ABSTRACT
Data and data-informed research generates value in schools, and managing it is an increasingly important function since it used to hold schools and teachers accountable for their performance and to drive improvement. The most successful organisations in the commercial sector are the ones that have the capacity to act on data even when circumstances and metrics change, and there is no reason to suppose that schools are any different in this respect. The belief that effectiveness data can be used to leverage improvement depends on having it shared and used in the right places. It requires:
• good systems, well managed; • the ability to retain, analyse and interpret some data centrally and other
data ‘at the chalkface’; • the capability everywhere to use data reflectively.
