In this analysis we use empirical data and a range of digital quantitative analysis approaches to explore the nature, extent and breadth of the concept of ‘performance’ as represented by SPMs. We empirically identify limitations in the range of latent variables captured by SPMs and the influence of factors not directly related to ‘performance’ upon school performance metrics. This study suggests potential in the use digital analysis approaches, including cluster analysis, to better understand the complex interactions of a range of factors which underpin SPMs. In doing so we contribute to discourse around the design and operationalisation of SPMs and policy related to wider school information metrics. We provide new evidence and analyses which can be used to inform future revision of SPMs and their associated policies. keywords: school accountability, performance measures, exploratory factor analysis, confirmatory factor analysis, structural equation modelling, correlation analysis, agglomerative hierarchical cluster analysis, school policy, education policy