Using data to identify school priorities requires careful thought and there are many pitfalls to avoid. Schools are data rich environments, but given our finite and often limited capacity as school leaders, it can be tempting to ‘cherry pick’ data that confirms our ‘hunches’ about how best to proceed.
So, how can we approach data to better understand the real challenges and opportunities in our settings? Particularly those that relate to our pupils from socio-economically deprived backgrounds.
The EEF provides us with helpful thinking tools, such as the ‘Gathering and Interpreting Data’ process from the ‘Putting Evidence to Work: A School’s Guide to Implementation’ guidance report.
Schools are busy places, and the simple act of pausing to reflect on the precision and accuracy of our interpretations can help us avoid misdiagnosis of need, and in turn support us to accurately identify challenges.
