve. When a MAT has a strong HR function right from the start, it can build happy, talented and motivated teams which will stay and grow with the Trust in the years to come.

Your Responses/Suggestions

Question 1:Our schools / Trust maintain a library of up-to-date HR policy guidance and templates to support effective HR management.

Consider working with a specialist education partner who can ensure you are continuously updated on the full range of statutory HR policy guidance and support you with policy implementation.

Question 2:Our schools / Trust can call upon expert specialist HR individuals to support HR projects and deal with complex people-related issues.

It would help if you considered identifying an appropriate special education partner to provide ad hoc support with special HR projects and help you manage complex people-related issues that can be challenging and damage management efficiency.

Question 3:Our schools / Trust have access to a single integrated system for HR records management which manages everything from recruitment to absence, eliminating siloed HR record keeping.

Investigate the software systems you could use to manage the lifecycle HR processes from recruitment through to leaving within the schools and centrally for the Trust. Such systems will ease the burden on data collection, storage, reporting and analytics.

Question 4:The staff in our Trust can access their school staff record and update and maintain their data, seeing the information held on them by the school / Trust.

You could plan to implement and extend an HR system to allow access to individual staff members through a secure portal. This approach will result in an efficiency gain, less distraction for the school office and improved service to individuals as they can access their personal records.

Question 5:Our staff have access to an online CPD record to track against objectives, review effectiveness of training and list areas for development.

Consider implementing a comprehensive staff appraisal and CPD management system whereby staff can access their CPD records online, monitor and track progress with annual objectives, list areas for development, and request and evaluate their CPD.

Your Notes/Action Points

Page 5
2

Risk Management

Compliance and management of risk is a major challenge for schools, as they need to keep on top of changes to guidance, meet statutory deadlines and manage internal and external audits. Trusts can relieve school leaders of this burden by having a compliance manager or team on board who can keep up with the latest legislation for schools.

Changes in regulations, risks around data security and the growing emphasis on scrutiny all combine to make the business of running a school more complex than it has ever been. It’s important for Trusts to have a mechanism for managing all the legal requirements that govern the way their schools are run. Having access to appropriate support and expertise is especially important in managing risk and compliance when the consequences of errors and omissions in this area can be significant.

Your Responses/Suggestions

Question 1:Our schools / Trust maintain a set of the required statutory policies. The Headteacher/CEO/COO or a senior member of the MAT team keeps on top of changes to guidance and maintains the policies, most of which go to the governing body/board for sign off.

Consider working with a specialist education partner who can ensure you are always up to date on the full range of statutory risk, compliance and governance policy guidance and can support you with policy implementation.

Question 2:Our schools/ Trust can call upon expert specialist risk and compliance individuals to support management of governance, health and safety, and data protection strategy, practice and issues.

You should ensure that the Trust can benefit from a specialist partner to call upon for advice and guidance for matters relating to governance, health and safety, and data protection issues.

Question 3:Our schools / Trust have access to an internal audit service/individual to review our financial controls. We are using several different providers to review our non-financial controls and compliance.

The Trust should consider opting for an ongoing external audit service provider that can offer a range of expert guidance to support our financial and non-financial audits.

Question 4:Our schools / Trust have access to an internal scrutiny service to deliver financial and non-financial reviews in direct response to the top risks to our performance. There is a stand-alone audit and risk committee, and our Trustees take an active role in informing scrutiny.

The organisation might want to consider setting up an internal scrutiny process and a committee of senior stakeholders to help scrutinise how the Trust can mitigate risks.

Question 5:Our Trust is taking a central approach to the management of risk and monitoring compliance. We are operating a Trust-wide system to manage compliance and risk.

Consider using a Trust-wide management approach for risk and compliance. You could also adopt a Trust-wide system to help you manage and coordinate the process across all schools in the group.

Your Notes/Action Points

Page 6
3

Payroll Management

The debate which pits centralisation against autonomy has moved on since the early days of academisation, and there is now a growing recognition that when MATs have a better grasp of their finances, it is to the mutual benefit of the Trust and the school.

