How it works
Five steps, and a check at each one
There is no clever trick in here. The interesting part is what the code refuses to do.
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An adult opens the record
You sign up and create the child — a first name and a date of birth is enough. There is no child sign-up anywhere in the product.
A child is not a row in the accounts table: there is no address column, and no password reset that could reach them.
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You fill it in, and your child says how it went
You add results, homework and what you noticed. Your child says how a task went. Between you, you already know enough — a teacher writing straight into it is planned, not built.
A mark is stored with what it was out of. Seven means nothing until you know whether the paper was out of ten or out of forty.
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A review reads that child's work, and only that child's
Every record carries a short reference — A12 for an assessment, H5 for homework, N3 for a note, T7 for something noticed about how they work. A review is built from one child's references and nothing else.
No other child's record is reachable from inside a review — not by accident, and not by a clever prompt.
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Every finding is checked before you read it
The model is asked; the code decides. Each finding must name records belonging to your child. Anything naming a condition, or putting a ceiling on them, is refused.
It is never quietly empty either. If every finding was refused, you are told so in words.
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Your child opens a different page from you
You see development areas and the evidence under each. Your child sees what to do next. A development area is never sent to a child's app at all.
Holiday work follows the same instinct: no more than two in five activities may aim at a development area. Six weeks of drilling a weakness is the pack a child stops opening.
What you actually see
A finding, and the work it came from
Each reference opens the record it names, so you can read the original and disagree with us.
Invented, to show the shape
“Fractions have gone wrong three times since February, and each time the questions were written as word problems. The same operations set out in figures were answered correctly on the same days.”
Drawn from
A12 A19 H5 N3
Something to try. Read the next word problem aloud together and write the sum out before anybody attempts it. If that is the difference, it will show up in the next two pieces of work — and if it is not, the record will say so.
No condition, no “ability”, no comparison with the class. A pattern, the work behind it, and a suggestion for the adult who knows the child.
And then they move
What happens when they change school
Your family owns the record, so it is already there in September. A school would read it under a grant that ends when it stops teaching your child — that half is designed and not built yet.
