IMPULSE Nexus Archives

Early Years funding rules have been in scope for change in recent times. How agile is your LA to the changes?

Posted on: 13 November 2024

Early Years funding is essential in providing the best possible outcomes to children from the outset of their educational journey. Funding depends on several factors. The rules themselves, too, are undergoing change. From eligibility to age of the child and the number of hours funded, local authorities need a system in place that can be agile to these changes. Failure to respond to Early Years funding changes can have a negative impact on children and their families. It is essential to be adaptable in the face of changing rules.

How does Early Years funding work?

Early Years funding is based on eligibility criteria. In September 2024, a new 15 hour working parent entitlement was introduced. This saw the expansion of funding extend down to nine-month-olds. In September 2025, the entitlement will be increasing to 30 hours.

This requires a re-working of the funding section of the software and systems utilised by local authorities in managing their Early Years funding. If the systems used can’t adapt to the changes, then it will necessitate a manual way of working out the rules and matching them to eligibility. This will further require manual effort in working out what is due to each provider.

Having a system in place that can work out who is owed what is important for accurate billing and payments. This includes clawbacks from providers where children have moved nursery. Without a system to support the process, human error becomes an increasingly viable factor, as do elements such as falsified and inaccurate claims.

With the rules in something of a state of flux at present, being agile to changes is vital.

How can technology support Early Years funding?

Technology can make the entire process of Early Years funding more accurate, easier for providers and easier for local authorities. Providers are required to submit headcounts to get funding from the local authority. Where local authorities can set providers up on a provider portal, it makes the process of submitting estimates, headcounts and amendments seamless for providers. It further makes the process easier for local authorities to track and manage.

This also makes it easier for the local authority to see what each provider is owed, as estimate payments are worked out, based on their bespoke percentage rules. When the providers then submit actuals through the portal, the local authority can immediately see what the outstanding balance is for each provider and settle it.

When rules change, your technology system should also be able to incorporate the new rules in a timely manner. This will result in a frictionless transition in your Early Years funding process.

How Impulse Nexus helps local authorities with their Early Years funding

We’ve designed Impulse Nexus to be responsive to rule changes, from funding periods to the age of children eligible. It is designed to make managing the end-to-end process easy. Impulse Nexus includes:

A providers’ portal through which they can submit estimates, actuals, headcounts and amendments

A live register of children at each provider

A banner to display which submission window is open, the status and how many days are remaining

A display of how many hours each child is claiming

Flags to indicate what each child is eligible for

The ability to bulk edit children’s hours

The provider can see a history of all submissions and how much was paid per child

The ability to reduce administrative time for your Early Years team

A full audit trail of submissions, payment rates and rejections

The ability to set your own funding periods, submission dates and rates

The ability to set up stretched funding models

Validation errors displayed in real time, with reasoning

Management area for local authorities to view and approve checks, validate the cross provider children, and children that haven’t yet been matched to a core record

The ability to customise funding types for legislation changes and regional requirements

Ultimately, Impulse Nexus provides you with a clear and consistent process in line with your local authority’s bespoke rules. We understand that each local authority has different rules and processes in place, so being able to implement your process is important. It’s also crucial to have a system in place that can be adapted to changes in legislation.

For more information, please visit our website.

Appeals and school admissions: how to handle them efficiently

Posted on: 28 February 2024

Appeals are an inevitable part of the school admissions process. How can they be effectively and efficiently handled to make the process easy and fair?

Effective and efficient handling of the school admissions process is essential to achieving the goal of a fair and transparent process for all. In this blog, we will look at the appeals process. Appeals are an inevitability. Every admissions authority will have to deal with them every year. In our last blog we looked at oversubscription criteria. They go hand-in-hand with appeals, since they are only required when more applications are received than there are school places available. Evidencing them, and how they’ve been adhered to, is essential to a fair and transparent appeals process.

The central tenets of the appeals process are twofold. Firstly, every parent has the right to appeal a place on behalf of their children. Secondly, the process must be fair and transparent. As we discussed previously, oversubscription criteria must be publicly available and their bespoke ordering by authority laid out.

