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Have your school’s parental communication strategies stood up to the demands of blended learning?
24/03/2021 @ 13:00 - 14:00 GMT
Approaching the first anniversary of Covid-19 lockdowns, COBIS invites Learning Ladders to talk about our favourite topic, something we’ve been shouting about for years: Parental Engagement.
In this webinar, Melanie Evans, former Primary Teacher and Education specialist at Learning Ladders, discusses the opportunity schools have to reflect on their current parent communication systems with the hindsight of more time, experience and feedback than afforded at the start of the pandemic.
Our years of experience developing a parent portal to improve communication; upskilling parents at scale, on-demand and remotely, prompt practitioners to review the effectiveness of their own school’s parental communication strategies.
Our sustained message, backed up by the research shows parental involvement in education has the biggest impact on improving student outcomes.
So, whatever communication strategies are used by schools, parental engagement must be ongoing, part of a whole-school approach.
And the great news is there has never been a better opportunity for schools to encourage their parents to take a continuing role in their child’s learning and for parents to embrace this partnership.
You can listen to a recording of the webinar below and if you’d like to get in touch we’d be delighted to continue the conversation with you at email@example.com
Andre: Hi, everyone, I’m Andre, and thank you for joining us for today’s webinar on Have Your School’s Parental Communications Strategy Stood Up to the demands of Blended learning. We’re delighted to welcome Melanie Evans, Education Specialist at Learning Ladders. Who will be presenting the session today. This webinar will be recorded, and the recording will be emailed to everyone who registered. So don’t worry if you could only listen for part of the session. The recording will also be made available on our website, which is where you can have a listen to all of our previous webinars. You can also now book your place at this year’s Cobus Virtual Annual Conference, which is taking place between the 10th and the 13th of May. Please remember that you can submit questions by typing them into the questions section, which I’ll read out at the end for Melanie to answer. So, for now I’m going to hand over to Melanie.
Melanie: Welcome and thank you for joining the webinar today, I’m Melanie Evans, a former primary teacher, working for Learning Ladders as education specialist. As has already been said, the questions and answers will address at the end of the webinar and that it will be recorded as well. So just a bit of a background, really, about Learning Ladders if you’re new to Learning Ladders completely. Learning Ladders was formed by our CEO and founder Matthew Koster Marcon, who was a primary teacher himself. And within his own classroom, he identified the key area that had the greatest impact on the outcomes of the children in his class was parental engagement. And that really is the opportunity today that we’re going to take to spend on reflecting on the communication strategies that perhaps your school will have used and whether or not those have stood up to the demands of remote learning and possibilities for moving that on in the future and what that might look like.
So first of all, just having a think about the school home communication and what that looked like in lockdown. Now, we’ve had lots of variations of the lockdown thinking all the way back to the initial stages where schools were thrown into a situation for the first time for lots of different areas of this blended learning approach. So, it may be during these initial stages that schools needed to focus on their engagement for parents, thinking about the systems that they use and perhaps thinking about the immediate issues that they needed to focus on, such as communication. So, we have people using Google classroom sharing tasks through systems like See-Saw and numerous others that are out there. So, the goal primarily at the initial stage of those lockdowns was to get parents in a place where they were able to receive communication from the school and not only receive that information, but to set tasks that the children could access. So, the goal right at the beginning was more practical, looking at setting up Zoom sessions, two-way communications, and making sure that the physical resources that the children needed as well, such as laptops and computers, and that everybody was set up and accessing that education from home. So that’s where we’ve come from at the beginning.
Now, obviously, nobody thought that the lockdown would go on in so long. And looking at it on a year on, if we think about post lockdown now and how that has moved forward now, I’m aware that in the U.K., lots of the children have gone back to school now and there’s not so much the blended learning remote learning going on as there may be in some of the other international schools that we work with who are explaining to us that there is more of a blended remote learning approach still happening. If we’re thinking about the parents, then post this lockdown period, there may be that experience as a parent and I know this myself, as well as being a teacher and on the other side as being a parent, that ‘phew, hand back my child. My part is done. I’m sending them back into their education and I can stand back a little bit’. Perhaps the interactions through things like Google classroom have slowed the tasks being set by teachers and see-saw and the response from the children and other systems perhaps tapering off. But it’s thinking about now what’s that goal moving forward and making sure that we ensure that parents remember that being involved is fantastic in your child’s learning. And as a school, this is how we’re going to help you as a parent to continue that involvement that parents have become used to. And it’s a unique opportunity for schools to take grasp of, not just communication or work to be completed or communicating facts such as the day to the next Zoom lesson, for example, but truly supporting the ongoing on demand learning in a remote way so that the parents remain engaged with the actual learning and not falling back into previous patterns or perhaps being involved in schooling or just being involved in school.
