What made you want to switch from your old approach to Assembly Analytics?

Our old way was very number heavy, and data was difficult to interpret. There were no standardised comparisons, no percentiles and no national averages. Assembly provides us with all those things, which we really like.

What were your priorities from an analytics product?

We were particularly interested in increasing the accuracy of our Teacher Assessment data in order to know what children need to learn next.

For this reason we chose to bring in both TA data from our MIS, PUMA/ PIRA data from RS Assessment and data from No More Marking so we can cross-reference the three of them.

school attainment


Section Breaker

school demographics


How do you currently use Assembly?

We want the leadership of our schools to look at the data in Assembly alongside the knowledge that they have of those schools.

For example, if year four boys’ reading results are low then we want to know so that we can look at their books and talk to the kids about those results. Another way that we use Assembly is to determine whether what is being inputted by the teachers is accurate.

What was the most obvious advantage you felt Assembly offered when evaluating options?

Schools needed something that gave a simple way of them adding data into the systems that they already used, and having that data come out in a format that was clear, concise and very easy to draw conclusions from. We don’t have a data person at the trust that churns through data on a daily basis, so we needed something simple, which Assembly offered.

Assembly displays information in a very visual way, and this kind of RAG type system is perfect for stakeholders like our trustees. They can then pick out where things are good and celebrate those successes or where things aren’t so good so we can ask questions and provide support.