The appeals process becomes a possibility when the authority rejects a child’s application. In rejecting it, the authority must:

Make clear the reasons why the application was rejected
Inform the parent of their right to appeal
State the deadline for submitting any appeal
Provide the necessary details to make any appeal
Inform the parent that they must set out their grounds for appeal

The report for the 2022/23 school year shows that there were 53,086 appeals; 38,186 for secondary school applications and 14,900 for primary schools. This that means that 3.5% of applications are appealed by parents. So, how can the process be handled fairly and transparently?

Efficient processing of appeals in the school admissions process

The School Admissions Code lays out that authorities must establish a panel to hear appeals. Where appeals are heard by a panel, the decision is binding; the school must either admit the child or the application is confirmed as rejected.

In the 2022/23 school year, 19.8% of appeals were successful. This shows that authorities are getting the majority of rejections right. Yet, mistakes do happen.

Technology can play a fundamental role in fair provision and oversight of the admissions process. Where a place has been rejected, for example, because a family resides outside of the catchment area, being able to show the working on this is essential. In a manual process, this means revisiting how the decision was reached. Linking to a geo-mapping application provides robust evidence in an instant.

Other criteria, such as faith, can quickly be evidenced, too. Where a parent hasn’t submitted relevant supporting documentation to evidence their child is of the same faith of the school, the authority can quickly demonstrate that other applications were accepted as a result of this.

Making the process easy for parents is paramount, too. With a parent portal, applications and appeals can be made easily and recorded against the child’s record simultaneously. This further helps with timelines, since any appeals process can be withdrawn after the established date for their submission has passed.

If a panel is convened to hear an appeal, they too can have easy access in one place to the process, the rejection and the grounds for appeal. This helps them to make better informed, fairer decisions.

Conclusion

Nothing can prevent appeals from happening. As the statistics show, they are a prevalent part of the school admission process. Rather, authorities need to be in the best possible position to respond to them.

Where the end-to-end process is handled in a central system, it makes evidence gathering, communications and reaching fair and transparent decisions much more straightforward. Messages and outcomes can be submitted and received via a central portal. This means that parents receive information instantly and can appeal via the same method.

Appeals are to be expected, so being in position to administer them is crucial. They are a central part of the overarching school admissions process. Having a system in place, linked to admissions and oversubscription criteria, helps to make the task of implanting a fair and transparent process much easier for everyone. If the system is simpler for schools and authorities, it will be for parents, too.

The technology exists now to make the admissions process easier to administer, as well as fairer and more transparent for children and their families.

This is a topic that we’ve covered in greater detail, examining the entire admissions process, in our recent white paper, A fair school admissions process for all. You can download a free copy here.

Managing oversubscription criteria in the school admissions process

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When an admissions authority receives more applications for a school than it has spaces available, it must order the provision of places according to its oversubscription criteria. These rules can be bespoke to each admissions authority. The criteria must be transparent and easy to understand, with a public outlining of the criteria available. So, how can this process be handled fairly and transparently?

Admissions arrangements must be in line with the School Admissions Code. “The purpose of this code is to ensure that all school places for maintained schools and academies are allocated and offered in an open and fair way.” The code has the force of law.

Exceptions to oversubscription criteria

There are exceptions to whom oversubscription criteria do not apply. Children with identified special educational needs and disabilities (SEND) who have an education health and care plan (EHCP) which specifically names a school, must be offered a place.

Once they have been offered a place, the highest priority must then be given to looked after children and previously looked after children.

Having a record of any EHCP or child looked after status in the authority’s system already makes it easy for admissions teams to validate the status of such an application. A joined-up approach is essential for handling applications fairly and transparently. A robust evidence base also makes handling appeals much easier.

Once EHCPs and children looked after have been allocated places, the rest of the applicants must be sorted through. In the easiest case scenario, there will be fewer applications than there are available place and, simply, they must all be offered a place.

Setting out your oversubscription criteria

Every admissions authority must set out its arrangements against which school places are allocated in the event of oversubscription. Each authority can define and order the criteria in their own way. There is no prescribed ordering of criteria, or even which criteria must be included.