So, I think what’s important here to move forward is to define what we’re talking about when we refer to parental engagement and how Learning Ladders would refer to that engagement as well. So, in the first level, we have parental involvement with the school. So those are things such as being on the PTA, being a governor, parents coming in and reading with children in the class, those really important volunteering roles the parents fulfil. All of those are valued involvement that schools need to be able to run. But that’s not quite what we’re talking about at Learning Ladders when we talk about that engagement, the next level we have is parental involvement with schooling. So that’s like, for example, the older children keeping track of whether or not they’ve submitted their work on time, helping them to make sure they’re accessing their homework and sending it to their teacher by the deadline. But what we’re talking about in Learning Ladders is that parental engagement with learning. This is the key factor that has the biggest impact on the primary education. And by that, what we mean is that scaffolding, the guidance that the parents provide at home to support the actual learning. And we’re thinking about the moral support from that parents and thinking about the attitudes towards learning in the home and promoting all those independence and positive attitudes towards their work in the home environments. So that’s the parental engagement of learning that we are speaking about at Learning Ladders.
So, it’s critical that we emphasise the power and the impact of continuing to be involved in their children’s learning. We need to get those parents onside long term, because what we know is that what parents do with their children at home can be up to five times more impactful than the effect of school. So, if we think about that, that’s more impactful than the interventions, more impactful than just the resources, the assessment and the tracking, which are all hugely important in that child’s life. But when we look at this research that’s showing us the effect of the parents on children’s learning and outcomes, we can see where the importance is to ensure that we get that continued support with the actual learning from all adults in the children’s life. The adults need to be working in sync. The adults in that child’s life, be it teachers, parents, nannies, relatives, everybody needs to be saying the same thing at the same time, in the same way. And that’s where it’s important that whatever system you are using, that your system that you’ve adopted during the lockdown period, thinking about that longer term goal enables you to ensure that the parents are continuing to support the actual learning from home.
And there’s loads of statistics around this area, we could go on, parental engagement is the equivalent of two to three years is added to a student’s education. So, we know time and time again that the parental engagement with the actual learning at home has a huge significant effect on children’s learning outcomes. But the good news is that the vast majority of parents do want to be involved. The research shows and this is research that was conducted by Learning Ladders ourselves, 93 percent of parents want more information about how they can help the child learning at home. That’s a really great statistic that they want to have that involvement. They want more information about what happens in school, not just about events like when the sports days coming up and term dates such as those. But they really want that information about what their child is learning, why they’re learning and how it’s taught. So whatever engagement system schools choose to continue with after this period of lockdown, that really needs to address what is the child learning? How is the child being taught that objective? And how can I, as a parent, support my child in that learning and move that learning forward and work with my child?
And then we see some of the barriers to this engagement, and this is something some of these statistics are quite stark, actually, and this is where Learning Ladders parental engagement system, we have really considered this kind of evidence. When you look at a quarter of adults have maths skills at or below a nine-year-old level of maths. We’ve got a real lack of confidence of knowledge needing to be upskilled. We’ve got 18 percent of children in primary education where English isn’t the first language. And in some schools, particularly in our international schools, as high as 95 percent. So, we have the barrier of language as well, preventing those parents from supporting that child at home with the learning, lacking the confidence, the research says. And 80 percent of parents more concerningly saying that they don’t get the help they need from the school to support their child. And then what happens is we’ve got 60 percent of parents looking online for help and accessing a whole global worth of resources on the World Wide Web rather than targeted support that would support them in helping their child. So whatever system we’re using, it’s clear that we need a way to communicate this in an automated way at scale. And that’s what Learning Ladders to set out to achieve.
Thinking about that, though, thinking about if we’ve got 30 children in my class and other former primer teacher, I know this pressure more than others may do 30 children in my class. How can I engage weekly on a human level with each and every parent and child in my class? I can’t possibly provide that targeted support for each child in a way that wouldn’t affect my workload. And that’s why moving forward is looking at whether the parental engagement system that protects teacher workload, that automates some of these processes so that they’re getting that continuous engagement weekly on that human level. And that’s really important question to think about your current communication system that you’re using.
