Blog

Schools are typically knee-deep in data, some are up to their necks in the stuff and others are drowning. It shapes the landscape of our professional lives. Everyone seems to be looking at data too but the question is what are they looking at and doing with it? Does it actually serve a purpose and make a difference?

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There are 1.3m pupils in England (14.9% of all pupils) identified as having special educational needs and disabilities (SEND) and increasing numbers of children with SEND are educated in mainstream schools with support. The purpose of inclusive education is about creating access points to learning that are good for everyone and successful inclusion depends on children’s needs, abilities, interests and personalities, the resources provided and the attitudes of staff and other pupils.

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It may be tempting to think that you don’t really have to worry about your data under Ofsted’s new Education Inspection Framework (EIF) because inspectors won’t consider non-statutory internal data in relation to progress and attainment. Inspections now focus on the real substance of education: the curriculum. This means that inspectors will spend less time looking at test data, and spend more time looking at what is taught and how it is taught.

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The importance and significance of a school’s climate is crucial to its health and wellbeing and school leaders play a dynamic role in maintaining it. A positive climate is what sets the tone for success and effective leaders work diligently at establishing a place where people want to be.

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At the heart of school improvement, we will find data but data is a word that can be full of ambiguity, a ‘Humpty Dumpty’ word that can mean “just what we want it to mean”, something the argumentative egg says to Alice in Through the Looking Glass.

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