The following is an inexhaustive and unindicative list of oversubscription criteria:

Siblings: It may sound obvious, but the authority must outline its interpretation of the term ‘sibling’. This is to cover step-siblings and adoptions. Linking family records in a central system makes defining and implementing the interpretation straightforward.
Catchment area: These must be designed by the authority to be reasonable and clearly defined. Linking this to digital mapping solutions can further help define a catchment in a system by considering factors such walking time to a school.
Feeder schools: These must be nominated by the authority and clearly defined. Linking records in a central system helps determine this, since obtaining current school attended information is easy.
Social and medical records: Authorities must clearly set out how social and medical records will be used in this context. Enabling parents to submit any records as part of their initial application makes the process easier for everyone.
Ability or aptitude: Any such requirements must be publicly available. Only grammar schools can base their entire intake based upon this.
Faith schools: Enabling parents to submit supporting documentation at the point of application makes determining this much easier for everyone. Where faith schools are undersubscribed, places must be offered to all applicants regardless of faith.
Children of staff: The School Admissions Code states that this applies to children of staff who have been working at the school for two or more years, or where the staff member has been recruited to fill a vacant post for which there is a demonstrable skills shortage. Linking records again helps to make determining this easier.

Conclusion

Oversubscription criteria are essential to a fair and transparent admissions process. Where places are appealed, a robust set of protocols also helps to argue the admission authority’s decisions.

It is also a process that can be automated. Where complete information on a child is held in an authority’s education management information system, all relevant information can be submitted by parents, schools and professionals, recorded against the child and considered when oversubscriptions criteria are called upon in the school admissions process.

This makes collecting evidence for appeals much more straightforward. No more manually trawling through records, aspects such as catchment areas can simply be called upon and put forward to an appeals panel.

It also makes determining admissions based on the bespoke criteria of the admissions authority much easier. To use catchment area as an example again, linking to mapping tools makes determining distance from a school incredibly straightforward. The decision can then be logged in the central system, with no need to resort to spreadsheets and physical copies of children’s records and the outcomes of their admissions.

The technology exists now to make the admissions process easier to administer, as well as fairer and more transparent for children and their families.

What do you get from your education software provider?

Posted on: 5 October 2023

The education software and integrated systems that you use to underpin your education services and processes are vital to the effective and efficient operation and oversight of your services. From early years to admissions and transfers, SEND/ALN to virtual school services, technology plays a fundamental role in efficient, effective and fair educational services to meet increasingly complex objectives. But what are your services getting from your software providers? From initial training through to ongoing support and maintenance, your providers play an important role themselves in sustaining your services.

Selecting the right technology means selecting the right partner. It’s not simply a case of buying a system and then switching it on. There’s an implementation to be planned and programmed, data to be exported, cleansed and imported. Then there are ongoing support needs and updates required over time to keep the system secure, compliant and supporting your evolving needs.

Getting started with your education software

Once a decision has been made, how are you going to get your team up to speed with your new education software? Ensuring that training is included in the procurement process is essential. So too is agreeing costs for any extra sessions, such as training and development.

Running parallel to this is ensuring that the configuration of local process covers everything you need. We’ve seen many cases where authorities have purchased the minimum viable product to meet procurement thresholds. They’ve then found layer upon layer of additional cost once they’ve gone live. These costs cover anything from additional infrastructure to third party licence agreements in order to get the system working.

Understanding these hidden extras can greatly help in gaining a more accurate cost of your education software. Building upon minimum viable products can be timely as well as expensive. Mapping this all out can minimise friction and disruption upon implementation. Better still, identifying a partner which has the experience and capability to work with local issues out of the box brings everything into scope upfront. Understanding how ongoing changes will be managed further helps to achieve your objectives over time.

How will your education software be updated?

Another issue we see repeatedly is the downtime associated with upgrades and maintenance. This covers everything from enhancements to the software to critical security patches. Standalone systems can help with this. They can help in greatly reducing the time your software is unavailable for. Any necessary work can also be conducted at times that best suit you.

Where your education software is linked to another piece of software within the same suite of products, updating one facet requires the downtime of everything else, too. So, for example, if your education software provider needs to update another system that is entirely unrelated to education and the work you do, but sits on the same architecture, it will mean that your software will be unavailable whilst their systems are updated.

IMPULSE Nexus – what you see is what you get

CACI has designed its IMPULSE Nexus education software to suit the needs of local authorities like yours. It is modular by design, so you can pick up and plug in the parts that you need. This means you’re free to use as much or as little of IMPULSE Nexus as your needs require.