So, Learning Ladders refers to the saying, education is a conversation, not a transfusion. OK, this is something that Learning Ladders really believe and work towards. Those are conversations that are important between teachers and teachers in the staff room, between teachers and parents, the teacher and the child, as well as the parent and the child. And so, it’s really important when we’re thinking about the parental engagement, that the parental engagement that we choose and the system that we choose is promoting that conversation because we know that that is an important part of true parental engagement.
So, coming off the back of lockdown now and thinking about some of the power of the language that we use, so we need to start being mindful, that there appears to have been a narrative generated by the press, social media, the teaching communities of this narrative of ‘gaps’, ‘intervention’, ‘catch up’ that seems to have generated and it is inherently negative and it’s a deficit model. And then what we need to think about is the impact on how the parents are feeling. These parents who we want on side to feel that they want to be engaged with their child learning. For the last six months or year now, parents have been working their very hardest to support their child’s learning in the best way they possibly could. So given that message that what they’ve done is not quite good enough, that there are gaps and that we need to catch up, so to give us that idea. But we’ll take it from here. Thank you. You’ve done your bit and now we’ll fill in those gaps for you. So, it’s not a very positive start to continue in that relationship with the parents. And there is a need to be specific. So, when we’re thinking about using those language rather than maybe the gaps, we could think of them as as yet unrecorded assessments, it doesn’t mean that the child necessarily can’t meet that objective. It doesn’t have the understanding, the importance of that communication with the parent. Is that the parent may know of an instance of the learning over the last year, but they feel actually my child has shown demonstrated understanding of this objective. And actually, I have this piece of evidence that I can share with you. So, this ongoing communication between school and home, we need to make sure that the parents and the teachers are continuing to work together so that each side feels confident that the other has a clear picture of where the child is at with their learning. And obviously, the priority has been well-being on return of children to school. We’ve seen that with our own schools as well, have a settling period, making sure that the children are comfortable and emotionally stable in returning to that environment. So, this discovery phase in finding out from the parent the wider picture about attitudes to learning and as well as curriculum objectives is so important. I’m thinking about now the unique opportunity that schools have been given, we’ve got that new focus around learning moving forward. The goal maybe has changed with the parental engagement, and it’s something to reflect upon the systems that you have in place currently. We’re not just thinking about communicating key things to our parents or our children. Now we need to think about the learning and moving our parental engagement on to ensure that the engagement we have with the parents moves that child learning on that they are feeling confident.
The way that that needs to take place is in a more specific objective level. And we talk about Learning Ladders upskilling parents remotely at scale and across multiple subjects in multiple languages. And the prize that you get out is enormous and it’s a very unique opportunity. What I’m going to show you one way, every system may have a way of upskilling these parents, but I’m going to show you how Learning Ladders has chosen to upskill their parents in a remote way. So, if we have a look at the parent portal, we can see that we have here the learning goals that we share with each parents. And these are specific to the child. They are what is happening in the classroom in every subject, and they can be published for the parent to view. It gives the parent the objective. Whether or not that objective is in progress or perhaps has been completed. So that parent has explicitly being told what the child is learning in school. And from this point, not only do they need to know, as we spoke about earlier, what their child is learning, they also need to know how they can support their child. And in Learning Ladders, we have created, by qualified teachers, these articles that support the parents in every objective across the subjects, the reading, writing and maths. It tells the parent what that means, how it’s being taught in school resources that they could use to support their child, and any helpful links. And one step further, because we talked about the barrier that some parents can experience in supporting that child learning, is the parents having English as an additional language. So, it’s really important, as well as creating the support for the parents, that we are able to translate that support so that all parents in the community are able to access. And there’s over 100 languages that they can translate the support to. OK, so that’s how a system such as ours in Learning Ladders has upskilled on demand parents remotely at scale and across multiple subjects at the same time.
Reflecting, as we said, on our current systems and what’s happened already, what has worked and didn’t in lockdown, has your school taken the opportunity to send out a questionnaire to the parents to find out what worked for them? Was it useful getting endless emails with worksheets attached that they needed to print? How did they find it? How did they find the experience of jumping into an online programme with no opportunity to know how long they should spend on tasks with children, how they should use that system, how they can support their child, and using that online programme and really taking this time to find out what the parents thought of the parental engagement and lockdown and where it can be built upon and added to for that ongoing communication. How are you going to communicate that to your parents and continue that dialogue?
