Simplifying Data Management Across Your MAT

For MAT leaders, setting up robust, trust-wide monitoring systems for assessment data can be a real challenge. However, implementing a unified data-tracking system across all schools in your trust can yield significant benefits. In this article, we dive into ways trusts can experience these advantages

CREDIT: This is an edited version of an article that originally appeared on ASCL

One system, one language

A single data system can foster a common language across all schools in a trust, streamlining approaches to target setting and interventions. This unified approach enhances the quality of conversations, improves understanding, and creates a shared culture aimed at performance improvement.

Harmonised assessment cycles

Interpreting exam results is vital for MAT leaders to set priorities across the trust. A good data system supports the creation of a robust, trust-wide assessment framework, making proactive use of internal summative assessment data integral to ongoing quality assurance.

Synchronising assessment cycles across schools can be tough. Collecting accurate, aligned data from various sources in a timely manner is crucial. Any centralised system must be flexible, allowing schools autonomy over data collection while meeting the trust’s need for cohesive data analysis within a set timeframe.

A unified system balances the flexibility needed by individual schools with the trust’s requirement for comprehensive data analysis. This allows MAT leaders to quickly compare strengths and weaknesses across schools, facilitating timely, targeted questions to hold each school accountable.

Cultivating a collaborative culture

Outstanding data systems enable MAT leaders to drive effective teaching and learning strategies across the trust, ensuring all students have equal opportunities to succeed. Sir Ian Bauckham CBE and Leora Cruddas CBE highlight in their 2021 paper “Knowledge Building – School Improvement at Scale” that successful school improvement is about making teachers as effective as possible in both curriculum and pedagogy. Achieving this requires evidence-informed practice and strong structures supporting professional development.

A centralised data system can significantly aid in creating these structures. By leveraging assessment data at a trust level, leaders can pinpoint best practices using exam and internal data. This, in turn, supports the formation of collaborative networks focused on professional development, sharing, and evolving best practices across schools.

Trusts have reaped significant benefits from employing a single, unified data system, streamlining operations and enhancing educational outcomes across all their schools. By fostering collaboration and informed decision-making, SBLs can use these systems drive continuous improvement and support the academic success of every student.