There are two certainties underpinned by a peculiar political logic in teaching and teacher education in England in the current conjuncture. First, each school is inundated with unprecedented sources of data on its students' performance, from SATs to CATs, and MidYIS to FFS. 1 In high schools, this data anticipates the headline figures for the General Certificate of Secondary Education (GCSE), released in November, to report on the previous year's examinations taken by students in May/June/July. In primary schools, it is the Key Stage 2 (KS2) SATs results, released in December to report on the assessments usually completed the previous May. The major data event of the year common to both high schools and primary schools is the release in November of school data in relation to national data, derived from the government's ‘interactive’ national database called ‘Reporting and Analysis for Improvement through School Self-Evaluation’ (RAISEonline). This allows each school to see its performance and trends in student progression relative to national averages.