Progress tracking

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Progress tracking

A person is with your child, and that person is in charge. Behind them there's an artificial intelligence tool that helps them not miss a thing.

In a 60-minute session, hundreds of small things happen: how many times your child asks for help, which kind of task they get stuck on, how long it takes them to come back when they get distracted, what they've managed on their own for the first time. A learning specialist who is focused on the child can't also write it all down and compare it with what happened two months ago. That's what the tool is for.

The artificial intelligence doesn't work with the child: it works for the learning specialist. It doesn't decide anything, doesn't diagnose anything and doesn't talk to anyone.

Who does what

The learning specialistDecides what to work on, how and when. Is with your child. Talks to you and to the school. Reviews and signs every report. If something doesn't add up, they have the final say.

The toolRecords what the learning specialist marks, transcribes their voice note, compares each session with previous ones, points out what's changing and drafts the report. Nothing more.

How it works

Four steps, always with a person at the end

01 · During the sessionOne tap, one data pointThe learning specialist marks on their phone what happens and at what minute: ‘gets stuck’, ‘does it on their own’, ‘asks for help’, ‘gets distracted’, ‘explains it in their own words’. Twelve markers, one tap each. They keep their eyes on the child, not on the screen.
02 · AfterwardsTwo minutes of voiceBefore leaving your home, they record a voice note: what went well, what didn't, what they want to try next week. The tool transcribes it and organises it.
03 · Between sessionsComparing with previous sessionsThe tool puts this session alongside those from September, October and November and points out what a person can't see at a glance: that the help needed is going down, that getting stuck is concentrated in one type of task, that something that was going well has stopped going well.
04 · The reportDraft, review and signatureEvery term it drafts a report with data and examples from real sessions. The learning specialist corrects it, removes anything that isn't true, adds what the machine hasn't understood and signs it. Nothing reaches you without going through a person.

How it reads in a report (example)

‘In September they needed help with 8 out of 10 maths problems; in December, with 3. They mainly get stuck when the problem is more than two sentences long, not with the calculation itself. In the last four sessions they have explained the problem in their own words before starting, something they never did in October.’

Without the tool, that same report would say ‘has improved in maths and finds reading comprehension difficult’. That's true, but it doesn't help anyone decide what to do in January.

Recording the session

Optional, with your permission and a deletion date

The markers and the voice note work without recording anything. Recording the session adds precision, because the tool can see the exact minute and what was going on around it, but it's your decision.

Only with written consent, specifically for this, which you can withdraw whenever you like without giving a reason and without any change to the service.
Your child knows. We never record a child without telling them, in words that suit their age.
It's used only to analyse that session and deleted as soon as the analysis is done. What remains are the markers and the summary, not the recording.
It isn't shared with anyone. Not with the school, not with other professionals, and not within the team beyond the learning specialist and our head of practice.

What it doesn't do

The limits, in writing

It doesn't diagnose. If the learning specialist sees signs of something that needs a healthcare professional, they tell you themselves and point you in the right direction. The tool doesn't put labels on anyone.
It doesn't decide. No change to your child's plan comes from the machine. It comes from the learning specialist, together with our head of practice.
It doesn't compare your child with other children to score them. It compares your child with your child: with how they were a month ago.
It doesn't talk to your child or to you. Parent meetings, calls and messages always come from a person.
It doesn't use the data for anything else. No advertising, no statistics outside your child's case. Before you sign anything, we'll tell you which provider we use, where the data is stored and for how long.
It's an artificial intelligence system and we treat it as one: with the information required by EU regulations, specific consent and a responsible person at the end of every decision.

Why we do it

Because it makes us better

A learning specialist with this help sees more, makes fewer mistakes and explains things better. They arrive at each session knowing what happened in the last one minute by minute, not from memory. And you receive reports that say what has changed and how, with examples, instead of ‘it's going better’. It holds us to account too: what happens in the session is on record, and that makes us responsible for every hour we spend with your child.

Shall we talk?A free 20-minute first call with our head of practice. If we're not what you need, we'll tell you.

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