School & Leadership Dashboards
Strategic oversight of trends and system health — designed without rankings, surveillance, or accountability theatre.
School & Leadership Dashboards
School and leadership dashboards in Phlow Academy are designed to support informed, responsible decision-making — not accountability theatre. Their purpose is to help leaders understand how learning is unfolding across the system, identify structural strengths and pressures, and align curriculum intent with lived learner experience.
These dashboards deliberately avoid individual learner identification, staff performance evaluation, rankings, or league tables. The focus is on learning health over time, not performance management or comparison.
School Dashboard 1: Whole-School Learning Overview
This dashboard provides a high-level snapshot of learning activity and progression across the school as a whole. It answers a simple but important question: is learning broadly moving forward?
By aggregating signals across cohorts, it offers reassurance or early warning without exposing individual classes, teachers, or students. The intent is orientation rather than diagnosis — helping leaders understand overall momentum before exploring specific areas more deeply.
School Dashboard 2: Engagement & Continuity Trends
This dashboard focuses on patterns of engagement over time across year groups or cohorts. Rather than measuring intensity or compliance, it highlights consistency, drop-offs, and recovery.
By viewing engagement alongside known disruptions such as holidays, assessments, or timetable changes, leaders can interpret patterns in context. Engagement is treated as a system-level signal that reflects workload, pacing, and curriculum design — not individual motivation.
School Dashboard 3: Curriculum Coverage & Depth
This dashboard helps leaders understand how deeply different parts of the curriculum are being engaged with, rather than simply whether they are “covered.” It reveals where learning appears secure, where understanding is developing, and where engagement may be shallow or fragile.
This supports curriculum review that goes beyond sequencing and time allocation, allowing leaders to ask whether curriculum intent is translating into durable understanding.
School Dashboard 4: Concept Pressure Points
This dashboard identifies concepts or topics that consistently cause difficulty across cohorts. Instead of focusing on outcomes or attainment gaps, it highlights recurring pressure points within the curriculum itself.
These signals support thoughtful curriculum refinement, shared planning, and targeted professional discussion. The emphasis is on system learning rather than learner deficit — asking what might need adjustment in explanation, sequencing, or support structures.
School Dashboard 5: Progression Patterns Across Cohorts
This dashboard examines how learners typically move through levels and topics over time. It highlights patterns of acceleration, stagnation, or uneven progression at cohort level rather than tracking individual trajectories.
By focusing on common pathways rather than exceptions, the dashboard supports reflection on pacing, expectations, and structural transitions. Progression is viewed as a system behaviour, not an individual race.
School Dashboard 6: Stability of Learning Over Time
This dashboard focuses on whether understanding is stabilising as learners progress, not just whether they are advancing. It surfaces signals of resilience, consolidation, or emerging fragility under increased cognitive demand.
For leaders, this provides a deeper indicator of learning health than completion or coverage metrics. It supports long-term planning by highlighting whether progression is being built on secure foundations.
School Dashboard 7: Impact of Support Structures
This dashboard explores how school-level supports — such as timetabling changes, intervention programmes, or curriculum adjustments — relate to learning patterns over time.
It does not attempt to claim direct causality, but instead provides evidence that supports reflective evaluation. Leaders can see whether changes coincide with shifts in stability, engagement, or recovery, helping guide future resourcing and policy decisions responsibly.
School Dashboard 8: Equity Without Demographics
This dashboard examines variation in learning experiences without using demographic data. By avoiding identity-based grouping, it allows leaders to see unevenness in opportunity or support without reinforcing assumptions.
The focus is on distribution and spread rather than categories, supporting equity discussions grounded in learning behaviour and access rather than labels. This enables ethical oversight without reducing learners to background variables.
School Dashboard 9: System Load & Learning Demand
This dashboard provides insight into where cognitive demand is highest across the curriculum and school year. By aggregating decision demand and learning load, it helps leaders understand pressure points that may contribute to overload, disengagement, or fragility.
This supports more informed decisions about pacing, sequencing, and assessment timing — viewing learner load as a system property rather than an individual issue.
School Dashboard 10: Strategic Learning Signals
This dashboard surfaces a small number of high-level signals that inform strategic planning. Rather than overwhelming leaders with metrics, it highlights emerging strengths, persistent challenges, and shifts in learning behaviour that warrant attention.
These signals are interpretive rather than definitive, designed to prompt discussion and inquiry rather than conclusions. Strategy is supported through understanding, not dashboards alone.
Positioning Note for the Website
This section should be framed clearly as exploratory dashboards designed to support strategic understanding of learning across a school. They are not tools for comparison, accountability, or evaluation.
Instead, they act as lenses on learning health — helping leaders see patterns, ask better questions, and make decisions that support long-term, humane learning across the system.