Lode School in Solihull, West Midlands.
Their experience with PARS Connect…
Mark Wilson, Deputy Headteacher
We have had PARS since 2005. We use it for registration, behaviour analysis, attendance and assessment. Its very very easy for staff to use and all the information which is a key point is actually in there and refers back to SIMS. It is tailored to the school’s personal needs, has a particularly impressive impact on learning progress. The data is used to show to pupils on how well they are doing and how they can improve and highlights attendance and behavioural issues with individual student. It can derive some real focussed and direct intervention strategies.You can easily extract reports and analyse the data with the ease of use. It allows tracking and monitoring at class level. It’s an easily accessible communication tool for staff. We use it for assessments and have been tailoring our assessment procedures to make it simpler for staff to use to fit in with our termly reports. Class staff can logon, use the assessment facility, enter marks easily, a whole class report, all takes a class only twenty minutes which is a large improvement from the paper version. We also use it as a strategic tool, identify issues with attendance, behaviour, under achievement and we can identify any issues early allowing for focussed intervention.
Margaret Wheeler, Information Management Officer
Using PARS for Electronic Registration and Behaviour management
Lode Heath School is a co-educational comprehensive school for students aged between 11-16 and is maintained by Solihull LA. The school is located in Solihull with approximately 1000 pupils. The school specialises in science and sport
Margaret Wheeler, the school’s Information Management Officer was given the task of finding solutions for lesson registration and behaviour recording.
Before PARS we had a number of issues, for example at the end of the school day there was a 5 minute window to try and register 1000 students – we also had an issue with pupil movement. We initially launched morning registration with tutors and followed by introducing registration in
We first got PARS in early 2006 and launched it last September, just using the attendance side to start with. We hand-picked “IT literature” teachers first, so that we could get constructive, informed criticism as we introduced it. TASC helped us with our initial training programme, and then we took on the training ourselves as it was rolled out and introduced to the teachers who perhaps found IT a bit more of a challenge.
Findings & Benefits
The behaviour side of PARS was extremely popular when it was launched. Before we had a paper based admin system where credits and debits were put on pupil planners and then three times a year they were totalLed. Now reports can be done very quickly. If we have school trips planned, we can check to see if any pupil has a current “negative balance” showing, and if they have, they don’t go on the trip! The information is not left until someone has the time to enter it; it’s done immediately and easily.
We also took the opportunity to streamline the grounds on which debits and credits were given. We now have it down to 7 criteria for both credits and debits. The system allows for early intervention with immediate information – no time lag or delay. Problems and potential problems are addressed much quicker and the variety of reports is very good. It’s a labour saving, strategic tool. Grading will be our next development.