Arbor show and tell: what’s new and what we’re working on
Find out more about Arbor’s product vision and how this guides what they are developing next in their Management Information System (MIS).
Hilary Aylesworth, Head of Product, Arbor
Overview – Arbor Show and Tell: What’s new and what we are working on
Hilary talks you through the exciting new features and products that Arbor will be launching in the future, leaving you with lots of interesting updates to share with your team at school. Hilary also updates you on the MIS improvements and releases you can expect to see this term in response to the expertise and advice received from schools, MATs, and partners.
Hilary Aylesworth is Head of Product at Arbor, the UK’s fastest-growing MIS. Hilary’s job is to deliver the vision outlined by Arbor CEO James Weatherill (insert hyperlink to James’ page) and to find pacey and high-quality ways to turn that vision into products to be used in schools and trusts.
Hilary is passionate about technology and education, formerly producing courses to teach coding and STEAM (‘Science, Technology, Engineering, Art, Maths – breaking down traditional science versus art barriers), enabling students to conduct experiments, solve problems and design prototypes.
Educator, product leader and cognitive scientist by education, prior to Arbor, Hilary led education initiatives, program and product development for Teachers College, Columbia University, the City College of New York (CUNY), Teach First and SAM Labs. She’s interested in how different domain expertise can intersect to facilitate innovation and therefore looks forward to the day her expansive knowledge of science fiction can inspire something useful.
After more than 40 years of helping our customers make more effective and extensive use of SIMS, in 2021 we took the decision to become an Advanced Arbor Accredited support and training partner. This means we that if customers choose to change their MIS, we can now offer services for Arbor, alongside our SIMS services which of course we continue to invest in.
We now support more than 30 schools across the south-west and our Arbor customer base is growing rapidly across the country as Arbor continues to grow.
At Scomis, we help our customers across the country make more extensive and effective use of their Management Information Systems (MIS). We aim to help you exploit SIMS to its full potential to ensure that it is fully embedded across your school or multi academy trust. In doing so we help you achieve consistency of use to deliver efficiency gains, reduce staff workload, realise best value, and ultimately drive forward school improvement.
Find out more about our services that could help you get more out of Arbor MIS:
For help when you need it most – Scomis MIS Support Services
ScomisLive is recognised by ISBL as Continued Professional Development (CPD)
Offering over 20 hours of appropriate learning content for School Business Leaders. ISBL members can register their attendance against their annual CPD commitment.
Other related topics
Find out how Arbor can make a difference to your school or trust today, and more about Arbor’s future direction of travel with CEO of Arbor, James Weatherill.
Find out more about moving your MIS to Arbor with CEO and Executive Head Teacher of The Cornerstone Academy Trust, Jonathan Bishop.
Find out more about ParentPay (the new owners of ESS SIMS) and their plans for Next Generation SIMS.
HILARY: Welcome to this session with Hilary Ayelsworth at Arbor who joining us today from Argentina. Scomis is wellknown as a specialist service provider, it’s possibly less wellknown that we are a training partner for Arbor MIS. We have been developing our expertise in Arbor so we can offer the same high quality service for Arbor as we do for SIMS. This means if you choose Arbor you can continue to work with Scomis as your trusted ICT partner. You keep the support team you know and love to help you with your move and to help you get the most out of your new MIS on an ongoing basis.
Now to introduce Hilary. She is passionate about education, formerly teaching courses, coding and technology and maths. Enabling students to conduct experiments to solve problems and design prototype types. Hilary’s session this afternoon builds on the keynote we heard from Arbor’s CEO, James Weatherill this morning. It’s Hilary’s role to convert this vision into reality and this afternoon she will take you through the exciting new features and products that Arbor will be launching in the future, leaving you with lots of interesting updates to share with your team and school. A warm welcome to Scomis Live, Hilary.
HILARY A: Thank you so much, Hilary and I were chatting and it’s rare that we meet other Hilaries, so a little bit of a double act today which is exciting. Thank you for that introduction. As Hilary mentioned, she is right, this is part two of Arbor CEO’s James Weatherill’s presentation this morning. I am going recap what he said if you missed it and walk you through now and recent developments in Arbor in order to concretise the difference we feel we can make to schools near and far. So this is me. I am Hilary Ayelsworth, head of product.
