Sonar Multi-School
Sonar Multi-School is available to Sonar Tracker customers who are part of a multi-school establishment, for example, a Multi Academy Trust. It gives you a live, Trust-level view of key measures across all your schools, presented through an interactive dashboard and a series of reports you can drill down into for more detail.
The different parts of Sonar Multi-School help you answer these questions:
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Subject overviews
- How do key subjects and goals compare across your Trust?
- Are there any discrepancies in attainment data for a specific group, for example, by school, year group, gender, disadvantaged status, or ethnicity?
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Attainment overviews
- Are there any discrepancies in current attainment across all subjects, by school or group?
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Progress from statutory attainment
- Are pupils who achieved the standard in EYFS and Key Stage 1 currently on track?
- Are pupils on track compared to their Key Stage 1 SATs attainment?
- Are there any groups at risk?
- Are any schools adding value?
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Progress over time
- Are any schools or groups at risk of coasting or falling behind?
- Are there any trends that need to be addressed?
- Are there any schools or teachers accelerating progress who could support others in your Trust?
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Key group gap differences
- As a Trust, are we closing the gap?
- Where should efforts be focused to improve outcomes for these groups?
- What are the trends?
The data covers the current academic year and the previous two academic years, giving you a view of attainment, progress, and key gaps across different pupil groups so you can identify concerns and target interventions quickly.
Sonar Multi-School also lets you:
- View data from all your schools in one secure, centrally collated source.
- Identify gaps and areas of concern across different pupil groups.
- Interrogate trends and put in place interventions that improve outcomes.
- Make decisions backed by a clear understanding of your Trust's strengths and areas for improvement.
- Direct resources and efforts where they are needed most.
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