Questions & how it works

English, Maths and Science across EYFS, KS1, KS2 and KS3. Topics are mapped to the UK national curriculum for each key stage, so what your child practises supports what they are doing at school rather than replacing it.

Two ways. First, the content adapts: each topic has multiple difficulty levels, and the pace and level of support adjust to how your child is doing — easing off when something is hard, stretching when they are ready.

Second, the presentation adapts: text size, fonts (dyslexia-friendly by default), contrast, reduced motion and read-aloud are all tuned per child, so the experience fits how they learn best.

Scout is your child's friendly learning companion, powered by Anthropic's Claude AI. Scout explains ideas, answers questions and offers encouragement in age-appropriate language, using the current topic and your child's profile to tailor its help. Because content is AI-assisted it can occasionally be imperfect, so it is a supplement to — not a replacement for — formal teaching.

A session is a short, focused set of activities on one topic. Your child works through questions with Scout's help, gets gentle feedback on each answer, and finishes with a calm sense of completion. Correct answers get varied, genuine encouragement — never the same canned phrase — and "not quite" is treated as part of learning, not failure.

By design. Pressure mechanics like streaks and leaderboards can stress children and punish a missed day. Learning Copilot is motivating but gentle — calm encouragement, a visual sense of progress and collectible badges, in line with the ICO Children's Code. Celebrations respect reduced-motion settings.

As your child learns, Learning Copilot quietly notices patterns in how they interact — for example response timing and its variability, where they tend to struggle, and how they respond to different kinds of support. These anonymised signals are combined into gentle indicators that may point toward needs such as dyslexia, dyscalculia, attention differences or autism-related patterns.

No — never.These are early signals to explore, not a diagnosis or a label. They are designed to prompt a closer look and a conversation with a professional (such as your GP, your child's teacher or a SENCO), who can carry out a proper assessment. Earlier awareness can mean earlier support, which is where it makes the most difference.

Our detection is calibrated against the Department for Education's national SEN statistics for England. The DfE's Special Educational Needs in England 2024/25 report found that around 1 in 5 pupils has some form of special educational need (18.1% in primary schools).

Crucially, many children are never formally identified. An estimated 10% of children have dyslexia, yet only about 1.4% of primary-age children have a recorded specific learning difficulty — so most go through primary school without support they could benefit from. Our thresholds are set to help surface these children earlier.

We require a minimum number of sessions before raising anything, because one or two can't tell us much. It varies by pattern:

• Most patterns: at least 5 sessions
• Attention-related patterns: at least 8 (these vary more day-to-day)
• Maths-specific patterns: at least 6 maths sessions, and we compare maths against other subjects so we're seeing something maths-specific, not general

We'd rather tell you nothing until we're confident than raise unnecessary concern.

Yes, it can be wrong — and we're honest about that. The thresholds are set conservatively, so we're more likely to miss a genuine pattern than to flag a false one.

The detection model is version 1: calibrated against published national data, but not yet validated against confirmed-diagnosis outcomes. That validation is exactly what our research programme is designed to do. Until it's complete, treat anything we surface as "worth exploring" rather than "likely correct".

A child in Year 1 is expected to need more time, more audio support and more help than a child in Year 5 — so what looks like a signal in an older child can be perfectly normal development in a younger one. We adjust expectations by your child's year group, not just their key stage. As more children use Learning Copilot, these age baselines will be refined with real data.

Yes. Each child's progress page includes early-intervention insights written in plain language, plus a printable summary you can save as a PDF and bring to a conversation with your child's teacher, SENCO or GP. You are always in control of who sees it.

As little as possible: a first name only (never a full name or contact details), age/year group, a securely hashed PIN, any optional learning needs you choose to share, and anonymised learning activity used to personalise and show progress. Full details are in our privacy notice, with a child-friendly version too.

To tailor Scout's help we send the model the current topic and a small amount of profile context (an age and key stage — never your child's name). We do not store the raw text of AI conversations — our audit log keeps only non-identifying metadata. Your child's data is never sold and never used for advertising.

No. There are no advertising cookies, no cross-site tracking and no social media pixels — only the strictly necessary cookies needed to run the service, as described in our cookie policy.

