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What not to do with pupil performance data

Understand the limitations of performance data, in line with the inspection framework. Get to grips with some common data practices you could stop doing and other strategies to use instead, to identify what your pupils know and drive down teacher workload.

Last reviewed on 30 June 2026
School types: All•School phases: All•Ref: 35406
Contents
  1. Don’t gather extra performance data solely for inspections
  2. Don't try to make precise predictions of pupil outcomes
  3. Don't use flightpaths to track pupil performance
  4. Don't try to predict progress 8 scores
  5. Don't expect too much of assessment data
  6. Avoid analysing yearly data for very small groups
  7. Get stakeholders on board with data changes

If you don't feel you're able to make changes right now, you can still use this article to help you make better data decisions, and as a starting point for discussions with your staff and stakeholders.

Note: while this article has a secondary focus, you should be able to transfer some of the principles to primary settings.

Don’t gather extra performance data solely for inspections

Outcomes from national tests and exams (where applicable) The progress pupils make across the curriculum from their starting points Whether your school provides a high-quality education for all pupils (the impact) that gives them the necessary knowledge, skills and qualifications to succeed in life, and equips them for the next stage of their education, training or employment Inspectors will