This article outlines BPRS funded investigations into my own school's and other establishments' practices and processes within data analysis, needs identification and tracking of children's academic progress. It describes the evaluation of my school's then current practices and policies and the use of questionnaires and semi-structured interviews with my own staff, and assessment coordinators and senior leaders within exemplar schools. As well as outlining the main findings of my research this article assesses the introduction of new models of assessment for my own staff and pupils. This article also highlights how my research developed and the way my research process changed as it continued.