Expert insights on AI learning, study strategies, and the future of education from the team building it.
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In 1885, a German psychologist discovered something about memory that has been confirmed, again and again, for 140 years: information reviewed at spaced intervals is remembered far better than the same information crammed into one sitting. What spaced repetition actually is, why it works, and how to build it into a real GCSE revision timetable.
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Countries that invested heavily in classroom computers saw no improvement in PISA scores, and heavy use is linked to worse outcomes than moderate use. Yet specific, well-designed tutoring software has been shown to approach the impact of one-to-one human tutoring. Here's what the research actually shows about when technology helps, and when it doesn't.
A grade that doesn't match what was expected isn't the end of the plan. It's a decision point with several genuine routes through it: a review of marking, a November resit, or a different course entirely. What each option actually involves, realistic odds, the deadlines that matter this week, and how to choose between them.
Top grades held steady this year. The overall pass rate fell for a third year running. English and maths, specifically, look considerably worse than that headline figure suggests. What this year's national GCSE results actually mean, and how to read your own child's results against them.
Every learning platform claims it works. Very few can show you real evidence that it does, or a straight answer about what happens to a child's data. A practical, criteria-based checklist for evaluating any EdTech product, covering evidence, safeguarding, and the DfE's new AI product safety standards.
Results day gets the national headlines. Most children get something quieter instead, a school report full of terms like target grade, working grade and effort grade that nobody ever explains. What each one actually means, what to look at beyond the headline grade, and the questions worth asking the school next.
Disadvantaged pupils in England are now 19 months behind their peers by GCSE, the widest gap since records began in 2013. Nearly half of that gap is already locked in by age 11. What the evidence says schools, parents and technology can each realistically do, including an honest look at where EdTech helps and where it risks making things worse.
It's often not the students who are furthest behind who ask for help. It's the ones who are already doing fine, and part of why they're doing fine is that they ask. Five specific questions that get you unstuck fast, and why putting your hand up isn't the risk it feels like.
Most GCSE students say they struggle to cope during exam season, and most parents want to help without adding to the pressure. What the evidence says actually supports a child through this period, the warning signs that go beyond ordinary stress, and where to find real support, for your child and for yourself.
Roughly one in six secondary pupils now has identified SEND, and most are taught in ordinary mainstream classes, not specialist provision. This is a practical starting point for the non-specialist class teacher: what the evidence actually recommends, and what it looks like on a normal Tuesday with thirty students and no extra time.
Formative assessment has one of the largest effect sizes documented in education research, and most of it costs nothing and adds no marking to your evening. Eight techniques that take under a minute to run, what they are, why they work, and how to fit them into a normal lesson without any extra planning burden.
Somewhere around Year 8, a child who used to put their hand up stops. It rarely announces itself as a crisis. It shows up as quietness, as ‘I'm just not a maths person’, as a slow retreat from subjects they used to enjoy. Here is what the research says is actually happening, and what helps before it hardens into a settled belief.
