Using Data to Make a Real Difference

We believe that informed decisions lead to better outcomes. This year, we have embedded more intelligent use of data across our schools to support teaching, improve pupil progress, and guide strategic planning.

Our approach to data goes beyond tracking performance, it’s about empowering leaders and teachers with the right information at the right time. Schools are now using data more confidently to identify learning gaps, tailor interventions, and monitor the impact of strategies on different groups of pupils.

The launch of the Primary Assessment Network in Autumn 2025 marked a major milestone. Led by Helen Stout, Primary Executive Leader and Headteacher at Meadowfield Primary School, this group brings together all Primary Assessment Leaders to shape a coherent and strategic approach to assessment. With expert input from Thi Nguyen (Senior Data Analyst) and Peter Martin (Arbor Lead), the network has developed a Trust-wide Primary Assessment Dashboard, enabling clearer visibility of pupil progress and better-informed decision-making. The group has also established a shared Primary Assessment Policy and Data Strategy, alongside common assessment cycles that support consistent progress tracking across schools. Year 2 and Year 6 locality moderation sessions now take place throughout the year to ensure rigour and reliability.

Another key area of focus has been attendance. We place high priority on helping schools improve attendance because being in school not only supports academic success but keeps children safe. Our schools use a wide range of creative strategies, from serving fish and chips on Fridays (when attendance tends to dip nationally) to training colleagues on warm, firm interactions that help students feel they belong.

To support this work, Thi Nguyen has created a Trust-wide Attendance Dashboard that offers leaders instant, detailed insights, including postcode analysis and comparisons to local and national benchmarks. This allows schools to target resources and actions precisely. The dashboard also helps us challenge assumptions, for example, data revealed that attendance during World Book Day week was actually higher than the weeks before and after, despite concerns about costume-related absences.

To reinforce this data-informed culture, we have revised the Trust-wide Attendance Policy, which sets clear expectations and supports a coordinated approach across all our schools.

These efforts are already making an impact. Every one of our secondary schools has improved attendance this year, with significant increases at Temple Learning Academy (+3.59%) and Crawshaw Academy (+2.58%).

Many primary schools continue to have attendance above national. In seven of these schools, the attendance is more than 1% better than national and in the case of Oatlands Junior, 2.35% above national.

Trust-wide training and consistent systems for assessment, reporting, and pastoral data use continue to build confidence among colleagues. Leaders regularly engage in data reviews to inform decisions that directly benefit learners.

This smarter, more purposeful use of data is helping to drive pupil progress, strengthen attendance, and ensure every school decision is grounded in evidence, creating a lasting, positive impact across our Trust.