Category: Best practise
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Which hat are you wearing today? Data scientist?
Headteachers, which of your many hats did you wear today? Carer, mediator, janitor… what about data scientist? From attainment tracking to attendance, school leaders spend a lot of their time with their data scientist hat on. How confident do you feel when you have your “data scientist” hat on? Even the most confident data analysts
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Thinking about your schools’ data as if it was a child in your care
“Data is the new oil” was first quoted in 2006. It highlighted how valuable data is and how it needs to be refined to get the power out it. However, when you are thinking about data in a school this can feel risky. When it comes to young people’s data, we really need to think
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3 tips on how to measure ‘catching up’
As more children and young people return to face-to-face learning, there are many discussions going on related to ‘catching up’. How we measure the progress schools make in this area can be challenging. I hope these 3 tips will support your thinking around this. What are you comparing against? With any data analysis, every number
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“So what……?” Are you spending time on collecting data with no purpose?
The impact of Covid-19 on the health and wellbeing of children can be felt by everyone involved in education. Being able to quantify this impact is not an easy task. Schools are full of data; pupil attendance, SIMD, free school lunches, standardised tests, parental feedback, teacher assessments…. the list goes on. All this data
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How schools can do more with data during Covid-19 – TES Scotland article
I have recently written an article for TES Scotland that discusses how schools can do more with data during Covid-19. The full article is available on the TES Scotland website, https://www.tes.com/news/coronavirus-how-schools-can-do-more-data-during-covid-19
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