Every standard and division
One licence covers the whole school — every standard, every division, every subject. There is no per-division pricing to argue about in a budget meeting and no tier that locks analytics away.
Schools
One paper. Twelve divisions.
One paper. Twelve divisions.
One marking standard.
A school does not have an exam problem, it has a consistency problem. Twelve teachers set twelve papers, mark to twelve standards, and nobody can say whether 9-A and 9-C were tested on the same thing. This is that, fixed.
Every standard
Every division
One licence
Four roles
Rolls out in one term
A term, start to finish
September to March,
September to March,
as the office sees it
Nothing here is a feature list. It is the six moments a school actually notices, in the order they arrive.
Sept
Standards loaded
Standards, divisions, subjects and staff are imported once from whatever you already keep them in — a spreadsheet is fine. Nobody types a roll number twice.
- One import, all standards
- Divisions inherit the standard’s syllabus
- Teachers mapped to the subjects they actually teach
Oct
First paper set
One head of department scopes the chapters and the marks scheme. The paper is generated once and assigned to every division sitting it — so 9-A and 9-C answer the same questions, in a shuffled order.
- Set once, assigned many
- Shuffled per candidate
- Question order differs, content does not
Nov
Sat and marked
Objective sections come back instantly. Written answers are marked against the rubric the department set, and every score is a proposal a teacher can override.
- Same rubric across every division
- Overrides logged with a name
- Results released when the teacher says so
Dec
The first comparison
This is the moment schools tell us they bought it for. The chapter map is the same shape for every division, so you can finally ask why 9-C lost eleven marks on Chapter 7 and 9-A lost two.
- Division against division
- Chapter against chapter
- Teacher against their own prior year
Jan
Reteaching
Six weeks of the term get reordered around what the reports showed rather than around what the scheme of work assumed in June.
- Weak chapters ranked by marks lost
- Practice issued to the divisions that need it
- Re-test the same chapters, not the whole syllabus
Mar
Boards
By March the argument is no longer about who is weak. It is about which three chapters to spend the last fortnight on, and that question has an answer.
- Chapter trend across the year
- Cohort against last year’s cohort
- Nothing retyped, all of it exportable
The whole point of a term view is that the work moves off March and onto September.
What a school licence covers
Six things that stop being
Six things that stop being
somebody’s Sunday job.
Each of these exists because it is a job a school currently does by hand, in a spreadsheet, on a Sunday.
Four roles, scoped properly
An owner sees the school. A head of department sees their subject. A teacher sees their divisions. A student sees their own paper. A parent sees one child. Nobody sees anything else.
Set once, sit many
A paper scoped to Chapters 4–7 is generated once and assigned to as many divisions as sit it, shuffled per candidate. Consistency stops depending on twelve people agreeing.
One marking standard
The same rubric marks 9-A and 9-C. A teacher can override any score, and the override is logged against their name and shows on the result sheet.
Comparison that is fair
Because the paper and the rubric were the same, comparing divisions is finally a fair question rather than a fight about who set the harder paper.
Your data, exportable
Results, papers and chapter reports export as CSV and PDF whenever you ask. Leaving is a download, not a negotiation.
Where consistency actually breaks
Five ways a school
Five ways a school
sets the same exam.
Scored on how much of the scoped syllabus is covered, and on how far the marking drifts between divisions. Click a row.
How the school sets it
Syllabus covered
Score
Drift
Drift is the number nobody measures. It is how far two teachers land apart marking the same answer. It is also the reason a division-to-division comparison is usually meaningless — and the reason this one is not.
Four roles, one school
Who sees what,
Who sees what,
and who never does.
Scoping is not a settings page here. It is the shape of the product. Pick a role to read only that column.
What they see
A student’s marked script
Any, across the school
Any, in their subject
Their own divisions only
Their own child only
Chapter analytics
Whole school, all subjects
Their subject, all divisions
Their divisions
Their child, plus the class mean
Division comparison
Every division
Their subject’s divisions
Their own divisions only
— never
A position in the class
— never computed
— never computed
— never computed
— never computed
Overriding a score
— not their job
Yes, logged
Yes, logged
— never
Another child’s result
Aggregate only
Aggregate only
Their divisions
— never
A rank is not a permission we withhold. It is a number the platform does not calculate, so there is no setting that turns one on.
The honest bit
“Our teachers
“Our teachers
won’t use it.”
This is the sentence every school says on the first call, and it is usually right about the software they have already been sold.
“Our teachers won’t use it.”Usually true — of software that adds work
They will not, if it adds a step. Most school software asks a teacher to do their existing job and then record it somewhere. This removes the marking, which is the part they actually resent, and leaves the reviewing, which is the part they are paid for.
The measurable version: a teacher who sets a paper here spends about eight minutes reviewing a generated draft and about twenty reviewing the marking of forty scripts. The same forty scripts by hand is most of a Sunday. If a school does not see that trade, we would rather they did not buy it.
“We already have an ERP.”Keep it — this is not that
An ERP holds admissions, fees, attendance and staff. It does not set a paper, mark a written answer or tell you which chapter a division lost eleven marks on. Where the two overlap — student and staff lists — we import from yours and treat it as the source of truth. We are not asking anyone to maintain two roll registers.
“What happens to our question bank?”It stays yours, and it goes in
Whatever your department has already written can be imported, tagged by chapter and difficulty, and drawn on before anything is generated. Most schools end up with a paper that is roughly half their own historic questions and half fresh ones, which is a better paper than either alone.
“What if the AI marks something wrong?”Then the teacher changes it, and it is logged
Every AI score is a proposal. A teacher can change any of them, and the change is recorded against their name with a timestamp and shows on the result sheet. We publish the agreement rate between the marker and the teachers who reviewed it, per subject, rather than asking anyone to take it on faith.
If a school reads those four and still thinks it is wrong for them, that is a useful outcome from a thirty-minute call.
Questions
What heads ask
What heads ask
on the first call.
The five that come up almost every time.
A working week, and most of it is not ours. Importing standards, divisions, subjects and staff takes an afternoon from a spreadsheet you already have. The part that takes longer is deciding your marks schemes and rubrics, because that is a conversation between your heads of department, not a configuration task. Schools that already have a written exam policy are usually running a first paper within four working days.
Yes, and we recommend it. One division, one subject, one term. It produces real chapter data you can argue about at a staff meeting, and it costs you nothing beyond the time to set one paper. Most whole-school rollouts we see started as one head of department trying it on their own division without telling anyone.
For sitting an exam on screen, yes — a shared computer room works, since papers are assigned to a window rather than a moment. But nothing here requires it. Papers print to A4 with the marking scheme, and scanned scripts can be uploaded for marking. Schools with no device budget use the generator and the analytics and never run a screen exam.
You export them. Results, papers, rubrics and chapter reports come out as CSV and PDF whenever you ask, including after you have given notice. We do not hold a school’s exam history hostage to a renewal conversation, and it is written into the contract rather than left to goodwill.
No. Student work, scripts and results are not used to train models, ours or anyone else’s. Papers your department writes stay in your bank and are not shared with other schools. This is the one question we get asked most by parents, so it is worth a school having the answer ready.
Ready when you are
Bring us last term’s paper.
Book a free 30-minute demo. We’ll take a paper you already ran, generate the same thing scoped to your chapters, and show you both side by side.