Excellence for All – a framework for monitoring and tracking

I recently wrote an article which described the rationale and priorities behind my strategy – Excellence for All (EfA). The focus is to raise attainment and recognise achievement. The strategy is supported by a framework which builds capacity for whole school monitoring and tracking.

For simplicity, I have seperated the framework into three strands. I have assumed that each school implementing Excellence for All will have a designated Coordinator.

Strand I – improving the data landscape

Specific engagement between the EfA Coordinator and key staff to facilitate data sharing as outlined in thematic priority 1. This will include mapping and identifying (with reasons) the minimum data necessary to improve the data landscape for young people which will lead to improved monitoring and tracking across the school.

Strand II – dissemination of information

Reviewing what and how management information is disseminated across Faculties and Pupil Support considering personal and aggregated data. This includes bi-directional data sharing.

Strand III – strategic use of information

Production of a policy and practice framework with recommendations on those data – and wider intelligence – which the school should collect and scrutinise regularly and why. The framework will address: the key data, current data use, data and analytical requirements (including the type of reports staff would find most helpful) and data commitments – it will also address the questions within implementation and evaluation.

There are limited dependencies between the strands and it is envisaged that each strand can run concurrently. The implementation of the framework will adopt a development cycle and will borrow heavily from the structures of a recognised project management methodology. The framework will be underpinned by a core set of guiding principles. This is essential if there is a governance body, steering group or other type of collegiate approach.

1) Strategic use of data by Faculties and Pupil Support;

2) Provision of agreed baseline information;

3) Production of accessible, fit for purpose and clearly understandable outputs;

4) Continuous improvement to the quality and robustness of school data;

5) Key staff using data to achieve efficient intervention and support.

I would recommend that anyone who decides to develop their own ‘local’ strategy build a project work plan which utilises my thematic priorities. I have illustrated an example of how this may be done.

For priority 1 – Review and develop existing arrangements for identifying, monitoring and tracking individuals, groups and cohorts.


Academic Staff University of Glasgow and Author of Science Fiction

Posted in Curriculum Design, Education Studies, Learning & Teaching

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