[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-272429-105":59,"doc-detail-272429-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","using-data-improving-schools","Using data, improving schools","","Using data, improving schools explains how school performance information can support fair, evidence-informed decisions for parents, school leaders, governors, local authorities, and Ofsted inspectors. It presents types of performance data, why each matters, and how schools can use results to understand strengths, weaknesses, and pupils’ progress over time. The booklet highlights data limitations and emphasizes contextual value added alongside other evidence. It outlines how inspectors interpret data before and during inspections and make judgements within broader professional context.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-data-improving-schools/272429/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-data-improving-schools/272429.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What are the main types of school performance data discussed in the booklet?","Question",{"text":113,"@type":114},"The booklet covers raw data, value added data, and contextual value added data, alongside other national and locally collected measures such as attendance and exclusions.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Why is contextual value added data considered important?",{"text":118,"@type":114},"Contextual value added data can signal issues or progress that may not be visible at first sight, including strong progress from low starting points or concerns about the rate of progress.",{"name":120,"@type":111,"acceptedAnswer":121},"How do inspectors use performance data when making judgements?",{"text":122,"@type":114},"Inspectors do not rely on data alone. They interpret the information objectively and set it in context alongside other sources about a school’s effectiveness and capacity to improve before and during inspections.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},272429,1789465096,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":26,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Using data,  \nimproving schools  \nPHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES  \nContents  \nIntroduction 1  \n1. Types of performance data 3  \nRaw data 4  \nValue added data 4  \nContextual value added data 5  \n2. Why each kind of data is important 10  \n3. How schools can use performance data 12  \n4. Data packages: how they work and the differences between them 13  \nRAISEonline 13  \nThe Data Enabler toolkit 13  \nFischer Family Trust 14  \nOther data packages 14  \n5. How inspectors use performance data 15  \nWhat an inspection involves 15  \nWhy data are important in an inspection 15  \nHow inspectors use data before an inspection 16  \nHow inspectors make judgements 17  \n6. Conclusion 18  \nForeword  \nChristine Gilbert, HMCI  \nThe intelligent use of data affects the work of all professionals involved in education. There can be no going back to the days when decisions were made on hunches and anecdotal information. But we have to present and explain data in ways which inspire trust and confidence, and lead to appropriate choices and judgements being made. Using data, improving schools is intended to help everyone involved in school improvement achieve this goal.  \nThe booklet also acts as a reminder that whilst data cannot be ignored, we must recognise its limitations. There is no straightforward, formulaic link, for example, from contextualised or any other form of data to the judgements inspectors make during inspections. And data must never be used – by schools or inspectors – to furnish excuses for poor attainment or slow progress.  \nThat said, data, and in particular contextual value  \nadded data, can indicate issues in relation to a school’s performance which on first sight may not be apparent. It can help recognise where pupils make good progress from low starting points, for example. Schools are right to take pride in this. And at the other end of the scale, data can also indicate where performance is not as good as it should be. Data can point to schools which are clearly succeeding in helping pupils secure good levels of attainment, but where questions must be raised about the rate of progress made by some or all of the pupils. Data can point to where further enquiry and action are needed.  \nSo data are valuable. But data are only numbers on a page, or a spreadsheet on a screen. They only measure what has been tested. And people often only test what they feel they can measure. The challenge for schools, and for inspectors, is to understand the data available and get behind the figures to explore the strengths and weaknesses they indicate. Data, if used intelligently in this way, can bean essential tool as we work together to raise standards in schools and so improve the lives of the children attending them.  \nIntroduction  \nSchool data are valuable. They are used by many people and organisations for a variety of different reasons. For example, school data can be used by:  \n parents and carers to help them make important decisions with their children – appropriate and timely data can help parents, carers and children to understand what is going on in a school and, if necessary, to ask probing questions about its performance  \n headteachers, teachers and governors to assess pupils’progress and to inform management decisions  \n local authorities to monitor the performance of the schools under their control, to plan for improvement and to allocate resources  \n Ofsted inspectors to make a judgement about a school’s effectiveness and capacity to improve.  \nUndoubtedly useful, data do have their limitations. Data do not tell us why schools are performing as they are or how they will be in the future. What data can do is offer great opportunities for schools to explore strengths and weaknesses.  \nInspectors never make a judgement based on data alone; they make judgements by applying, objectively and dispassionately, their own professional knowledge and skills, setting the data in context and alongside other sources o","cbCain9MiOSDofcW","https://ap.wps.com/l/cbCain9MiOSDofcW","pdf",570065,24,"English","# Introduction\n## Purpose of school data\n## Limits of data and the role of professional judgement\n# Types of performance data\n## Raw data\n## Value added data\n## Contextual value added data\n# Why each kind of data is important\n# How schools can use performance data\n## Data packages\n## RAISEonline\n## The Data Enabler toolkit\n## Fischer Family Trust\n## Other data packages\n# How inspectors use performance data\n## What an inspection involves\n## Why data are important in an inspection\n## How inspectors use data before an inspection\n## How inspectors make judgements\n# Conclusion","[{\"question\":\"What are the main types of school performance data discussed in the booklet?\",\"answer\":\"The booklet covers raw data, value added data, and contextual value added data, alongside other national and locally collected measures such as attendance and exclusions.\"},{\"question\":\"Why is contextual value added data considered important?\",\"answer\":\"Contextual value added data can signal issues or progress that may not be visible at first sight, including strong progress from low starting points or concerns about the rate of progress.\"},{\"question\":\"How do inspectors use performance data when making judgements?\",\"answer\":\"Inspectors do not rely on data alone. They interpret the information objectively and set it in context alongside other sources about a school’s effectiveness and capacity to improve before and during inspections.\"}]","Using data, improving schools | PDF"]