This short article aims to highlight the background, key features and current vision of the Virtual Learning Environment (VLE) project at Ranvilles Infant School. The full version of this research project is available through the University of Winchester library: Aubrey-Smith, F.S., (2007) 'How the implementation of a Virtual Learning Environment (VLE) can affect the strategic development of a whole school. MA(Ed) Dissertation. University of Winchester.'

Students who perform very well in some subjects can often, inexplicably it seems, do poorly in others. This is a common problem in almost every school in the UK. In fact, when compared to virtually every other developed nation, the UK performs very badly in terms of varying standards within schools. Tackling these differences has become a focus for many schools.

The use of ICT for performance data is fast becoming an issue as important for ICT professionals as its use in the curriculum. There is a wide gap at present between the 'Data-Confident' schools that use performance data systemically and know themselves well, and schools that use data in a more basic, functional way. The changes in the way that 'school standards' are being viewed require schools to demonstrate that 'Every Child Matters' rather than just those who gain five A*-C grades. New data analysis tools are simple enough to support action research by all teachers into their pupils' performance. Schools could demonstrate the consistency of provision by publishing measures of 'Within School Variation'.

Assessment for learning is one of the current buzz phrases in education. I have to confess to being under-whelmed. When I first heard a senior colleague chanting the assessment for learning mantra upon their return from a Primary National Strategy meeting, holding it up as a higher level of competence to which we could only dream of aspiring, I panicked. What was this mysterious nirvana that had been created?