Finance is now the most widely centralised function in a MAT. Trusts are able to make the money go further with a centralised approach, and school leaders don’t need to spend valuable time making purchase decisions. A central finance function enables the schools in a Trust to do more than a single school because a larger organisation can negotiate more favourable terms from suppliers. Moreover, central finance teams that link their HR, payroll and finance processes and data operate with greater efficiency and are able to ‘join the dots’ to draw insight from previously separate databases of information – and use this to support what happens in classrooms.

Your Responses/Suggestions

Question 1:Our schools / Trust can call upon specialist education finance individuals to support financial projects and deal with monthly and annual budgeting and reporting.

It would help if you considered improving your processes to manage payroll through a secure portal link with your external payroll provider.

Question 2:Our Trust has finance teams at the constituent academy level, and a small central group consolidates the Trust's accounts.

The Trust may wish to consider implementing an online method that allows the institution to manage payroll and pensions data before submission to the provider.

Question 3:Our Trust has a centralised finance team, and constituent academies have their own bank accounts and local approval procedures.

The Trust could extend the use of an HR system that manages payroll and pensions to include features that produce new contracts, salary statements, and contract variation letters.

Question 4:Our Trust has a centralised finance team that manage one central bank account and central approval procedures.

It would help if you considered outsourcing payroll and pensions functions to an expert education focussed financial services provider to reduce risk, save time and limit points of failure.

Question 5:Our schools / Trust is use linked solutions for Budgeting, Payroll and HR/People data management. This approach ensures this data is only entered once and standardised across the school / Trust.

It would be best if you considered the substantial benefits of implementing a combined payroll, HRIS, and budgeting tool and standardising these functions across the Trust.

Your Notes/Action Points

Page 7
4

Financial Management

The biggest cost for any school or Trust is its staff. Making sure everyone receives the correct salary at the right time, with the appropriate deductions and adjustments made is a complex task and can be a headache for any school. Payroll mistakes are difficult to rectify, and they can have an impact on the wellbeing of an employee. Equally, if there are errors in the payroll, there will be mistakes in the Trust’s budget and forecasting too, which can ultimately affect the Trust’s funding.

Having an expert in schools finance on board will enable a Trust to avoid the common pitfalls of managing schools’ payroll and ensure staff salaries are delivered accurately every month. Opting for a managed payroll services across the Trust, will ensure deeper efficiencies and more time for key support staff in the Trust’s schools to focus elsewhere. Linking Payroll, HR, Finance and Management Information Systems and processes across the Trust will bring wider insights for senior leaders and governors to help drive school and Trust effectiveness.

Your Responses/Suggestions

Question 1:Our schools / Trust have access to an external provider to manage their payroll and pensions - using spreadsheets and secure email (or similar).

You should consider working with an education specialist partner who can support your effective financial management, including budget forecasting and reporting.

Question 2:Our schools / Trust have access to an external provider to manage their payroll and pensions using a portal that enables us to make changes to payroll and submit them directly to our provider.

You should review the benefits and efficiencies of creating a small central team to consolidate the accounts for the Trust and share financial metrics and information back to the Trust’s schools.

Question 3:Our schools / Trust uses an external provider to manage their payroll and pensions and produce new contracts, salary statements, and contract variation letters.

It would help if you thought about operating with a centralised finance team with more streamlined financial processes, especially in the area of multiple bank account management.

Question 4:Our schools / Trust manage payroll and pensions through an in-house HR and payroll team.

You could consider changing to one MAT bank account and operate central approval procedures to save time, streamline processes and deliver more effective financial management.

Question 5:Our schools / Trust use a combined payroll and HR management information system (HRIS) so that such data is only entered once and standardised across the school / Trust.

It would help if you considered the numerous benefits of implementing a combined payroll, HRIS, and budgeting tool to standardise these functions across the Trust.