All our pricing is upfront and transparent. You don’t have to pay for the bits of the software that you don’t need. This helps you manage your overarching software ecosystem that can use IMPULSE Nexus as part, or the heart of it.

Like everyone else, we do conduct upgrade work to IMPULSE Nexus. As a standalone system, however, we can work with you on the best time to conduct these. There are three every year, so there’s always advance warning and time to make arrangements. We also offer a hosting solution which means that we can carry out these upgrades for you as a fully managed service. This further reduces friction and minimises downtime.

Furthermore, as IMPULSE Nexus is a standalone system, any upgrade work won’t impact your integrated systems.

Where you need further support from the team at CACI, our costs are transparent and upfront. Our annual advisory service (AAS) days are bookable in advance or as and when you need them. These are designed to help you with everything from project management to additional training. You can find out more here.

IMPULSE Nexus is used by authorities across the UK, including Birmingham City Council. You can find out more about how it uses IMPULSE Nexus to handle its admissions process here.

If you would like more information on IMPULSE Nexus, please visit our website here.

SEND safety valve funding and the aim of inclusivity and integration

Posted on: 11 September 2023

Government bailouts to the tune of £1bn are ensuring that councils across England can cut their deficits. In return for this SEND safety valve funding, a focus on inclusivity of educational services to children with identified special educational needs and disabilities (SEND) is demanded. The move is designed to move councils away from a reliance on costly special measures educations. With inclusivity, it is expected that children with SEND will be reintegrated into mainstream school settings. Those who have been previously excluded, will be reintegrated into the mainstream setting.

The packages and fine print are different for each council, but these are the overarching themes. Councils are expected to work towards inclusion and integration, whilst being more accountable for their processes. How can councils achieve this?

The role of technology in supporting SEND safety valve funding

In creating transparency and accountability, technology will be fundamental to councils. As part of many of the safety valve funding bailouts, the government expects to see results. Maintaining manual systems of spreadsheets or paper-based notes is inefficient and ineffective. Being able to call upon robust digital records with every course of action mapped will save time and create much needed transparency.

Education, health and care plans (EHCPs) are also central to the SEND safety valve funding aims. It is important that each child who needs one receives one. One complaint across the board has been the inconsistency of the provision of this service across England. It has become something of a postcode lottery. Reshaping EHCPs was a central component of the SEND Review in 2022. The safety valve funding provides another opportunity to meet this challenge.

An aspect of this is early intervention. Many children go with unmet needs for a long period of time. This can result in behavioural challenges, exclusions and even entry into the youth justice system. A study by the National Institute for Health Research in 2021 found that 60% of children entering a youth justice service had an undiagnosed developmental language disorder (DLD).

Applying special measures later down the line is a costly process both financially and societally. Early intervention is a vastly preferable way of handling such issues.

Technology will support councils in monitoring their work in all these areas. EHCPs require a robust and consistent thread of attainment and information that will follow the child from 0-25. How children are included and reintegrated will also require input from several touchpoints such as parents, schools and professionals. Creating a central data hub for each child will make provisioning for their education easier. It will also make evidencing action points straightforward.

How SEND safety valve funding will improve inclusion

Primarily by building capacity in mainstream schools, thereby reducing the dependency on specialist provision. The SEND safety valve funding is there to directly support this, providing additional support in mainstream schools to support children with SEND.

This can cover EHCPs, too, with identified SEND on the increase as awareness of unmet needs increases. Having the administrative capacity to oversee EHCPs for every child with SEND is a challenge. Again, this is where technology will play a crucial supporting role for councils and their educational facilities.

Of course, specialist provision will still be required in some circumstances. Rather than use it as a go-to, however, the government would like to see a reduction in this. Creating a strong base of evidence, with all of a child’s records and professional inputs, will make it easier for schools and councils when demonstrating why such a course of action has been taken.

How SEND safety valve funding will support integration

In a similar way, SEND safety valve funding will support integration and reintegration. Exclusions happen but understanding why is paramount. SEND safety valve funding won’t eradicate exclusions and there will be circumstances in which they are necessary. When a child is excluded, however, having the context around their journey can help to inform next steps. Where there is SEND and unmet needs, can a child be reintegrated into a mainstream school environment where extra provisions have been arranged?