What my bio doesn’t say and I feel it’s important to tell you is I once was a teacher, a head of department and a school leader in New York City, a former life of mine, which is all to share and say that I know in my bones what it’s like, the good, the bad and the ugly to work in a school, to work in a district, to work in a state department, under certain policies and under certain constraints certainly and with resources. So very much understand all of the challenges and difficulties that we face and all of the possibilities and opportunities available to us, which hopefully I will touch on in this presentation and get you really excited about. So bring this experience with me as I consider the vision and the direction of our products. I include these gifts because we like to joke that actually the real measure of us doing a fantastic job is getting people to react like this when they use Arbor. This is Nicole from The Voice. I love the one, particularly on the right, where she is like, yes, this is so good! That is what we are going for, we are going for folks feeling equipped and very excited. So James will have spoken to this in his chat. Our company mission is to transform the way schools work. That is at the heart of what we try to do. He has also talked about what has changed and what is changing in the education landscape, COVID, increased use of technology, trends inning cognitive theory and many are shaping how we are called to respond in policy, curriculum and daytoday operation. So much change is what we are saying. So I like to as a foundation to my chat, I would like to flip this concept on its head and start by asking, amidst all of this change, what isn’t changing. So feel free to have a think on that and we can chat about it in the Q&A more. What isn’t changing? I suppose I will answer from my perspective. The phrase it takes a village probably articulates this best. It’s never a single class, a teacher or an experience that shapes student performance and ultimately their success, it’s a whole orchestra of things conspiring together to make sure that kid doesn’t fall through the cracks. It’s people gathered around problems.
I really like the analogy of the Marvel universe. People are familiar with that movie series. It starts off with a couple of movies, Ironman or Spiderman solving a problem. It’s ramped up into the entire Avenger crew saving the universe together. So it is that aligning of problems and the collaboration and all of our individual efforts to solve those problems. It really starts to make that big difference. So I guess to help get us there, the assumption in the first case is that we agree there is a problem to solve. I best I could articulate that in this notion of transforming the way schools work is schools are expected to deliver top notch outcomes in an ever changing landscape with little resource or time to do so.
So I would like to move now into the problems that I feel Arbor can help us solve in particular. So I am showing you now more about our product vision here. A few things to note off the bat. A few of the problems we really feel we can solve, workload, we know that people are super time poor. Better information and insight and most importantly, if I was to call out one specific thing that is just key in our product vision, it’s collaboration. It’s enabling all of the player, all of the heroes in the education universe to come together and to solve those big, big problems together, doing our various parts of the puzzle. So at Arbor we think about this from our product suite, kind of thee distinct ways. So you will see on the left side of the screen, our product development pillars. This is where we focus the lion’s share of our effort and on the right side of the screen you will see the key benefits to you.
So what you can hold us to account for as a product in a way of delivering these benefits to you in your role using the Arbor product. So of course, meaningful data and information. That is obvious right, but the way can do that and drive at that through collaboration is really the measure there. So making you more effective and ultimately supporting you to collaborate across the community. The second is focussed design. This is about time savings, but also really about thinking when you need the information, at what time of year and what time of day and bringing that to you very clearly through things like home page dab board. So I will be showing you more about that soon. So making more efficient roles so you can do your daytoday tax really quickly and get on to the real work of it which is supporting kids. The last one which is really cornerstone to all of this which is getting the community together. So this isn’t just you working in your department and in your school, it’s pulling together the full community of your map and your primaries and secondaries within that map. It’s connecting you with parents and students and giving you the right tool, whether through Arbor directly or our strategic partner integrations in order that that can be built in a really fantastic way.
Again, as I said, it takes a village and we really recognise that. It is an evidencebased insight. So I am now, I want to move into some of the design principles and the product features that we have developed and recently released that work in direct service of the company mission and this product vision that you see here. A bit of a health warning. So for those who are joining and are our current customers all the things I am going to show to you are accessible to you. So you can look it up and get in touch with your account manager directly so please feel encouraged to do that. Those of you who are aren’t joining us are not customers that is okay too. I would love to hear your thoughts on our direction of travel, again with this idea that this north star really supporting communities and local authorities to collaborate. Are we really hitting this, so don’t be shy, do join the conversation anyhow. So principle number one, it’s really about giving the right data to the right person at the right time. This is absolutely cornerstone to what it is we do.