Your Notes/Action Points

Page 8
5

Information Management (MIS)

A Trust can only improve teaching and learning if it knows what is happening in each of its schools. Trust-wide data can identify why one school is strong in maths while a similar school in the Trust is not, where the hotspots of behaviour issues are or why schools in one area perform better than those in another. To get the most from their MIS, MATs need a clear vision of what they are expecting from schools in terms of data collection, and a standardised approach makes sure they are comparing like with like.

That said, although it is important to be able to draw comparisons across the schools in a MAT, there will always be differences between individual schools, and effective use of your MIS can help the MAT to gain a deeper understanding of each school and which approaches will work best in each context. Having good quality management information will help the MAT team look at schools, cohorts, classes and individual pupils in the context of their circumstances and needs.

Your Responses/Suggestions

Question 1:Our schools' MIS systems are used by administration staff to maintain pupil and staff records and submit statutory returns. Teachers record attendance data in the classroom using our MIS.

It would be best to consider having teachers take their registers in the classroom, saving time in the school office who may be expected to rekey paper registers into the school MIS or make first-day absence contact.

Question 2:Both administration staff and teaching staff use our MIS system to collect data in addition to pupil attendance e.g. behaviour, SEN, etc.

You could consider giving more teaching staff access to your MIS to record data such as behaviour, so it is easier to look for trends and use the data to drive meaningful interventions with pupils.

Question 3:Both administration staff and teaching staff regularly make extensive use of the broader modules available in our MIS e.g. communication, interventions, teacher & parent apps, dashboards, parent reports etc.

Most MIS systems have a comprehensive set of modules that can be used to fulfil school administration processes. Check to see if you are making best use of the available modules and not overspending on too many ‘bolt on’ products.

Question 4:All staff regularly access the school MIS to use and analyse information from the system to identify pupils' strengths and weaknesses. These insights are used to plan future learning or drive interventions.

Your schools’ MIS system contains a wealth of information. Consider ensuring that all staff have access to the information contained within the MIS, so that they can make informed decisions regarding next steps and required interventions with pupils.

Question 5:Information from the MIS is consistent across the schools in the Trust and shared with a wide range of stakeholders outside of teaching and support staff where appropriate, e.g. pupils, parents, governors.

Consider re-evaluating how your MIS is configured to ensure consistency across the schools in the Trust and become confident enough in your data to share it directly with stakeholders such as Governors and Parents.

Your Notes/Action Points

Page 9
6

Assessment Tracking

At a time when learning gaps have widened and disadvantaged children risk being left further behind their peers, tracking and understanding pupil progress has never been more important. MATs need to consider what they want to achieve from pupil tracking and set out a tracking policy which provides the insight needed while saving time which can be spent planning lessons and supporting individual pupils.

While some Trusts give schools the freedom to use their own progress tracking systems, this approach risks eating up valuable time. Many Trusts are moving towards a more standardised system where all schools in a Trust track their pupils in the same way. A key benefit of having a whole Trust approach to tracking is that it facilitates MAT-wide CPD and decisive leadership activity which in turn eliminates variance in leadership and teaching within and across schools.

Your Responses/Suggestions

Question 1:Teachers in our Trust schools regularly collect summative assessment data to track the progress of their pupils.

You should review your assessment policy and expectations to ensure teachers use assessment data to inform their understanding of pupil progress.

Question 2:The schools / Trust has an established whole-school assessment policy, which is applied consistently across the schools in the Trust.

It would help if you considered re-evaluating your Trust assessment policy to ensure a consistent approach throughout the organisation to support meaningful comparison of data across the schools in the group.

Question 3:Assessment tracking data is collected into a single system, customised to align with the schools' / MAT's assessment policy.

You may be collecting assessment data via more than one system and in a system not tailored to your specific needs. Consider reviewing your assessment systems to customise a single solution with data gathered into a single, central store.

Question 4:The assessment tracking system includes a formative element that allows staff to quickly identify strengths and weaknesses for individuals or groups and inform planning.

