This paper draws upon and critiques the Australian federal government's website "My School" as an archetypal example of the current tendency to abstract and quantify educational practice. Arguing in favour of a moral philosophical account of educational practice, the paper reveals how the "My School" website reduces complex educational practices to simple, supposedly objective, measures of student attainment, reflecting the broader "audit" society/culture within which it is located. By revealing just how extensively the "My School" website reduces educational practices to numbers, the paper argues that we are in danger of losing sight of the "internal" goods of Education which cannot be readily and simply codified, and that the teacher learning encouraged by the site marginalises more active and collective approaches. While having the potential to serve some beneficial diagnostic purposes, the "My School" website reinforces a view of teachers as passive consumers of information generated beyond their everyday practice.