So, in lockdown, we had very little time to prepare. This time we have more time, experience of what’s happened and when we’re thinking about what conditions must exist for these meaningful conversations at home, we have discovered at Learning Ladders, and this is what we believe in our parent portal is based around, is that pupils need to know that learning objectives as well as the parents as well as the pupil and the teacher, everybody needs to know exactly what the child is working on. What they are working on doesn’t always come out from a primary age child. When you say, ‘what have you done today at school’ and you get ‘nothing’ response. So, it’s really important that we help facilitate that conversation to articulate what is happening and how they can scaffold that learning at home.
So parental engagement then needs to be a whole school strategy. It will not work if it’s a bolt on activity and we need to have that from a need’s analysis point of view. OK, so we need to have a say, the input from the parents and what it is that came out of the first lockdown and what they need, how they would like that information to be given to them and how they’d like to consume it. It needs to be ongoing granular detail, not just the end of term inputs or a parent’s evening, for example, where you get the ten-minute slot. We need to ensure that the engagement is focused on that students learning and that there are regular reviews which involve parents.
Now, one way Learning Ladders in the way our system does that in some of our schools have chosen. If I show you to use our interim reports, they have decided to report back for the subjects that they’ve chosen to include. They look a bit like this. They’re very smart looking reports here with the logo for the school. They’ve even reported on the attitudes that we talked about earlier being important. And they’ve thought about making sure that their parents are informed with the strengths and the challenges that are pulled in from the formative assessments that the teachers have already added to the system. So already reducing the teacher workload. We’re uploading the formative assessment and then it’s pulling through into the report. It gives the parents strengths and challenges. Now, this isn’t to say your child cannot do this objective. This objective is one that the child does not have an assessment for yet, and it gives that parent the opportunity to come back to the teacher and say, I believe that my child demonstrates this understanding in lockdown. And perhaps you could assess them in school, in the school situation now and see what you think is the time for that conversation and the teacher comment and the evidence from in school in that first term’s back from lockdown to have that communication and make sure that we’re using all the knowledge that we have with the adults around that child.
So that leads to the Learning Ladders system. Now Learning Ladders we’re known for our assessment and tracking, but it’s actually part of a whole school improvement. So, at Learning Ladders we have the bespoke curriculum, we have preset curriculums. But the schools can then take the national curriculum, Arabic curriculums, Early Years and customise those curriculums for the context of their school. We have clear formative assessment policies based on each school’s assessments so that it reflects the language that our schools use in their school and a sophisticated algorithm which will then generate judgements in line with what the school’s expectations. Because of that personalisation, we’ve got independent learners ensuring that children are able to articulate their learning.
So, another consideration for your parental engagement is that if we want children to be able to articulate their learning with parents, then that articulation starts in the classroom. It needs to be there so that the children are being explicitly told this is your curriculum, you are taking co-ownership of your learning. These are the objectives we’re going to be working on. These are the objectives that we have achieved already, the ones that we like to learn. Here’s how we’re going to get there, because if those conversations are happening in school with the teacher and the adults in school, then it’s far more likely your parental engagement is going to be effective at home, because when the parent one has had them share the objective shared, then the child is used to articulating because they are independent learners that have been fostered. And we do that through Learning Ladders with our pupil statements, for example, where you can share the objectives and pupil booklets, so the children take true ownership of that learning journey. We got the support for teachers that you’d expect with the analytics, and then the parent portal sits within this whole system of school improvement, sharing the child’s live learning with the support of schools and the learning goals. And any of those pupil reports that I talked about, like the Termly reports or the end of year reports as well. And it’s only truly effective when you put the parental engagement as part of the wider set of the wider system. So, a system that includes the curriculum, your policy, your children promoted as independent learners and then making sure that the parents sit within that system so that what you are seeing is that communication and articulation of learning and adult surrounding that child. Thinking back to those research that told us that is the most important factor in a child’s primary education is the parental engagement at home with the actual learning. So that needs to sit within this system. And here’s the articles I showed you about earlier, whilst we’re speaking today is a few other areas to really flag that we think about when Learning Ladders and it could be a chance to think about within your own system what we think about homework.