It would be best if you considered extending your assessment system to include both summative and formative assessment elements. Enable staff to use the formative element to identify strengths and weaknesses and plan interventions quickly.

Question 5:The Trust has a sophisticated assessment tracking system that provides valuable analytics to inform about pupil progress across all the schools in the group and alerts staff to potential concerns.

Consider developing your assessment system to report on and analyse data from all schools in the Trust. Look for a solution where the system alerts staff to where there might be a cause for concern or celebration.

Your Notes/Action Points

Page 10
7

Use of Data

Accurate, timely data is essential for managing any large organisation and if it is collected, managed and interpreted effectively, a Trust’s data is a goldmine of information which can be used to make decisions as a MAT develops and grows.

A MAT generally has a rich bank of data which, when brought to the centre, has the potential to transform performance right across the board. Pulling together data from HR and finance systems and cross referencing it with pupil data can provide a deeper and more nuanced insight into the strengths and areas of improvement of a Trust. For instance, a Trust might notice that some teachers are more effective than others, without knowing why. Digging deeper into the data might reveal that length of service is having an impact on results in English, for example, or that the teachers who attended a specific training programme were recording better results from their pupils.

Your Responses/Suggestions

Question 1:The schools / Trust analyses key pupil data regularly, e.g. attendance, exclusions, attainment.

It would help to organise regular reviews of key data concerning agreed targets or benchmarks to ensure key performance indicators are being monitored and met.

Question 2:The schools / Trust undertake analysis of key data alongside a range of pastoral data to design relevant interventions as required. The impact of interventions on performance is measured.

Consider obtaining reports that align attainment and attendance data with contextual/pastoral factors such as gender, ethnicity etc. Review the impact of prescribed interventions, which may yield further actionable insights about their effectiveness.

Question 3:The schools / Trust undertake reviews and analysis of a range of data from different systems (e.g. MIS, attainment, finance, HR). The information is used to inform improvement planning.

It would help if you considered devising reports that use data from various sources such as MIS, Finance, HR systems. Understanding the interplay between such systems will help with effective planning and surface links between different data sources.

Question 4:The Trust reports can show the relationship between data sets (e.g. MIS, attainment, finance, HR). The information is presented to various stakeholders in an accessible way (such as dashboards and visual reports).

You should seek to establish a set of reports that join the data from a range of individual sources (e.g. cross-referencing HR or finance data with pupil attainment data). Consider presenting the data to a range of school stakeholders in easily digestible forms that support improvement conversations.

Question 5:The schools / Trust compares their data with local and national data. The schools / Trust understands how they compare with local schools, 'schools like us' and nationally.

Consider incorporating external data into your reporting suite. This approach will enable the schools and the Trust to understand and share insights about their organisation in context, e.g. how they compare with similar schools and nationally.

Your Notes/Action Points

Page 11
8

Communications With Parents

Effective communications, as part of a wider programme that supports parental engagement has been shown to have a large and positive impact on children’s learning. It is therefore a priority for MATs to identify approaches that are successful in supporting parental engagement, particularly with those parents who are either not significantly involved in their children’s education or who find this challenging.

Systems and processes that streamline communications across the Trust and make it easy for parents to find the information they need to engage and play a full part in motivating and supporting their child’s life at school are increasingly important, and, in fact, expected by many parents. More broadly, good communications and marketing is key to the success of any Trust. When you get it right, it can help accelerate your growth and achieve your goals, and when it is wrong it sends out mixed messages and wastes valuable resource.

Your Responses/Suggestions

Question 1:The schools in the Trust use various methods to share information with parents, e.g. letters, paper reports, email, text, instant messaging, school website.

It would help if you investigated the full range of options to enhance parental engagement, which research shows is the single most crucial factor in improving pupil outcomes.

Question 2:Parents and carers have a single place where they can access all communication from the school, e.g. a parent app linked to the school website.

