September 19, 2018Comments are off for this post.

Understanding teacher retention in England

Edurio is launching one of England’s largest research projects on staff retention in schools.

While there are many factors of staff retention that are out of school’s control, like economic and geographic factors, some schools seem to be much better at retaining their teachers and support staff than others. We wanted to help schools and multi-academy trusts understand what they can do to improve staff retention, which would deliver better educational outcomes and save money.

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August 21, 2018Comments are off for this post.

What can we learn from 21 Ofsted Multi Academy Trust reviews?

While there is uncertainty in the air about the future of Multi Academy Trust inspections, since 2014 Ofsted has been carrying out focused MAT reviews, giving each Trust a detailed inspection outcome letter. We read through all 21 of them to identify what are the common areas Ofsted believes most MATs should improve in.

While each MAT is unique, we found 4 common themes that occurred consistently in the inspector comments: improving governance, collaboration, data-use, and equity.

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August 2, 2018Comments are off for this post.

Into the Loop: The Edurio step-by-step guide to evidence-driven school improvement

In this “Into the Loop” series of blogs we will provide you with the tools you need to start using data for school improvement — from the initial self-reflection to the collaboratively designed action plan.

Step 0: Getting ready.

“Improvement begins with I.” — Arnold H. Glasow

How do you start your journey of school improvement? How much do you and your team integrate data into everyday work — and how confident do you feel doing it? When it comes to making evidence-driven decisions for more focused school improvement, it can seem daunting at first.

When auditing existing data, it is best to try todo this collectively to get the widest range in input.

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June 28, 2018Comments are off for this post.

Creating a model of shared vision and school-driven improvement — 5 Lessons

June 2018 Presentation for Multi Academy Trusts

Earlier this week I attended an important event hosted by Inside Government called Raising Standards through Multi Academy Trust Inspections. Speaking at the event was great motivation to stop and reflect on what we’ve learned about school improvement and accountability over the past few years at Edurio and what lessons would be valuable for multi academy trust teams (especially thinking ahead to future MAT inspections).

The debate that followed the session with many MAT leaders led me to believe that these lessons are useful in a variety of education settings, so I’ve typed up the talk for your enjoyment. While the talk is focusing on multi academy trusts, the lessons remain relevant for most school systems.

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February 2, 2018Comments are off for this post.

Putting schools in the driving seat

Lessons on education reform from #EWF18

Last week I had the opportunity to participate in the Education World Forum (EWF), the largest annual meeting of Ministers of Education and senior policymakers from around the world. Two days of presentations, discussions and countless stories shared by education leaders from places as diverse as Finland, Croatia, Argentina, Somalia and Iran. Every one of them seeming to be in the midst of a major education reform to catch up with the ever-changing real-life demands of future graduates.

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January 22, 2018Comments are off for this post.

Evidence-driven school improvement

Launching this week at the Education World Forum and Bett Show

When we started offering Edurio to schools and school systems a few years ago, we were offering a technology platform to enable them to collect feedback and continuously monitor their schools — without much need for our support in data analysis or survey development.

We quickly realised that while the technology worked and was giving school leaders new insight into their schools, the lack of data or lack of technology was not really their biggest challenge. Integrating new processes into their organisations, changing their approach to decision-making, not overburdening teachers and staff with more data and more work — these were much more complex and much more important. Schools were becoming “data-rich, but information-poor.”

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