Effective practice |

The use of data across the local authority to inform planning, decision making and support for schools

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Rhondda Cynon Taf County Borough Council
Context and background to the effective or innovative practice
Description or nature of activity
What impact has this work had on provision and learners’ standards?
How have you shared your good practice?

Context and background to the effective or innovative practice

The development of management information systems (MIS) and the effective use of data and information have been central to the local authority’s improvement strategy.  In the last inspection in 2012, Estyn identified that the directorate needed to ‘‘improve the evaluation and analyses of data across service areas and partnerships to drive improvements in outcomes for learners’’.

To support this, the local authority focused closely on:

  • establishing centralised MIS that facilitates easy access to extensive datasets which are routinely analysed for the purpose of self-evaluation and to drive improvement across local authority services and educational settings;
  • developing live datasets where at all possible, analysed in a timely manner to effectively identify underperformance and inform targeted interventions and improved outcomes; and
  • using data as a tool for strengthening cross directorate working, strategic planning, local authority and school partnerships.

Description or nature of activity

The Education and Inclusion Service integrated three management information systems and multiple data streams to create one, streamlined data system. This has provided a solid foundation for developing increasingly sophisticated datasets, dashboards and reporting capacity.

This integrated system provides officers with immediate access to an extensive range of data and information relating to schools and services. This along with clear monitoring and evaluation processes enables the local authority to identify areas for improvement and respond rapidly.

In order to secure this improvement, the local authority has:

  • strategically reviewed and evaluated systems and data sources;
  • ensured that data functions have been retained within one highly specialist Data Team;
  • recruited high quality graduates and apprentices via the Council’s award-winning scheme, investing in their career progression and learning;
  • built in-house capacity, thereby reducing any reliance on external agencies and specialists so that services remain cost effective and efficient;
  • supported schools with their MIS systems, including daily system synchronisation and maintaining core data accuracy;
  • commissioned a single local authority pupil information system, supported and developed by the dedicated Education Data Team;
  • ensured the effective flow of information and data from schools, through the central system and into the appropriate reporting tools;
  • developed automated reporting to provide helpful information to support officers in identifying chronological and geographical patterns within datasets; and
  • improved more efficient communications and simple data collection approaches.

What impact has this work had on provision and learners’ standards?

The availability of live data from 115 schools, across up to 30 services with over 500 users, enables officers to access an extensive range of relevant and up-to-date information.  The Education Directorate now has live overviews of a broad range of interactive data.

This information and data is central to all strategic planning and delivery across the Education Directorate, including school re-organisation proposals, service self-evaluation, service review and performance management. Reports to Cabinet and Scrutiny meetings are well informed through access to live datasets.

The local authority uses a broad range of information, including demographic trends, birth data and housing developments to consider school capacities and admissions carefully.

Access to relevant data was crucial in supporting the Covid response. Vulnerable learner identification, particularly where there were associated issues, were targeted well for wellbeing provision and visits, and other support. Cross directorate work with colleagues in Children’s Services ensured that schools possessed up to date data on vulnerable learners in their schools according to different categories of vulnerability.

With staff now working in an agile manner, access to operational data on a suitable device has become essential. Attendance and Wellbeing staff now have access to attendance data on their smartphones and use this to support and challenge schools in a timely manner.

How have you shared your good practice?

Support for Track, Trace and Protect teams during the pandemic enabled structured contact data to be provided directly from school systems in a format suitable for direct upload to Health Systems. This process was shared with all Welsh Authorities. RCT regularly act as the contact and a reference point for specific technical and strategic information and advice. The team are active contributors to Welsh User Groups, via MS Teams technology and since Covid recovery, through face-to-face demonstrations to other local authorities.

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ICTLeadership and managementTeaching and learning experiences

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