Gan ddefnyddio data

All schools, whatever their context, have access to a wide range of data. This data does not just relate to learners’ academic progress, but also to aspects of their well-being.

An important principle is that, in general, data asks questions rather than answering them. It is unlikely that one set of data alone will give a school the ‘full story’ or enable it to identify precisely what actions may need to be taken. It is important to ‘triangulate’ data with other evidence, such as looking at learning and listening to learners.

Data analysis supports improvement when it:

• focuses clearly on learner progress and well-being
• is used to identify areas of strength to be shared
• leads to timely and focused interventions to support learners
• takes into account a wide range of evidence, not just one ‘narrow’ set of data
• is used to support sustained improvements in teaching and learning, not just short-term ‘quick fixes’
• is a developmental and supportive process
• promotes professional reflection and discussion
• informs professional learning
• takes the school’s context into consideration
• considers the achievement of learners rather than their attainment
• is used to evaluate the progress and well-being of all learners, groups of learners and individuals
• is based on reliable and accurate assessment.