There’s no research evidence that traditional homework has any positive effect upon learning or Taman. Now, I think back as a teacher myself and as other teachers sitting here in the webinar today who spend a lot of volume of time generating homework to see that kind of research can be disheartening. But the good news is that actually more recent work is starting to focus on the type and the quality of that homework and the effect that that can have. So, what we’re thinking about that is the highly focused feedback, resources that are supporting parents that relate to what the child is learning in school. And when we have homework set in that way, working on objectives not just plucked out on the end of a Friday afternoon, for example, we need to quickly print off some homework, learning. It must be related to the objectives. And here’s where a system that pulls in the formative assessment that knows exactly where every child is and the granular detail for each child. When you use a homework system such as this, it’s effective because it is targeted and it’s highly focused. And the feedback aspect, when a child is sending in homework and you don’t receive that feedback, we know how important the feedback for that child is to move the learning on. So, in Learning Ladders, we have different types of homework, for example, even including our self-marking homework, where you can tell the system the different options and then you can tell the system what the correct answer is, and it will self-marking homework so that the child receives that feedback. And it’s a manageable process for the teacher. And these are the kind of homework that we’re thinking about here at Learning Ladders, highly focused.
And then there’s other research thinking about rewards because and tokens looking that really and considering how intrinsic motivation is developed through the parental engagement and with our children in school. So, this is things like using rewards systems and house points and things like this. And children love them. They love to be rewarded but the ongoing reinforcement of positive behaviour and success for the parents and pupils is positive encouragement. And having that motivation and we talked about that true parental engagement, not just involvement in developing these positive independent individuals who have that motivation themselves to move forward their learning and therefore when they’re working independently, and they’re used to doing it in school and outside of school as well.
And then traditional parents’ evenings as well, having a think about that traditional perhaps five or 10 minutes opportunity when you have that quality resource of teacher’s time using this time just to communicate what’s been happening in school. And using it as a catch up isn’t the best use of a teacher’s time or a parent’s information that they’re getting from these sessions because you are building up huge amounts of feedback to give. We can’t give that targeted updates and the parents can’t come prepared knowing what the children have been working on in order for them to share the learning it’s been going on at home. So, when we have this clear sharing of objectives that are being worked on, you’re able to then use this time effectively and work in partnership with the parents in these situations because we’ve built up that relationship and the ongoing process throughout the time. So, when we think about everything from today involving parents in the granular level, parental engagement being the single biggest positive influence a school can have, so although it’s very important we’re thinking about the assessment and the tracking and that Learning Ladders does this as well. It’s all part of that wider system.
We’re having the formative assessment be made by the teachers so that that formative assessment can be shared with children to ensure that they are independent learners, that they’re used to articulating their learning and talking to an adult about how they are going to move forward in their learning to meet an objective. And then when we have children who can articulate in school that we have that articulation going on at home and that communication that moves forward and is specific conversations around the learning.
So, when we’re involving the parents at that level, the learning is impactful. But not only do we need this, we need to be ensuring that when the parent is receiving the granular level, learning that they are supported and they feel that their confidence is being lifted by knowing exactly how that child is being taught in your school, the resources that they’re used to having, support articles and support given to them, specific to the objectives of their child’s learning at home. And when we do that and integrate it into an explicit strategy and a whole school process, we’re able to raise the impact that all parental engagement is having in school. And you can use systems to help. I’ve referred a lot today about Learning Ladders and how we help our schools in that school improvement strategies. But there are other systems out there. There are other systems you’re currently using and just taking this time to have to pause and consider the effectiveness of our system in not just communicating or sending out homework tasks, but how are we truly engaging our parents to be able to access the support of scaffolding, their child’s learning of raising and developing attitudes around learners, and to think about children who are prepared to be working remotely and to be independent enough to access that homework and to have a teacher at home is not a qualified teacher, but to be really gain from that insight from their parent and reach out.
We’ve been doing this for years. The parent portal was the very reason, as I explained at the beginning, that Matthew started Learning Ladders. The parental portal has been developed and the way that we work often is in development of our schools. So, we have lots of our schools feeding back and saying, you know what would be great? We love your new pupil report, feature. Can we report on the attitudes or from our own school? And what we do is we work together and find out more information about what that might look like and then feed it into our future development. And our schools are very supported in doing this. Webinars, for example, in promoting their parental engagement and showing off the new developments that have been worked on and comments from our schools that use Learning Ladders as well and all sharing that best practice in raising parental engagement. So, if that’s something that you’d like to discuss further about the whole school improvement approach, then that would be great. We’ve got the contact details here. So, Stella James, who is our sales director and me here at learningladders.info And feel free to email us any questions you might have after this session at all around parental engagement? Just to find out a little bit more, really, I know I’ve shown you a few glances about the people reports and the learning goals that you can share with parents in the platform. And if you wanted to have a look for more information about the features, we have our website, Learning Ladders, dot info.
