ABSTRACT
Data analysis can be complicated and bewildering, but it doesn’t need to be. Care must be taken to distinguish between attainment data and progress data. Attainment data simply lists the grades or scores pupils achieve; progress data is much more sophisticated and allows an understanding of how well pupils perform compared to expectations and in context. Middle leaders are most concerned with subject level data and individual pupil data, but they do need a basic understanding of national and whole school information. National data sets tend to focus on key indicators so their relevance to middle leaders varies according to the subjects for which they are responsible. National data is published annually in a variety of forms. Effective leaders do not analyse data for purposes of self-aggrandisement, they do it to look for ways to improve outcomes for pupils. Experienced heads of subject learn to dissect data sets quickly and to identify strengths and weaknesses.