Consider consolidating your parental communications into a single solution. This approach will both reduce administration and give parents and carers a better experience.

Question 3:The schools use a single combined platform for all parental engagement. Parents and carers can get the information they need and book teacher meetings and clubs, make payments, view work etc.

Think about extending your parental communication system to included other forms of parental engagement such as teacher meetings, clubs and payments and automated recognition of pupil achievement.

Question 4:Parents and carers can easily access information about the curriculum to support their child's learning.

Consider sharing curriculum information to help parents and carers who want to support their child’s learning at home.

Question 5:The Trust's communications platforms (e.g. websites, parent apps etc.) can be managed centrally by staff at the Trust to ensure consistency of brand and message. An element of local control of individual school websites is also possible.

You should consider central management of the communications platform operating across the Trust, which will help streamline communications, ensure the Trust brand is consistently applied and reduce the workload in the Trust’s individual schools.

Your Notes/Action Points

Page 12

GUIDANCE, HELP AND SUPPORT

Thank you for completing the MAT Systems and Processes Evaluation. We hope you found it useful and thought-provoking and your reflections can help you focus on relevant development priorities for your Trust.

There are several good places to start when seeking support and more information about improving across the range of systems and process areas, some of which are listed below (by no means an exhaustive list!)

We have also indicated where Juniper Education can help you manage and develop within each of the areas highlighted in this report. Trusted by over 12,000 schools, Juniper is the only education partner with all the answers under one roof, providing a unique combination of education technology and specialist expertise.

Membership organisations offering advice and guidance to Trust leaders
Juniper Publications for MAT Leaders:
People Management (HR)
How Juniper can help you with People Management
Risk Management
How Juniper can help you with Risk Management
Page 13
Payroll Management
How Juniper can help you with Payroll Management
Financial Management
Juniper solutions that can help with Financial Management
Information Management
How Juniper can help you with Information Management
Assessment Tracking
How Juniper can help you with Assessment Tracking
Page 14

TRUE SOLUTIONS.
NO HALF MEASURES.

As the only education partner with all the answers and expertise under one roof, only Juniper takes full responsibility for completely sorting any issue that frustrates your path to excellence. We’re with you. All the way

Real answers and solutions for the reality of schools and Trusts today.

We understand that any challenge you face – be it human, technological or operational – is a barrier that compromises pupil success. And we know that temporary fixes or partial solutions will never truly be the success story or long term outcome that you’re searching for.

Solving a problem, for good, is the Juniper difference.

You’ll notice we talk about solutions and services, not software. Effective education is built on more than tools and tables. So our award-winning and industry-defining, cloud-based education software is just part of the picture.

Juniper’s national network of experts – comprising former headteachers, business managers and leaders – ensure we understand and support your needs for now and in the future. We promise to support you all the way, and we really mean all the way. The word solution should mean what it says. No half measures, ever.

Juniper is a comprehensive education support service, built on the foundation of helping schools and academies go from strength to strength. We understand that staff and pupil wellbeing is as imperative as curriculum design and tracking

The only cloud-based school MIS uniquely engineered to prioritise and maximise classroom impact. Discover the Child-First MIS for primary schools.
Deliver more effective education in primary schools with a suite of solutions that links curriculum, parental engagement and assessment tracking
Market-leading student progress performance and pastoral analysis solution for KS3-5, and an intuitive professional development platform.
The combination of technology and our expertise means more time to focus on what matters. Solutions for HR, Payroll, Finance and Risk Management.

For more information on how Juniper can support your MAT, please visit:
junipereducation.org/multi-academy-trusts

“The old way of working where headteachers were constantly distracted by the business function is gone. We’ve grown a central
team that supports with HR, finance, estates, school improvement, digital media, apprenticeships and much more. Our schools are now free to concentrate on children and delivering quality teaching and learning.”

-Dave Dickinson OBE, CEO, Waterton Academy Trust (In Leading Lights – Juniper MAT Whitepaper)
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