Since the Pupil Equity Fund (PEF) was launched in April 2017 as part of the Scottish Attainment Challenge, there has been a renewed focus on data within Scottish schools.
As part of this drive, almost all schools have focused closely on the analysis of data, with some schools even part-funding PEF posts with a specific remit for engaging with data.
In terms of the overall drive to reduce the poverty-related attainment gap, progress can best be described as incremental or mixed, rather than the transformational change that was hoped for. Some gaps have narrowed, especially in literacy and post-school destinations; others remain stubborn or have widened.
A great deal of progress has been made in relation to the use of data, but it is equally clear that challenges persist.
Analysis followed by action
My grandfather was a lover of the horses. He enjoyed placing some small bets and, all being well, seeing his horse race to a win, thus delivering him a small profit. In preparation, he would diligently study “the form”.
The pertinent point here is that no matter how carefully my grandfather studied the available information, his efforts had no impact on the horse’s performance; he simply gained an insight into the horse and the likely result.
Similarly, if school leaders merely analyse data and identify trends and patterns, there will be no positive impact on attainment. Analysis of data must be followed by action.
Perhaps one of the most pressing challenges that heads face in relation to data analysis is ensuring that everyone is engaged, involved and understands their role.
In my time as a head, I certainly fell into the trap of data becoming the preserve of only a few promoted staff. Also, I did not always involve all members of my leadership team appropriately.
Surely, though, if the use of data is to have an impact, all staff must be meaningfully engaged and understand why their involvement matters.
This raises another issue: for many teachers, the analysis and interpretation of data is not their natural habitat. My own educational leaning, for example, was always towards literature, the arts and social sciences; the manipulation and analysis of large sets of data was not my obvious skill set.
While it appears that skills have grown nationally, there are still inconsistencies from school to school and between local authorities.
Collective responsibility
If data is the responsibility of all, it is important that it is not viewed as a way of pointing fingers of blame at those perceived to have underachieved.
Surely there needs to be ongoing work to further develop a culture of collective responsibility whereby everyone can engage openly and professionally.
So, what now?
I believe that if we are to maximise the potential of data use, school leaders need continued support to work with data, bearing in mind that data is not an end in itself and is only part of the picture.
Ultimately, the focus must always be on securing improved outcomes for children and young people.
Alan Shields is a former primary headteacher and is now an education manager with a Scottish local authority
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