For schools
One lesson. From a single staffroom to a national system.
The same lesson, started by the teacher on their own phone, becomes coaching for them and evidence for whoever needs it: a head of department, a group board, or a ministry. What changes as you scale is not the product. It is the question you are trying to answer.
Tier 1 · Boutique & independent single-campus schools
Fee-paying. A head who knows every teacher by name. Reputation is the whole business, and parents ask direct questions.
“Your reputation rests on your teaching. You are asked to prove it: by parents at the gate, by an inspection every few years, and by a board that would like something more than your word.”
Every teacher gets a personal instructional coach, the kind of individual attention a school this size could never afford to staff.
You get evidence instead of impression, without walking into a single extra lesson.
Nothing is asked of your staff. No forms, no logs, no reflection templates.
At this scale
Coaching depth.At a small school every teacher matters individually, so the product's teacher-facing half is doing most of the work, and there is enough signal for a head to know their staff properly rather than anecdotally.
The question you'll ask
“We're small. Do we really need a system for this?”Small is precisely why it works. You do not need a system to tell you who your strongest teachers are; you already know. You need one to give all of them regular coaching, which is the thing that has never been possible at any size, and which is not a function of how many teachers you have.
Tier 2 · Individual schools
Running a recognised curriculum. The reader is usually a Head of Teaching and Learning or Deputy Head Academic who owns appraisal and observation.
“You will see about three lessons from each teacher this year. You will arrange cover for all of them, write up all of them, and still not be able to say, with evidence, how teaching is going.”
Observation becomes continuous instead of episodic: every week, not once a year.
Your existing observation form completes itself from the same lesson. Your staff keep the language they already trust.
The dashboard fills itself. Nobody is asked for anything they did not already do.
At this scale
Department-level pattern.Enough observations accumulate to show where teaching is strong and where support is needed across subjects and key stages: patterns to act on, never a ranking of people.
The question you'll ask
“My staff will think this is watching over them.”The teacher taps start. The teacher chooses what is shared and with whom. Leadership sees patterns across staff, not individual scores. Send your teachers the page written for them and let them decide before you do.
Tier 3 · Small school groups
Often founder-led or family-owned, and growing. One academic lead across sites, with campus heads who have real autonomy.
“You opened the second campus to repeat what worked at the first. You have no way of knowing whether you did.”
One consistent measure underneath every campus, while each campus keeps its own observation form.
The academic lead can see all sites without visiting all sites.
Onboarding a new campus is a QR code and a short orientation, not a change programme.
At this scale
Comparability.For the first time, campus two can be compared with campus one on the same construct, and the comparison is defensible, because it comes from the same instrument applied the same way.
The question you'll ask
“My campus heads will see this as head office checking up on them.”Each campus keeps its own instrument and its own view of its own staff. The group gets one consistent measure underneath, not a copy of every campus's paperwork.
Tier 4 · School groups & networks
A group academic or quality team, a board, a group CIO and a group DPO.
“Your brand promises that a family choosing any campus is choosing the same education. You can verify your fees, your enrolment and your results campus by campus. You cannot verify your teaching anywhere.”
Cross-campus comparability on one construct, with the spread inside each campus made visible, which is where the real variation lives.
A board-ready annual report on teaching quality across the network.
One data answer that survives every jurisdiction you operate in, because audio never leaves the teacher's device and no student data is captured anywhere.
At this scale
Network roll-up and assurance.Campus-level dashboards, a group view above them, and an annual report a chair can read.
The question you'll ask
“Our campuses are in four countries with four different data regimes.”The answer is the same in all four, because the design is the same in all four: the teacher records on their own device, the audio is processed transiently and never retained, no student information system is touched, and student data is never captured. Ask for the data pack and give it to your DPO.
Tier 5 · School districts & public systems
A superintendent, director of education, or system leader accountable for many schools they do not run day to day. Public procurement, public accountability, and staff representation as a first-order constraint.
“You are accountable for teaching in schools you do not run, and your evidence arrives once a year, averaged, and too late to do anything about.”
You can see where teaching support should go, before the outcome data tells you.
No observer workforce to fund, train, calibrate or retain.
Schools that are struggling become visible early enough to help rather than to sanction.
At this scale
Equity visibility.Not a league table, but a view of where practice needs support across a system, which is the only version of this a district can actually act on and the only version staff will accept.
The question you'll ask
“Our unions will never agree to this.”Teacher-level insight is for the teacher's own growth: it serves the teacher first, unless a district expressly decides otherwise in writing. Start the conversation with that sentence, and bring your staff representatives in before the pilot rather than after.
Tier 6 · Boards & institutions
Curriculum bodies, examination boards, inspectorates, accreditors, ministries, and the institutions that prepare teachers. The reader is usually a standards, quality or research unit.
“You publish the standard. You see the classrooms it describes for a few hours every three to five years, and in between you rely on what schools tell you about themselves.”
Implementation becomes continuously visible, rather than sampled during a visit.
Schools report in your language, because your published framework maps onto the underlying measure.
Institutions preparing teachers get evidence of practice from every lesson a candidate chooses, not only the ones a supervisor could attend.
At this scale
Framework mapping and system-level insight.Your own standard, evidenced continuously across schools that adopted the tool because their teachers wanted it, which is why the data exists at all.
The question you'll ask
“How do we know the measure is sound?”Ask for the technical pack. It states what the framework covers, how it is scored, where it agrees with human raters, and (importantly) which parts of teaching are weakly observable from audio and are therefore treated conservatively rather than reported confidently.
What's included as you climb
What does not change at any scale.
The teacher taps start.Every observation is started by the teacher, at a lesson of their choosing.
The teacher chooses what is shared,and with which leadership role.
Nobody fills in a form.If it was not in the lesson, nobody gets asked for it.
Students are never in the data.Audio is captured on the teacher's own device and processed transiently; no student information system is ever touched.
A ministry and a thirty-teacher school are buying very different things. They are buying them from the same person tapping start on their own lesson.
What implementation looks like