Let’s face it: in the world of education, data management can feel overwhelming. Spreadsheets as far as the eye can see, clunky MIS interfaces and the occasional cry of “But what does it actually mean?”...

If you’re part of an educational trust trying to build a more data-driven culture, the intention is usually spot on: you want to make better decisions, identify patterns earlier, and ensure every pupil is supported. But if you're not careful, this noble goal can slide into something less inspiring: data fatigue, decision-paralysis, or worse: staff who’d rather mark 90 essays than manually input data into a spreadsheet and MIS.

So how do we strike the balance?

Before diving into the metrics, start by setting the tone: Why are we using data? What role should it play in daily school life? This isn’t about accountability, it’s about insight, improvement, and impact.

Make it a conversation, not a command. If teachers and leaders understand that the goal is to support, not surveil, they’re much more likely to engage.

Being “data-led” doesn’t mean drowning in dashboards. It means having the right data, clearly presented, at the right time. A well designed, trust-wide tracking system should filter rather than flood, surfacing what's most relevant for each role, whether you're a class teacher, head of year, or trust leader. 

If your goal is to embed a sustainable, data-driven culture, then top down mandates alone won’t cut it. Involve staff in shaping what’s tracked and how it’s used. Ask questions like:

• What’s actually useful in the classroom?
  

• What helps leaders intervene early?
  

• How can we take actions from our findings?
  

By co-creating your approach, you get buy-in and maybe even some better ideas along the way.

Data skills shouldn’t be a niche superpower reserved for data managers. Everyone in your trust deserves to feel confident interpreting the numbers that impact their work, and every data manager needs to feel empowered with the right tools to support this process.

Offer training that’s hands-on, jargon-free, and context-rich. Better still, pair people up: an assistant head with a newer teacher, for example, so interpretation becomes a team sport. At Pupil Progress, we’ve opened up our tracking and monitoring academy training to not just existing users, but non-users of the platform looking to upskill their data knowledge.

Too much data, poorly used, doesn’t just waste time, it erodes trust. A strong data culture is one that supports teacher autonomy, reduces administrative burden, and helps people feel they’re making a difference, not ticking boxes.

Check in regularly: has your team got the tools they need to understand the data? Is data discussion energising or exhausting? If it’s the latter, it might be time to tweak the format.

The aim is a working culture where data becomes part of the story, from trust leader to student. Where insights spark curiosity, not complaints. Where staff feel empowered, not overwhelmed.

So yes, be bold about becoming data-led, but not at the expense of the people who bring that data to life. If you are looking to explore how to start data tracking for MATs and support your team with a data enriched approach, why not chat to one of our in-house data experts or former Data Managers who can guide you through this process, from experience working with 800+ schools.