For reintegrating previously excluded children, a robust data source is imperative. Why was the child excluded? What were the circumstances? What are the circumstances in that child’s life? Were there any unmet or undiagnosed needs? Can new arrangements satisfy their educational needs within a mainstream setting?

This is a topic we’ve explored in a previous blog. The role of councils and schools in gathering accurate and reliable data is important in understanding not only a child’s educational journey, but their circumstances beyond the school gates.

Conclusion

SEND safety valve funding offers councils and schools an opportunity to recalibrate their services. And their approach to children displaying challenging behaviours. Understanding these behaviours and enacting early intervention will help prevent exclusions and improve inclusion for children with SEND.

Deploying a robust technology ecosystem will be crucial to the success of safety valve funding and councils and schools meeting the challenges laid before them. Joining the dots between a child’s circumstances and their education will drive understanding. This, ultimately, will determine the success or failure of safety valve funding. Deploying improved SEND provisions is one thing. Evidencing their effectiveness and meeting the goals of inclusion and integration are another. A strong evidence base will further drive understanding of those measure which work and those which do not.

For more information on how IMPULSE Nexus from CACI can support your education services in meeting the challenges laid out in the safety valve funding initiative, please visit: https://www.caci.co.uk/software/impulse/

Virtual schools – improving outcomes for looked after children

Posted on: 26 June 2023

The personal education plan (PEP) and attendance monitoring of looked after children (LAC) are vital in ensuring that they are being appropriately provisioned for and educated. They are vital components of the virtual schools framework, too. The PEP ensures that their education is on the right track; attendance monitoring provides robust information as to their whereabouts for five days of the week, placed in or out of authority. Such information is important to schools, local authorities, social and care workers and other professionals involved in their journey. Monitoring and provision of the information is the responsibility of the child’s local authority, their corporate parent. But how can this information be seamlessly gathered, recorded and shared across all relevant parties to the ultimate benefit of each child?

Real-time virtual schools monitoring

Having attendance information in real-time is a clear advantage. Where information takes time to filter through, vital intervention opportunities can be lost. In a manual world, where information is discovered twice daily by phoning the school the child attends, the data takes time to filter through the system to reach the decision makers.

Implementing a digital process, with registration data entered at the point of contact by the child’s school, helps local authorities to raise red flags and implement action quickly.

Each local authority will have its own plan of action for looked after children found to not be attending school. How is the point of action reached? With real-time data, actions can be implemented at exactly the right moment. No delays, just a clear understanding of the sequence of events and the next steps.

Equally, monitoring each PEP is crucial in ensuring that each child is receiving the educational opportunities deemed necessary at the outset of their journey. If targets are not being met, it is the role of the corporate parent to step in and find out why.

This can only be done with up to date information. Reducing the manual process of requesting, recording and interpreting the information in each PEP will expedite the process of acting upon it. Having a mechanism to seamlessly share the outcomes with other relevant parties will help them to make informed decisions in relation to the child.

Sharing virtual school information

There are often multiple agencies involved in the journey of a looked after child. It is, therefore, important that the information is made available to them. Any education welfare, social care or youth justice workers will need the information to create their own holistic view of the child and inform their own responses to their story.

Information becoming siloed only acts to the detriment of the child. Technology can certainly help, but it can also hinder. Interoperability of software is important in improving outcomes.

Attendance and PEP data can be useful to other agencies in the same way that information from them can be useful to the corporate parent. Disparate agencies working to the same goal of improving outcomes for vulnerable children will do just that.

Securing virtual school data

Recording attendance and PEP data is one thing, but how will the information be secured and shared? Working with a trusted technology partner is an important part of the process. Ensuring relevant security certificates are achieved and that the process is in place to record and make the data available to relevant colleagues and third parties.

What will this process look like? Handling sensitive data is a complex issue, so breaking through this complexity and making life easy for your school, local authority and associated parties is beneficial. IMPULSE Nexus features accessible portals through which only relevant data is shared with only relevant parties. There are school, parent, professional and provider portals. Data is input once, then can be redacted and shared with others. Rules for what data can be shared with whom are established at the outset and can be altered as necessary as you go, with the ability to manually override.