And on there, you’ll be able to see how we support teachers, parents, senior leaders in schools with the analytics and that whole overview of parental engagement, teaching and assessment in school as well. And you’ll be able to find the contact details on that to get in touch with us. So, I think what we’ll do is we’ll move over to questions and answers now, if that’s OK.
Andre: Excellent, thank you very much, Melanie. A lot of really interesting research that you mentioned there today. The first question we have is what was the main piece of advice you’d give to schools using the Learning Ladders platform for the first time?
Melanie: For the first time, if you were using the platform, I think it is to get the parents on board. So, if you were using the parental engagement and you haven’t had something in place like this before, it really sharing with the parents, this is our approach and it’s an approach we are taking together in partnership. And this is what we’re doing in school. This is how we’re developing your children to be independent learners. This is how we have that communication with your children in school. We tell them about the objectives, just like we’re going to show you today. And this is how we talk about moving on in learning and scaffolding them in their learning journey. And these are the kind of conversations you can have at home. So, I really think explaining the approach to the parents, maybe holding lots of our schools, hold sessions with the parents as well when they roll out the parent portal side of things, I think holding these sessions so that the parents are feeling that they are involved and that they have ownership of their Learning Ladders parent portals, that they can actually use it to the fullest of its capability, really. And if you were starting out with the whole school improvement in Learning Ladders, the first thing I would say is really thinking about your curriculum, because obviously if we have a curriculum that is in the context of your school, therefore everything comes after it, you’ll make sure that you have children who were on board and knowledgeable about that curriculum and you’ll then have that secure curriculum that you’ll be able to share for the parental engagement. So, we would always work with a school thinking about that curriculum and assessment policy first.
Andre: The next question is, how have all the research studies you mentioned today influenced your own approach to teaching and parental engagement?
Melanie: I think that the research really backs up what every teacher knows themselves in that. You know, the more you engage with the parents at home and the more your specific and have that feedback, the wider engagement you get at home. And I think the trouble with teaching, I think when you’re not using a system like this, is how do you reach those parents who thought the barriers that we’ve mentioned previously may for one reason or another, perhaps not speak the same language as yourself or perhaps the parents who don’t feel confident to interact with you. So, I think finding that research and knowing the impact of parental engagement on primary age children really brings it to the forefront of everything you do, making sure it’s embedded in every aspect of your teaching. And I think that’s what really comes through when you realise the impact and why it’s so important to share that with parents as well.
Andre: OK, next question is, can you explain a bit more about some of the main features of the Learning Ladders platform?
Melanie: So, at Learning Ladders, it starts with a bespoke curriculum, so the school is able to import their own curriculum. So, if they’re using a particular scheme of work, for example, you’ve written your own curriculum in school that’s imported, or we have the preset curriculums. As I mentioned earlier, Arabic or National Curriculum as well. And then they’re customised and bespoke to reflect the context of the children. And then what we would do is look at the assessment policy, ensuring that the algorithm that generates the judgements is reflective of the assessment descriptors you might use in school and is personalised to make sure those judgements and the expectations give you those judgements. And there’s features such as class and group assessment and student’s assessment as well, where you can add assessments really quickly and easily for individuals and classes. And then we have analytics such as assessments summary, which is the analytics for a particular teacher to look at their own class within a subject and to see the children against the expectations you’ve set for your particular school. It would then tell them the children are on track, the children who are above expectations or working below, and you can fill to the attributes as well. So, you could tag children, SEN, boys, girls, and really drill down into that data as a springboard for conversation at pupil progress meetings. And then we have analytics for Insights, we would call it, for our senior leaders in the school. So, we have things like phase leader reports, which enables phase leaders to view all of the assessments made in their phase, and they can drill down into different subjects and the aspects within them to find out where their CPD and resourcing and time for their school improvement and subject leaders. You can also import summative assessments like G.L. assessments as well. That’s our recent features being able to import the Pass data CAT4 assessment tests and view it all on one dashboard. And our website has some more information about those recent webinars we’ve done around G.L. assessment. As I say, if you’d like to email in any questions about that, that’s been hugely popular in the international schools that we work with. So, it really is made up of all of these different elements with the parent portal system within it.
Andre: Great. That was the last question. So, a big thank you again to Melanie and so all of you tuned in to listen. Our next webinar is on Cambridge International’s approach to examinations in June twenty twenty-one. And this will be taking place on Monday at one p.m. U.K. time. You can register for this webinar on our website, which is where you can also book your place at this year’s Cobis Virtual Annual Conference. So, a big thank you again for listening and hope to see many of you joining us again for another kind of webinar.