So this is one of the design principles that we think about when we are looking at putting in practice that product vision that I showed you previously. So I am now going to show you some features. So the very first one is my home page. When you sign into Arbor, of course you are met with a whole variety of things, including a top line nav bar which has really lovely things like student alerts, it’s got your school notices, it has your to dos all laid out for you that are all customisable which is fantastic and you have your top line KPIs, key performance indicators, which is great. Now, you have two areas that you can begin to look at customising whether by filter or through permissions.
So whole school is exactly what it sounds like, you get to see the stats and then you can cut and change that by using contextual data or particular groups of students want to see or performance measures you are interested in. Then you have this concept of my students. Maybe you are a phase leader in a primary school and you also have a teaching load. So you really want to see those groups of students and you want to be able to track particular things with regard to those groups of students. You can customise all of this on your home page. So immediately when you log into Arbor you can see the information relevant to you. This, for us, is a really big part of that story, supporting you to collaborate better by giving you really good actionable insight. Another key part of this that I will talk about more going forward is this notion of action on insight. Not only being able to see the information, but being able to take action on it which is really key. So as I was mentioned being able to curate those KPIs. Have I have both the statutory responsibility to make sure there are really good interventions set up across my phase and that teachers are clear that systems and structures around it to be able to sign those students up to those interventions and on top of that I have to keep mindful with my head teacher and my deputy head how money is being spent in support of that, that is one of my remits and there is a whole variety of actions available to me in either role. So if I am a phase leader and I am wanting to look after a key group of students for example I have all kinds of actions around setting interventions, creating a custom group which is really helpful, I will talk more about that later on. If I am a teacher I also have the opportunity to look, let’s say at particular groups of students. Maybe I want to think about the relationship between how pupil premium has been spent, alongside how students are doing with the suggested mark. Maybe I want to be tracking that more carefully. So these are the kinds of things that you can get to directly from our home page and that your KPIs can work directly in support of. So putting that, monitoring them carefully and getting in touch with mum and dad.
The other thing to highlight is the cohort mark level analysis. A key area is the top line analysis available in Arbor to allow you to drill in to do further investigation. 2 areas we evolved is cohort and mark level analysis. Really exciting. In beta testing, to be released. It is what it sounds like, being able to look at dynamic, real-time data on a cohort of students of interest to you or to do mark level analysis as you need within your role. It is really helpful. What you see on the screen is a grade distribution area to work in addition to the top line analysis available to you on Arbor. And this piece is supportive as we want to look at progress over time. That is a big thing about what is going to help us to understand and to collaborate better. Giving you top line views. Where are students at now? Where are they likely to be in the future, given what we are seeing here? Really, really important, a big bet we are making in Arbor in terms of product development is around collaboration. Tech is great. Fantastic but it falls down if it is not enabling the people who utilise it to work better together. That is what we believe. I will show you how to put it in practice, there are examples around the data and to talk more about the features that are available. We have a notion of custom mark sheet. Which is cool. Allowing you to set up a standardised mark sheet for a course, set of students or set of teachers, with key contextual information, the SEN, your EL or the people [inaudible] or key information, ethnicity and to allow you to do things in terms of performance data, maybe to bring in rank order. To think of predicted or suggested marks you want it a part of your foundational mark sheet. You can do that in the area. Also, maybe I set out from my year 11 maths students a mark sheet for all staff to be able to see but for particular sets within the maths year 11, I want to track particular things for teachers to have more information. Maybe I’m interested in the relationship between the COVID absences and rank order for example. So I want to bring in the data. What you can do in Arbor, you can take your custom reports you designed and bring the fields directly into the mark sheet. Which is fantastic. What it means, it is bringing together the data professionals in the schools and Trust with your teaching staff and the SLT. They are able to really design the right view to monitor progress for that group of children. So key and important in the secondary and also as we emerge from the crazy 2 years, understanding the impact of that. So it may be a variety of things to look at for cohorts of students allowed for in Arbor, which is a unique thing we do as an MIS. I thought I would spend time on this. We did a webinar showing this to customers yesterday. It was one of the things that our customers said about this. It is one exam officer working in a secondary school. His idea is to use the customer mark sheet functionality to bring in all kinds of exam information particular to a particular set, for example or a course or a set of students. So he has commented on that here. We are really proud by the way we are working together with customers to build things that are in service of their reels and some of that looks like focusing on the problems we can solve and not necessarily just designing a feature for some but can work for many. He is talking about using the functionality in a sense we did not necessarily envision. Which is exciting. The other thing that we worked on in release is a concept called policy pushdown in assessments. It lets you to work on the concept of a seed school. If you have a really great assessment set up in one of your schools in a primary. It has gone great this year, you are able to collect the information, within the school and you see it impacting on progress for students and you want to take the best practice to share it over the network of primary schools. What you can do is to share the assessment with MAT MIS and MAT MIS can decide, central data manager, who gets access. So that they can bring it into several institution, all, if you like, and it can include target judgments, target rules, grade scales, the whole kit and kaboodle. So it means that you have a standardised approach off the bat to share best practice and thinking carefully of the notion of collaboration. Where we see a bright spot, let’s shine a light on it, to ensure there is room to grow. That is what this is about. The other benefit is beginning to standardise some of these things, the immediate benefit of having that analysis, that clear analysis if you are doing data drops half termly or termly, it is available. Which is great. In Realtime. The minute the teacher enters into the mark it is available to you. For the teacher to think, I can design a bell curve for how the students are performing, the information is to hand to enable me to do that. This is what policy pushdown supports and enables and then to spread this over the whole areas of MAT MIS. And it helps to support the conversation that Trusts and the local authorities are having with schools around what is our policy? How are we thinking of these things as individual schools’ institutions? Are there some things we feel everyone can bet fit from? If you on a hybrid approach, we do some things distinct and some together, the functionality can support whatever you are on the growth train, to try to becoming more or less standardised.