Background security is an important consideration, too. What if there is a data breach or physical hard drives get damaged? Robust backing up and disaster recovery planning is essential. Selecting a provider that can partner with you on this and provide a robust security framework for your data should be a primary consideration. Opting for a fully managed hosting solution with your software provider can also realise benefits in terms of cost and efficiency, as well as security. Leveraging the security spend of a provider can help to keep your data secure and takes it off your table. It also makes implementing updates much easier, with these done off-premise on your behalf.

Making virtual schools easy with IMPULSE Nexus from CACI

We understand the complexity you and your teams face. Our team is itself made up of former youth workers and experts from the education sector. That’s why we’ve designed IMPULSE Nexus to be modular and interoperable. Our virtual schools module can be used in isolation and plugged into the rest of your software solutions to provide a complete picture. You can use as much or as little of IMPULSE Nexus as you need.

Our Core record enables you to record all PEP and attendance data in one place against a child’s file. When certain criteria aren’t met, e.g. they’ve missed a set number of am/pm attendances, alerts can be raised in the system to notify relevant people. This helps to remove the manual strain in sifting through records or calling schools in search of information. Creating efficiency in the process frees up time to focus on interpreting data and improving their outcomes.

Once the process is established, the data is recorded at source in schools and uploaded in real-time to the children’s records. You can edit and adapt the rules underlining this process as you need going forward. Our team is always on hand to help.

Getting the virtual schools process right is fundamental to improving outcomes for looked after children. Receiving data late, misinterpreting it and missing intervention opportunities make a difficult task and impossible one. Having a system and process in place that facilitates swift and efficient PEP and attendance monitoring will help schools, authorities and children across the UK.

For more information on how IMPULSE Nexus can support virtual school requirements, you can view our IMPULSE Nexus virtual schools fact sheet here.

Joining the dots – linking education to circumstance

Posted on: 25 February 2022

What happens when a child is excluded from school? How is their educational journey completed? What can schools, parents and professionals involved with children in education do to intervene sooner, to help prevent exclusions? What is the profile of children excluded from school? Can we do more to support groups who are more likely to face exclusion?

Schools play a vital support role in the lives of children and young people, a role brought sharply into focus by the Covid pandemic. Bringing data together, we can join the dots in each student’s journey, linking their education to their circumstances to help improve their outcomes. For more context on the statistics provided in this blog, please take a look at our related white paper, which you can download for free.

Disadvantaging the disadvantaged

When we take a closer look at the numbers behind school exclusions, it becomes clear that children already born into disadvantaged circumstances are further disadvantaged by the education system. Children from the 10% most deprived areas of the UK are more than twice as likely to experience exclusion from school as other children (7.1% of these children experiences exclusion, compared to 3.4% from elsewhere). This extends beyond those areas, too. In 2017/18, 13.65% of children eligible for free school meals were excluded from school.

It’s a clear pattern. These children, too, are far more likely to be identified with special educational needs and disabilities (SEND). 25% of children with identified SEND are also eligible for free school meals. The link between their circumstances and their education is obvious. If you’re from a deprived background, you’re far more likely to be identified with SEND and far more likely to be excluded from school. The already disadvantaged face a greater uphill battle than their peers.

In 2019, some 78,150 children were looked after in England. Alarmingly, that number has risen 28% over the previous decade. 56,160 were officially placed with foster families. When factoring in children living with relatives, e.g. grandparents, this number rises to much closer to 200,000.

How can education help?

Besides the obvious point around providing stability, structure, relationships and food, the role of schools requires careful consideration when it comes to supporting vulnerable members of society. The school admissions process can be haphazard and manual, with children missing spots at their preferred, often their most convenient, schools.

Failure to identify a child’s circumstances can lead to missed opportunities which carry knock on effects into a young person’s life. It’s a topic we’ve explored through Lara’s Story, which you can watch here:

Walk in their shoes – Lara’s story

Joining the dots

By creating a complete, holistic record of every child and young person, authorities and schools can join the dots in each story. Understanding this story is fundamental to improving outcomes. Where c.50,000 children are missing education across the UK, how can we identify them, those that have fallen through the gaps?

This is also in the realms of youth justice, since there are c.50,000 children involved in county lines gang activities. The similarity in those numbers cannot be coincidental.

We can easily identify, via basic data analysis, where the children who fall through the gaps are most likely to be. By extending our analysis, by painting a complete picture, we can begin to make appropriate provisions and improve outcomes for these young people.

