How Data Centralisation Improved Student Outcomes: The Active Learning Trust Case Study
With Lynsey Holzer, CEO of The Active Learning Trust
Executive Summary
The Active Learning Trust, a family of 20 schools across Cambridgeshire, embarked on a digital transformation to enhance student outcomes by adopting Pupil Progress. Led by CEO Lynsey Holzer, the Trust aimed to address key challenges in data management, teacher workload, and inconsistent standards across its schools. By centralising and streamlining student data, Pupil Progress enabled The Active Learning Trust to implement effective interventions and foster student learning.
Since utilising Pupil Progress, The Active Learning Trust has achieved significant improvements in student results, empowering teachers with accurate, accessible data, and enabling students to take ownership of their academic progress. The system’s seamless integration with the Trust’s existing MIS (Arbor) has been invaluable, creating consistent expectations for assessment across all schools and establishing a sustainable, data-driven culture.
“Since integrating Pupil Progress into our schools at The Active Learning Trust, we have seen an incredible 30% improvement in our results. Pupil Progress allows us to track student progress with far more accuracy, helping us diagnose and address learning gaps quickly.” - Lynsey Holzer, CEO of The Active Learning Trust
Overview
The Active Learning Trust, led by CEO Lynsey Holzer, is a family of 20 schools across Cambridgeshire, covering primary, secondary, and special education. Holzer sought to improve academic outcomes through data-driven accountability and enhanced support for educators, leading the Trust to Pupil Progress. The collaboration aimed to streamline data management, empower teachers, and foster student ownership of learning.
Challenges and Rationale for Change
Prior to implementing Pupil Progress, The Active Learning Trust faced several challenges with its assessment system:
Inadequate Tracking and Diagnostic Capabilities:
Without precise tracking, identifying learning gaps was difficult.
"We realised the need for a more precise and integrated assessment system in the schools. With our previous system, we found issues, particularly the lack of precise tracking and the inability to diagnose and fill gaps in student learning," - Lynsey Holzer, CEO of The Active Learning Trust
Teacher Workload and Confidence:
Excessive time spent on data entry limited teachers’ ability to focus on lesson planning.
Disparity in Standards Across Schools:
Inconsistent expectations for assessment across the Trust hindered the establishment of uniform academic standards.
These challenges highlighted the need for a more robust, integrated system. Holzer and her team turned to Pupil Progress to address these issues effectively.
Challenges and Rationale for Change
The Trust’s implementation of Pupil Progress was strategic and adaptive, ensuring gradual adoption and deep engagement across schools:
Phased Rollout and Strategic Communication: The Trust avoided a top-down approach, first familiarising school leaders and teachers with the system’s purpose and capabilities. A phased rollout allowed each school to adopt the system at its own pace, minimising stress and ensuring smoother integration.
Multi-Level Engagement and Training:
School leaders received comprehensive training on incorporating Pupil Progress into their practices. Teachers were guided on using the system to replace outdated spreadsheets and manual tracking.
Supportive Leadership and Open Feedback Loops: Holzer prioritised clear communication and feedback. The Trust's executive team maintained an ongoing dialogue with school leaders and the Pupil Progress support team, which Holzer described as “highly responsive” and “invaluable.”
Outcomes and Impact
Improved Student Achievement:
"Since integrating Pupil Progress into our schools at The Active Learning Trust, we have seen an incredible 30% improvement in our results," - Lynsey Holzer, CEO of The Active Learning Trust
The system enabled rapid identification and targeting of learning gaps, significantly enhancing student performance.
Empowered Educators and Engaged Students:
Teachers experienced reduced administrative workloads, allowing them to focus on high-quality lesson planning.
"Our teachers feel empowered, and our students are taking more ownership of their learning journeys," - Lynsey Holzer, CEO of The Active Learning Trust
Enhanced Precision and Integration with Arbor MIS:
The integration with Arbor enabled detailed data analysis and furthered student engagement.
"Pupil Progress has allowed us to take control of our data at a granular level, helping students take ownership of their learning," Lynsey Holzer, CEO of The Active Learning Trust
Consistent Standards Across Schools:
The system standardised assessment expectations across the Trust, creating a unified approach to academic progress.
Lessons Learned and Future Directions
The Trust's journey with Pupil Progress highlighted key strategies for effective transformation:
Continuous Evaluation and Open Communication:
Regular evaluation sessions ensured the system's effectiveness and provided opportunities for feedback and improvement.
Promote Student Ownership of Learning:
By providing accessible data, Pupil Progress empowered students to set and achieve personal learning goals, fostering independence and motivation.
Looking ahead, The Active Learning Trust plans to extend Pupil Progress into primary schools, supporting students from Key Stage 1 to Key Stage 5. They are also exploring AI-driven features to further enhance the precision of learning diagnostics.
Conclusion
The Active Learning Trust’s adoption of Pupil Progress demonstrates how data centralisation, combined with committed leadership, can drive substantial improvements in student outcomes. Through strategic implementation, consistent support, and a focus on fostering student autonomy, the Trust has set a strong example for other multi-academy trusts seeking to enhance educational impact.