Knowledge:

•  the DfE performance tables and school comparison tool

• RAISEOnline for school and pupil data

• the evidence base that data is derived from e.g. pupil attainment and progress data and how it is collected, quality assured and monitored across the organisation

• the context of the school and in relation to other schools

• information about attendance and exclusions in the school, local area and nationally

• the importance of triangulating information about pupil progress and attainment with other evidence including information from, executive leaders (e.g. lesson observations, work scrutiny and learning walks), stakeholders including parents, pupils, staff) and external information (benchmarks, peer reviews, external experts) 

Skills & Effective Behaviours:

• analyses and interprets data in order to evaluate performance of groups of pupils/students

• analyses and interprets progression and destination data to understand where young people are moving on to after leaving the organisation

• uses published data to understand better which areas of school performance need improvement and is able to identify any further data that is required

• questions leaders on whether they are collecting the right data to inform their assessment and challenges appropriately when data collection is not adding value.

• challenges senior leaders to ensure that the collection of assessment data is purposeful, efficient and valid