It is important to be clear about which data to gather, how this is to be collected and by whom. Consideration should be given to streamlining wherever possible. Collection should not outweigh use.

Data must be accurate and procedures should be built-in to allow data to be regularly checked and updated. Digital solutions and data specialists should be utilised to provide support and expertise in efficiently gathering and organising data for analysis.

It is important that data and educational specialists work in partnership to ensure a shared understanding of roles, expectations and intended outcomes. The most effective schools and local authorities placed value on ensuring time was set aside for these colleagues to work together. Consideration must be given to how data collection or the ‘data cycle’ fits into the improvement cycle.

Tracking systems should be intuitive and minimise workload but sophisticated enough to allow educators to explore patterns and trends and understand needs. For example, users should be able to filter attainment by demographic groups, subjects, cohorts and attendance information.