The next one is really about being able to design more custom reporting, tailored reporting.
In Arbor we have customer report writer, to my mind, I am perhaps biased, it is the best in the sector in terms of reporting capabilities there. We recognise that folks have a need to bring in additional tooling around reporting. So they may be reporting in a whole host of ways for example how they are preparing report cards. We introduced a notion of being able to tailor the reporting from third-party tools or from Microsoft biased, its Word if you like to do it there. To bring it to Arbor to identify if you want to share it on the parent portal or student portal, and to be able to send it out from Arbor that keeps all the student progress information central to you in Arbor so you have a great record of what has gone on with the students, the interactions with the parents, which is really great and seeing bright spots with the tailored reporting capabilities. Primary schools are using it for weekly attendance certificates. Secondary thinking of using it to share with parents on learner reflections that they do with Google Docs. Ways to utilise above and beyond what we imagined. A testament to the community of the folks that we work with and their brilliance in gets the most out of Arbor.
Another fun one we worked on recently. With assistant Principal Joseph at Bexley Heath a school in our team of schools is a learner engagement suppose. Joseph called me about 4 or 5 months ago to explain the fantastic stuff that they were doing in learner engagement. We had a look around to think about how to bring the great innovative work to Arbor so others can benefit? What we have been able to do is to look at the relationship between attendance and behaviour and the learner engagement piece. So designing really well-crafted functionality in support of this to give the parents that opportunity to know what is happening on the ground with my kid today. How did they engage in the lessons? And he has a thoughtful scale of engagement and all the different pieces that go into that. The purpose for him was he was taking 2-3 hours to pull together learning engagement ports in the small hours of the evening after the day job, we were able to cut out that time and to make it a 10-minute synch to send this information out via the parent portal and to ensure that the teaching staff had access to the record of information delivered to children and their guardians. So, really exciting piece of functionality. And it does speak to the piece of making it easier for Joseph in his role to collaborate closely with parents and frees him up to think about embedding this further? And so he is now in conversation with the Trust staff, to think how can I bring more to this policy across a range of secondary schools that we have at AT, and that is the work that he should be focused on, the strategy piece. How to do more with this? How to shine a light, to share this best practice out further.
The other thing to highlight as a principal that we have at Arbor in terms of putting this into practice. We are interested in transforming what we call the ecosystem. So we very much recognise we are not an island, we work in an ecosystem with partners, including Scomis and also API partners, many of which we have integrations with. To enable you guys to get the best out of their tooling and ours. So, what we are interested in doing is thinking carefully about how we can work more closely and open up the ecosystem, frankly, so folks can get the most out of it. So, the real purpose of that is ensuring there is a tight collaboration not only between yourselves and the school, staff and parents but between us and the ecosystem of folks that work in supporting you. With a real measure of things, casting our minds back to the lovely Nicole Scherzinger Giff is enabling you guys to do a working and sharing role, working together to collaborate well in supporting you guys to do your job better. I wanted to speak to this to highlight a couple of integrations that we have got live in Arbor now.
