4Matrix

The Data Confident School Toolkit
This checklist lists some of the characteristics associated with the successful use of electronic data to promote school effectiveness.
For each statement decide the extent of development of current practice towards the Systemic use of performance data

Use of electronic data	Usage	Rating
Competent use of MIS for daily data needs. Recognition of this aspect	Functional	F
Moving forward against a development plan that includes this aspect	Developmental	D
Greater than average understanding and use of electronic data in this aspect	Accomplished	A
High impact use of electronic data in relation to this aspect	Systemic	S


The School F = Functional D = Developmental A = Accomplished S = Systemic	F	D	A	S
Data analysis is not just something done by the few and passed down to the many - but involves all teachers
We have developed reporting our performance well beyond just presenting a list of grades
We are taking an action-research approach to school improvement involving all teachers
We know ourselves well to the point where we would not be surprised by the findings of an inspection report
We don't just rely on official data to judge us but have our own secure evidence of school effectiveness
We have a management information strategy that anticipates future change and ensures value for money
We are able to link what the data tells us directly to our priorities for developing teaching and learning
Support staff have well-developed roles in making data support an effective cycle of review and improvement

The Headteacher F = Functional D = Developmental A = Accomplished S = Systemic	F	D	A	S
I have a comprehensive understanding of what the data tells me about the school's performance
I downplay the school's league table position in favour of showing what the school does for all learners
I make the ironing out of inequalities in provision my top priority, whilst promoting high achievement
I promote and support an action-research approach to school improvement that involves all teachers
I am able to demonstrate that 'Every Child Matters' by proving that provision is equally good for every learner
In explaining the school's performance I refer to measures rather than descriptions of the school's systems
I am able to present inspectors with an independent, pupil-level analysis of the school's performance
I am able to provide evidence for how 'good leadership' correlates with high achievement and low variation

Middle Leaders F = Functional D = Developmental A = Accomplished S = Systemic	F	D	A	S
I have a well-defined Quality Assurance role for standards in my subject or area of responsibility
We make good use of data for tracking performance, diagnosing improvements and analysing results
We undertake research into our data to analyse why pupils' attainment varies across groups
We understand the issues connected with interpreting data sensibly and questionning its accuracy
We do not leave our problems unnoticed behind summative grade lists, but are open about our performance
We ensure that professional support is targeted by clear evidence of the effectiveness of teaching and learning
Our subject development plan is focussed on responding to evidence of underachievement
We know where groups of pupils perform well and we understand and share the reasons for their success

The school as a Data-Confident institution			%
The headteacher's leadership in the use of electronic data			%
The role of middle leaders in assuring standards in their subject			%

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