Between 2017 and 2019, researchers from the Federal University of Rio de Janeiro (UFRJ), in collaboration with Durham University, conducted a set of studies within the scope of the iPIPS project to analyse children’s development during their first two years of compulsory schooling (ages 4–5). Three studies were carried out with different samples in two Brazilian cities, generating longitudinal data for approximately 6,400 children enrolled in 123 schools, including public, private, and non-profit private institutions. The Brazilian iPIPS studies tracked children’s development across three broad domains: cognitive development, motor skills, and personal, social, and emotional development. The data provide a detailed description of what children know and can do at school entry, as well as the learning and developmental progress they make during the first two years of compulsory education. In addition, the studies enabled the identification of patterns of educational inequality and the examination of how education policies, programmes, and school characteristics are associated with children’s learning and development, with particular attention to children from socioeconomically disadvantaged backgrounds. This paper describes the strategies adopted to strengthen the pedagogical use of iPIPS data by school principals, teachers, and local education authorities in Brazil. These strategies included the production of school- and classroom-level reports; workshops with teachers and principals focused on explaining the assessment, interpreting results, and using data for pedagogical planning; and meetings with school staff and local education administrators to discuss the main findings and their potential implications for local policy design and curriculum reform. To assess the impact of these strategies, UFRJ researchers designed a quasi-experimental study examining the effects of teacher workshops in public schools. Teachers were allocated to two groups that attended the workshops on different dates. A central component of the workshops was the development of teachers’ capacity to interpret the pedagogical ladder using information presented in the reports. One group received the report, participated in a six-hour workshop, and then completed a questionnaire, while the second group received the report, completed the questionnaire, and subsequently attended the workshop. Results indicate consistently positive feedback from participating teachers and principals. Teachers who attended the workshop prior to completing the questionnaire reported fewer difficulties in interpreting graphs and tables and expressed more favourable perceptions regarding the usefulness of the reports for pedagogical planning than those who had not yet participated in the workshop.

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