We are currently working on integration with iTrent an HR provider. The measure of this to do here is to save folks time, to streamline the HR processes to have more data accuracy. So to give an example of the benefit of a larger Trust, UL, utilising iTrent one colleague said that they had 980 new starters, that is unconscionable, oh, my goodness, that is crazy talk but that scale, setting them all up on iTrent and Arbor separately, it is too much admin work. So, what would take them maybe weeks to get all the information together, to get the contracts together. The different HR processes in place, payroll, et cetera, all that key information to feed through the systems they can do at a click of a button. Accurate and ready to go day one and again gives people the freedom to focus on what matters, which is a great induction for the new staff, to get them excited about what they are doing with United Learning. And next is bucketing integration with access budget. You can bring in and synch up the key budgeting details so you don’t have to do the double entry. All the information is ready to go at the flick of a button. upgraded and synched. And the update of learning platforms has been tremendous over the last couple of years. We want to recognise your use to ensure we have a smart integration. Any good information you get through the learning platforms, with engagement with students, parents, setting kids up in the first place to ensure that the details, the email addressing, the first and last name, et cetera, that are all accurate. This is what we are thinking about. It is about the timescale, the automatic support with a group to help smooth the way and to provide support. This is out and wide and ready and we are deepening it more and more every day. The last thing to touch on is the principle here. We believe greatly in providing people with support. If you are an Arbor customer, this are variety of ways to contact us with chat support, a slew of articles on the help centre, we are committed when we release something that the article is updated with a clear article around it. A great group of folks that work on the help centre team. We have excellent training folks as well. Who all come from former education backgrounds, which is great. So, very seriously, the support that we want to provide you. It is not just about getting you up and running it is about supporting you to get the most from Arbor. Taking it to the next step to say: OK, we have got assessment up and running, what is next? What about the custom mark sheet? Using more of the reporting capabilities? Those are the things to sport you with the most. We recognise that people need that support in a variety of ways which is why we work closely with Scomis and others to provide it. Support is a big part of what we do, particularly because people are so time-poor and we are very proud of the offer that we put to folks.
The last thing I want to talk about, and I’m interested in if folks have questions, is how we gather up customer feedback. It is something that folks ask me all the time. How can I feed in? How can I tell you more of what I would like to see? And importantly, how to prioritise the information you give us? As referenced at the start of the call we have a big problem to solve. There are lots of ways to contribute to that. How to decide the best ways? We have four channels to utilise. It is a mix of digital channel, what you can provide through product board and in-person channels, so we have Arbor Fest on the 5th of May and Bett next week, which is great. So if you are on the call, please say hi, I would love to hear from you. We have the NPS survey and user groups that people can join. The groups that go deep into certain bits of functionality. The point and the purpose of it all is to create a transparent, defensible roadmap to help paint clearly for schools, Trusts, local authorities, et cetera, what it is that we are driving at within that term. So we update it on a friendly basis to look to make the impact by phase and think about the principles that I put to you before to help us to make decisions. If you are interested in knowing more about how we prioritise, it is both an art and a science, there is a really helpful article linked in there under the phrase “learn more about how we prioritise feedback” we use Reach Impact Confidence Effort. So have the greatest impact in all of the features that we design and getting it as quickly as we can to support you. So, I will leave it there. I will turn to my counterpart, Hilary, to see if we have questions.
HILARY: Thank you, Hilary. A great insight into the counter and emerging roadmaps. Really helpful. Thank you. I have 3 questions coming through. We are time to take those. The first time is how to listen and to respond to customer’s needs? Unless there is anything to add to that comprehensive slide that you showed us, I think we have covered that one off?
HILARY A: would say so. I guess that the other thing to add, it tag as little it adds on to Jane’s tag. So COVID is a best example, the best-laid plans, as they say, you may have a plan about how to solve things but we know March 2020, when it hit, we needed to be prepared to support the schools in here and the now. Not always a medium-term to long-term focus in terms of what we are doing but to make sure we are ready to go with whatever situation arises and the innovation from that, which was fantastic, it was like we had a wonderful COVID dashboard designed for schools to be able to track where, what are my staff and student absences? How am I doing on resource accessing, the comms tools to use, to support parents to let them know what is going on. There were folks moving from buildings and doing a combination of opportunities as well as we, so we needed to be prepared for that. Saying that in terms of analysing customer needs in thinking and how to react and to support people where they are now to get the most out of the products. So, we are really proud to have supported customers through what was and continues to be in the after math, the aftershock of it, a tricky time. So I wanted to emphasise that part of it as well.
