School Reporting Suite

Saving Teachers Time

Month: March 2016

How Would Your School Handle A Digital Detox


Digital technology has taken over our lives in recent years.

The invention of smart phones and the mobile internet and Wi-Fi infrastructure that has grown to support them means that we can be online virtually anywhere.

One generation that the digital revolution has affected the most are school age children.

There are now generations of children growing up that are digitally native, they have never lived in a world where information and communication was not at their fingertips 24/7. Children are drawn to technology from an early age and it seems to come naturally to them.

Teens in the UK, like most everywhere else in the world, are incredibly digitally literate. Smartphone adoption is sky high and by 2013, 8 out of 10 UK teens had a smart phone, using it for browsing the web, playing games and using social media.

Young people are estimated to be only for 27 hours a week and there is concern that is too much and children are becoming dependent on being connected.

Last week the BBC put together an interesting experiment to see how high school students would cope with a weeklong digital detox.

Digital detox refers to a period of time during which a person refrains from using electronic connecting devices such as smartphones and computers. It is regarded as an opportunity to reduce stress or focus on social interaction in the physical world.”

It was insightful to see how the students use the technology and how different their experience of the world is to their parents.

All quite endearing it shows just how important digital has become in the behaviours of the next generation. This will affect how they respond to how they find and absorb information and how they communicate with each other.

School Reporting Standards


The UK education system and the way that students progress is assessed tracked and reported is one of the most politically sensitive topics in education.

This is because the way in which students are tracked and measured affects the way that students are taught and how the success of the education system and schools themselves is evaluated.

The last decade has seen renewed focus on the way in which pupil progress is assessed and reported. School tables may have been axed but within the education system teachers have had to adapt to a constantly evolving landscape.

What Fuels Changes In Assessment and Reporting Systems?

Change can be triggered by internal factors such as union or teacher feedback or external triggers such as changes in the political make up of the country or governmental education department.

One of the most recent changes to be announced was the introduction of baseline assessments for primary school children. The aim being to measure where a child is when they enter education and how that compares to progress made by the time they leave.

This change has not been universally popular and has recently been criticised by the media, by MPs and teachers groups. However, regardless of what the current system is, it is important to have the right mechanisms in place to assess, track and report student progress.

The Importance Of Flexibility

One of the advantages that users of the School Reporting Suite have found is that our proprietary software has the ability to adapt to changes in legislation and the national curriculum as well as the bespoke faith curriculums that our software can easily accommodate.

If you would like to know more about how our systems can make the compliance to current reporting standards within your school easier then contact the School Reporting System team for an informal discussion.

Kodesh Curriculum Case Study

At School Reporting Suite we know that our software can handle the complexities of running a system in English and Hebrew, whilst reporting on the Kodesh and national curricula.

We know this because we have implemented it within a Jewish school in Golders Green and the results and response from the school has been phenomenal.

The Menorah Primary School Case Study

The Menorah Primary School, is an orthodox Jewis school founded in 1944 by the Golders Green Beth Hamedrash. They contacted Aspiring Panda the company that created the School Reporting Suite looking for tracking and annual reporting software for the school.

Two of the key requirements that the software were

  • It could be written to and edited in Hebrew
  • It could be fully customised to suit the subjects and grading criteria of the school’s Jewish studies curriculum

What We Did

Aspiring Panda implemented a cloud based version of the School Reporting Suite to accommodate the Jewish Study Curriculum and he school’s grading criteria.

Using the language settings of the software we allowed the system to be written to and edited in Hebrew and accessed from anywhere with an internet connection.

The Reaction Of The School

The implementation of the software went smoothly, teachers found it convenient and easy to use and the head teacher reported that time efficiencies were achieved due to standardised formatting which reduced writing and review time.

Parental feedback was also extremely positive, particularly on the professional style and quality of the reports.

Here is what the head of the school had to say after the first year of using SRS.

“We have completed our first full year’s assessment schedule using SRS, using both the tracking and reporting modules. The software fully represents our assessment ethos. It is easy to deploy and data entry is very straightforward even in Hebrew! Layout is comprehensive without being cluttered and print copy is aesthetic and ready to send to parents. We now have the tools to generate full reports and charts on classes, groups and individual students in all their subjects and categories. We can track, assess, compare and plan – all within one software package.
Thank you, Aspiring Panda! Your customer service is ‘top-shelf’ with immediate and effective response to all our technical enquiries.”

  1. Atlas, Principal

The History Of Assessments In UK Education