Roles and expectations

It is important that data for improvement is understood and utilised at all levels. This includes classroom practitioners and support staff. Improvement happens closest to children and young people. Leaders should avoid ‘data gatekeeping.’ Clear policies, frameworks and governance can help to clarify roles and expectations

Local authorities can support schools and settings in a range of ways including: policies, frameworks, guidance, tracking systems, professional development and data profiles/packages. It is important to consider data literacy levels when implementing.

Establishing data co-ordinators, leaders or champions can help to drive data literacy and the effective use of data for improvement.

Building the capacity of middle leaders to lead on data for improvement has been found to be effective particularly in secondary settings and larger primary settings.

Leaders have a key role in facilitating the effective use of data for improvement including:

• auditing needs
• ensuring there are clear systems and processes
• co-ordinating appropriate training and development
• utilising extended leadership including middle leaders
• developing accountability and governance structures
• fostering a positive data culture
• ensuring data is shared and time is provided for interpretation and analysis

Creating a positive culture

Utilising different types of data to share data stories can ‘win over’ people to an improvement approach. Qualitative data provides depth and ‘wins hearts’ whilst quantitative data provides statistical data that can ‘win minds’.

Psychological factors can impact data literacy including an over reliance on “felt” knowledge and perceived ownership or control.

It is vital to provide time for collaboration and discussions around data. These should be formal and informal. Discussions can be supported by the use of a frame such as introducing a ‘data driven dialogue’ approach.

Foster a 'high challenge, low threat’ approach to data. Rigour and pace should be present but this should be balanced by collaboration, empowerment, transparency and safe spaces to reflect and address identified issues.

Encouraging practitioner enquiry can provide an opportunity for practitioners to positively engage with data for improvement.