HILARY: Thank you.
Next question, you have alluded to your ecosystem and working with partners. And you mentioned budgeting and working with HESS, which relates to that a little. The question is: Do you have plans to develop timetabling on finance software yourselves?
Hilary A: We don’t have plans to develop these now I think we work with the best timetabling software out there, and we have great integrations and in-depth integrations with both. As well, we are planning additional financial integrations, the other thing to say here is that I think it is definitely true, you know, that there are folks in the landscape, other MIS providers for example who may say that they do it all, the timetabling and the finance, I caution folks, doing the depth of detail required in those offers, in particular timetabling to the extent it is needed to scale, it is very, very challenging. We like to think at Arbor we are great with our bread and butter, and we want to bring you the best possible solution to scale. If you are a school that is growing, or you have a unique or a complex challenge, we want to focus on that. It is worth mentioning that the timetabling partners are fully supported with a staff of folks working day and night to ensure that it is really the best service for you. I think that the same thing on the finance side. I hope I am not speaking out of turn by saying when you make a decision about which MIS to choose, I don’t think that finance a core part. Really thinking of the benefit that we are providing at Arbor it is about that time savings piece, that is bringing staff together, the impact to students, the fact that there is something at Arbor for every single staff member at your school and the finance piece, it is a faint part of that constellation. We recognise it, we want people to focus on what we are great at. So, yeah, that will be my response to that.
HILARY: OK. You have kind of touched on this just now. But it is a big question. So probably the last question to take this afternoon. This one says: We are planning to review our MIS, if we were to decide to change our software, what advice would you give about how best to manage change and what are the most common pitfalls to avoid?
HILARY A: That’s a big question. I guess we are saying, it’s a big one. The million-dollar question, off the bat, what it unique about the position I’m in and other senior leaders at Arbor is that we do change. What we do though we do really well in supporting people through that. So I manage some of the largest schools and the Trusts in the country doing all kinds of interesting and innovative things. That change curve is a tough one but the appetite and the vision for doing things like reducing workload, supporting the staff, having a more joined up community, those things are really so much more important than the status quo. So I would say when looking at which MIS provider is going to be the best, first things first, where are we trying to improve? How are we trying to address the really very real challenges and how can technology better help to us do that? Hopefully you have seen evidence in terms of what Arbor is making big bets on and where we are trying to focus our effort. But I think that understanding what an MIS can do for you, in terms of really joined up and clear workflows, time savings and clear, actionable insight, it is how you need to think about how to make the decisions best. I would also say, that I think it is important that there are, there is a robust team of folks developing the product actively. So knowing that there is a very clear listening ear for you and people who are working actively on that product to improve it, it is absolutely critical. Again, we are in an ever-changing landscape. You want a product to react to that. With the right tooling, it is necessary for the conditions that we are under. So I encourage folks as looking across the landscape to think carefully about the value that an MIS can add. For us, that is about the collaboration piece. We feel that is your people, is the measure of how well your school or your Trust or your local authority do … so for us it is about enabling them as best as we can.
OK! I’m going to draw the session to a close there, Hillary. We don’t have any other questions this afternoon. I’m sure if there are more, people can let us know and we will get back on those after the event. I would just like to say, thank you again for joining us. From so far away, this afternoon. The internet held up really well, which is a relief! Have is a safe journey back to the UK. You have a busy week next week at Bett.
HILARY A: Thank you so much, good to join you this afternoon.
HILARY: It is time for the break. Until 3.30pm. Get a quick drink from the wellbeing bar. If you are having a cup of tea, or if you are doing something creative, let us know what it is and then join us after the break for the final session of ScomisLive. We have 3 sessions, you can hear from the Cornerstone Academy Trust again, this time, David James and Anthony Lees talking about how they are harnessing technology to collaborate across the Trust and to develop a supported learning environment and to hear of the support that the Trust is able to offer you with Microsoft technologies as the DofE demonstrator. And you can listen to Sir Iain Randall, who will talk about what he has done to achieve a consistent approach to assessment at the Trust and the benefits of experience of all levels as a result of the work he has carried out or finally to enjoy Elizabeth Anderson from the Learning Foundation and Digital Poverty Alliance. To explore what is meant by digital inclusivity and digital poverty and why there is still an issue. And to talk about how together we can boost digital inclusivity within our schools. So, we will see you back here at 3.30pm. Thank you.