Dated and in final build
Each of these has a release date we are working to. All three land at the start of the second half of the school year, so you can plan them into the semester rather than absorb them mid-flow.
A complete learning management system, built into NickAcademy
A full learning management system sitting directly on top of NickAcademy, for teachers, pedagogical coordinators, school leadership and education networks.
The pedagogical shift is control of the learning path. Until now the child chose where to go. From August the teacher decides: assign specific content to a class, to a small group, or to an individual student, set the order it is worked through, and see where each child actually is rather than where the class average is. That is what makes real differentiation possible inside a single classroom, where a confident reader and a child who needs another two rounds of practice are sitting at the same table.
Pedagogical coordinators get, ready-made, the view they currently assemble by hand: progress across classes and year groups, and whether a decision taken at the start of the term is showing up in the work weeks later. Networks see the same picture across every school, with the same measures applied consistently, so a comparison between two schools means something.
The reporting is not the point. The point is that a teacher can walk in on Monday and act on what she saw on Friday, without exporting a single spreadsheet.
Twenty additional levels for every year group in the English experience
Twenty new levels for each year group, not twenty spread across the subject.
Depth is what makes a language experience work. Children acquire vocabulary and structure through repeated encounters in varying contexts, not through a single correct answer, and the most common reason a class stalls is that it exhausted the material before it exhausted the need for practice.
Twenty levels per year group means a class moving at pace still has somewhere to go, and a child who needs the same objective approached four more times can have it without being sent backwards into content labelled for younger children. The new levels follow the existing progression, so nothing a student already completed is reset or disrupted.
A new level pack in Math
A new pack of math levels, arriving in the stretch of the year when the gaps are already visible and there is still time to close them.
By September a teacher knows exactly which children did not consolidate the foundations the rest of the year builds on. What is usually missing is not the diagnosis, it is material to act on that does not feel like a punishment to the child who needs it most. This pack covers that ground: number sense and operations, practised through play rather than through another worksheet handed to the students who are already behind.
It also keeps doing diagnostic work while it runs. Watching which levels a class moves through quickly and which ones it grinds on tells you where to spend the last weeks of the year, while there is still room to plan around it.
Further ahead
In design and early development. We are not putting a date on these, because we would rather tell you nothing than tell you something we have to take back.
A new reading game
Reading itself as the object of the practice: decoding, reading fluency and comprehension.
Not reading as the thing a child has to get through in order to answer a question about something else. We are aiming it at the years just after the literacy cycle, where the shift happens from learning to read to reading to learn.
It is the quietest gap in a primary school. A child who is still spending all of their attention on decoding looks like a child who is struggling with science, or with word problems, or with following instructions. Addressing it at the source changes more than one subject.
An additional game in Math
A second game inside the math door, with a genuinely different mechanic from the one already there.
When a child does not understand a concept, the answer is rarely more of the same exercise. It is the same concept met through a different kind of thinking, because the second route reaches children the first one did not. It also solves a practical problem: practice stops feeling like practice when the shape of it changes.
An additional game in English
Another route into the same language objectives, alongside the existing English game.
Children arrive at an additional language from very different starting points, and they hold onto it through different channels: some through sound, some through pattern, some through story. One game can only serve one of those well. More ways in means fewer children stuck at the same wall.
Something missing?
Much of what ends up on this page started with a teacher or a coordinator telling us what was getting in their way. If there is something that would change your day, we want to hear it.
This page reflects our development plan as of the date it was last updated. Dates are the targets we are working to and are not a contractual commitment. Items listed under "Further ahead" have no date and are not part of any purchased scope. Timelines and scope may change.