Yes. From your account you can export your data and delete your account at any time, in line with your rights under UK GDPR. We also tidy up automatically: old activity logs and screening results are deleted on a schedule, so we don't keep them longer than needed. The PIN sign-in for children is rate-limited and the session is held in a signed, http-only cookie that contains no personal information.

A new schools & researchers page explains our evidence-led early-identification approach and lets schools register interest in a pilot. School deployment is in active development — bands stay indicators to explore, never a diagnosis.

Linked teachers now get a class dashboard: a stat strip (pupils, active this week, flagged to review, average mastery), a sortable pupil table with progress and screening bands (export to CSV), a class screening overview, and SENCO report shortcuts. Read-only, per school, with bands framed as indicators to explore — never a diagnosis.

Your child's learning home now opens with a gentle "today's goal" ring and a day-streak, above their week of activity — calm encouragement, never pressure. Subjects show as a tappable journey of curriculum topics, with rewards a tap away.

Your dashboard now gives a richer at-a-glance view: a family summary strip, and a card per child with their week streak, time-spent trend, per-subject mastery, quick-check trends over time, recent activity and badges — plus gentle next-step ideas. Early signals stay framed as a prompt to look closer, never a diagnosis.

Scout, our friendly owl guide, has a warmer new look and gentle animations — a calm breathing float at rest, a wave hello, and a happy hop when your child gets something right. All motion respects your "reduce motion" setting and is never needed to follow along.

Lessons for older learners (Key Stage 3) are now fuller: each one opens with a friendly introduction, explains the idea in clear steps with worked examples, and has more practice questions — every one with a hint and an explanation, read aloud on request.

At the start of each lesson your child can choose to read it themselves or have it read aloud. It's their choice every time — which also helps Learning Copilot understand how they like to learn.

Accounts now support multiple children (up to six) on the Family plan — each with their own PIN, profile and progress. Add them from your dashboard.

Read-aloud now picks the warmest, most natural voice your device has, instead of the robotic default — so listening feels friendlier. As before, it all happens on the device; nothing is sent anywhere.

Scout (our AI guide) now works without ever being sent your child's name — it's only ever shown on your own screen. And screening-check data is automatically deleted on a retention schedule, so we keep it no longer than needed.

Reports now show how a child's quick-check results change over time, not just the latest. And from the report (parents) or a child's page (teachers) you can "request a quick check" — your child sees a friendly nudge to try it next time they log in, which clears once they've done it.

Quick-check results now appear on the parent and teacher dashboards (with bands), in the report and the branded PDF, and as a gentle "completed" marker for the child — and teachers get a read-only view of each linked child's progress, signals and next steps.

Optional, short "quick checks" probe the constructs that recognised screening tools use — sounds & rhymes (phonological awareness, linked to dyslexia) and numbers & amounts (number sense, linked to dyscalculia). Reports also show where a child's work aligns with the DfE's statutory checks (the Phonics Screening Check and the Multiplication Tables Check), giving schools a familiar reference point. These are indicators to explore, never a diagnosis.

When an early signal emerges, Learning Copilot doesn't just flag it — it recommends an evidence-based practice pathway (for example, structured phonics for reading, or concrete-to-abstract steps for maths) built from the curriculum, and points to the next step. It's a teaching response to an indicator, never a diagnosis or treatment.

From the report you can download a branded PDF or create a secure, expiring read-only link to share with a teacher, SENCo or GP — with a structured "evidence base" and suggested next steps aligned to the SEND Code of Practice.

If your child has been assessed by a professional, you can record the outcome to tailor their support — and, only with your explicit consent, contribute de-identified data that helps validate and improve early identification for all children. You can withdraw consent at any time.

A guided sign-up that shows each step of getting started, what happens next, and a clearer confirmation — so you always know where you are.

The progress page now shows rich, plain-language early-intervention insights, with clear "this is not a diagnosis" framing and a printable summary you can share with a teacher, SENCO or GP.

A visual learning journey and subject-progress header, a "this week" learning strip, a reduced-motion-safe session-completion celebration, and collectible badges with a "My rewards" collection — motivating without pressure.

A resume card on the learn hub takes your child straight back to what they were doing, alongside a friendlier child-mode interface with an easy, graceful way to exit.