As we can see in Lara’s Story, often innocent judgements can have severe consequences for young people and their families. As we approach a cost of living crisis, with rising energy bills and rising inflation, many families will feel the pinch. Little things like paying for the bus can quickly become unaffordable. The compound affect of this is material to a young person’s life.

Simply linking circumstances to a child’s education drives understanding. This understanding can be used to improve outcomes. And it can be done simply, too, via a central, accessible record. Where schools, parents and professionals can record and share information, joining the dots is made easy. You can then start to join several dots, creating rich data insight to inform future practices and roadmaps, understanding the best way to handle young people in specific circumstances.

Data informed practice extends from education through youth justice. Improving outcomes for young people is the combined target.

You can read our whitepaper, Joining the dots: The power of technology systems to transform outcomes for vulnerable children and young people here.

How Birmingham City Council makes school admissions easy

Posted on: 3 November 2021

Birmingham City Council has more than 400 schools in its area and made the decision in August 2019 to deploy IMPULSE Nexus from CACI to support its school admissions process. To date, Birmingham City Council has used IMPULSE Nexus to administer school admissions across all its schools, helping it to maintain a fair and transparent process that handles this delicate process with care, accuracy and flexibility.

IMPULSE Nexus has also supported the schools across Birmingham City Council with in-year admissions, allocating spaces to children who need to move between schools during the school year. “The system is a major step forward,” said one school portal user during a recent Birmingham City Council IMPULSE Nexus user group meeting. “We need the data to be correct at both ends due to the transiency of some pupils and IMPULSE Nexus has ensured that we always have instant access to accurate data.”

“We can get distances to schools instantly”

An important factor in determining school allocations is a child’s domestic location and how far they are from the school being applied to. IMPULSE Nexus automates this part of the process for the school admissions process, making it easier for administrators to make swift decisions based upon this metric. “It’s a lot quicker to get people on the waiting list and we can get distances to schools instantly, which is really useful for our admissions processes,” commented another school admissions administrator.

“Having the distances so quickly and easily is great – we know immediately who the closest person to a school is,” added another.

The school portal within IMPULSE Nexus acts as a central record from which all information on a child and school can be viewed. This means that administrators can easily access relevant information, such as distances and the local school rankings. “The school portal is a major step forward for us, it’s great to be able to see data in real time in there,” says one user of IMPULSE Nexus within Birmingham City Council’s network of schools. “It makes it really straightforward to manage the process and it’s easy to see where your students are.”

Communication made simple

IMPULSE Nexus has also made communication easier between the schools, admissions teams and Birmingham City Council professionals. Not only can communication be automated via the use of templates within the system, the need for email communications has been reduced as administrators and admissions teams can find the information they need themselves within IMPULSE Nexus. “Having distances available automatically is great, as is the ability to download rankings spreadsheets instantly,” says another. “I like the speed of everything, I’m contacting the admissions teams more infrequently which cuts out unnecessary emails and calls. The school, overall, is emailing the local authority a lot less now, as the data is available in real time and the speed of access is really good.”

Another benefit unlocked within Birmingham City Council has been the ability to rank schools in the area, with IMPULSE Nexus linking directly to the schools ranking system. “It’s a really useful piece of functionality,” said one administrator. “IMPULSE Nexus links directly to the ranking system, which makes allocating places easier. We can import and export relevant data automatically, too, which saves a lot of time in requesting and sending information.”

Overall, IMPULE Nexus is helping the schools, administrators and professionals across Birmingham City Council to more efficiently, accurately and easily manage the schools admission process for the children in the area.

Automation

Moving away from a manual process makes the whole school admissions process far smoother. Without the need to rely on data input and sifting through spreadsheets for information, decisions can be made much quicker, more accurately and more independently. Resolution of appeals is made simple with a reliable data trail of decisions and why they were reached. In year admissions can be handled swiftly by easily identifying which schools have places available and adding children to waiting lists can be done instantly.

By further linking your admissions process to aspects such as school rankings, distances travelled and each child’s personal journey, swifter, fairer and more transparent decisions can be reached. “The reduction in the manual process has been great,” concluded one administrator. “Having so much in-depth information available to us, with the ability to share data instantly, makes the whole process so much easier.”