Data and evidence should be used to inform improvement planning. Effective schools develop clear improvement and data cycles. They also support the universal ownership and involvement in data by all staff and key stakeholders at an appropriate level.

Data does not make improvement decisions but once organised, interpreted and analysed it should inform action. Educators should ask, “what are the next steps?” or “how can this inform improvement?”

Data should be used to challenge perceptions and assumptions. Effective schools are not over reliant on ‘felt knowledge’. Decisions are data informed and evidenced based.

Data driven dialogue approaches can support all staff to engage in data and also provides an effective framework for analysis and action planning.

It is important that learners are involved and engaged with data. Schools had increased success in improving outcomes where learners were more involved in target setting, progress, feedback and review.

Using data to inform target setting at all levels is important. However, time must be taken to ensure that links are clear. For example, schools should consider how a whole-school reading target links to an individual learner or group reading target.

Time should be allocated to ensure that teacher professional judgements are secure. Moderation opportunities should be formal and informal and take place between internal and external colleagues.