Few of us became teachers because we love data. I have only ever been interested in data if it means that we can better support students. But too often in schools we find ourselves awash with data. We invest a lot of time inputting, managing and tracking data, often with minimal impact.
So when I became an assistant head through the Future Leaders programme, I leapt at the chance to sharpen up how we use data at my school – Henbury School in Bristol. My starting principle was that the data needed to work for us and our students, not the other way round.
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