Learning Response Profile
Current responses across Structure, Expression, Autonomy, Challenge and Support, with supporting evidence and its strength.
Choose from 3–5 practical teacher actions, then review how the child responds.
For schools · Personalisation Baseline
See the learner.
Know what to try.
How does a child respond when the structure, challenge or support changes? Our baseline explores this through short conversations, then gives your team practical actions for each learner and the class.
2–3 sessionsUp to 20 minutes eachThrough your school’s infrastructure
Start with one class. Agree the scope, delivery and commercial terms first.Inside the outputsIllustrative excerpts
Beyond Academics
Learning Response Profile
A clearer starting point may help.
- What we notice
- In this imagined task, the child offered several ideas but left a plan unfinished. After a first-step prompt, they began. Structure may be useful to explore.
- What to try
- Invite the child to choose one idea, sketch it and write the first action. Then step back.
- What to learn next
- Can they carry on without another prompt? Does this help with a different task?
Evidence: Emerging · a single illustrative excerpt
Fictional examples of the format. No real learner or school data.
What your school receives
Evidence you can understand.
Guidance you can use.
Alongside your teachers’ knowledge and academic results, the baseline adds evidence about the conditions that help a child learn. Each output connects an observation to an action and a question to review.
Class Profile
Shared patterns, meaningful differences and practical options for the whole class.
Plan where a common approach may help and where individual support should differ.
Personalisation Intelligence Brief
Patterns across participating classes, opportunities to explore and questions to test next.
For a single class, receive a Pilot Insights Brief focused on that class’s evidence.
Evidence is marked Emerging, Supported or Strong. These are current interpretations, open to revision as understanding grows.
What children actually do
A conversation that follows
how they think.
Each child follows their own link and takes part independently. We agree suitability, access and arrangements with your school before beginning.
- 01 / Discover
Begin with their responses.
The first session explores broad patterns in how the child approaches learning situations and choices.
- 02 / Explore
Follow what emerges.
The second session adapts to initial possibilities, exploring what changes with different conditions or support.
- 03 / Clarify, if needed
Resolve the open questions.
A third session is used only where evidence remains unclear. Each session is capped at about 20 minutes.
- 04 / Apply
Choose a useful next step.
Review the profiles and guidance with your team, agree what to try and what evidence to look for next.
Your school coordinates participation and permissions. Teachers do not need to observe, score or write profiles. No Beyond Academics observer is required.
Founding School programme
Start with one class.
See the value for yourselves.
Review the complete output package together, against criteria agreed with your team before you begin.
Request a school conversationAgreed before you begin
- 01One validation class at no cost, within an agreed wider paid cohort.
- 02Clear scope, fees, delivery dates and criteria for useful value.
- 03Paid rollout if those criteria are met, normally across at least one full grade.
We review new insight, practical usefulness, added understanding and feasibility.
Good questions
Before
we begin.
The baseline explores how children respond to structure, ways of expressing ideas, autonomy, challenge and support. It turns current evidence into practical teaching guidance: an individual Learning Response Profile, a Class Profile and a leadership brief. It is a starting point to try, review and develop.
Children follow their own link through the school’s existing infrastructure and take part independently in two to three conversational sessions, each capped at about 20 minutes. The first explores broad patterns; the second follows up emerging possibilities. A third is used only where questions remain unresolved. Suitability, accessibility, permissions and delivery arrangements are agreed with the school.
It gives teachers another source of evidence about how a child responds when the learning conditions change. Each interpretation stays connected to the responses behind it, the strength of the evidence and an action to try. Teachers combine this with their own knowledge of the child and review what happens next.
Your school coordinates participation and permissions through its existing infrastructure. The baseline does not require a Beyond Academics observer, or teachers to observe, score, time or write individual profiles. Your team reviews the outputs and decides how to use the guidance.
The no-cost validation class is part of a pre-agreed route to a wider paid cohort, normally at least one full grade. The cohort, fee and value criteria are agreed before starting. The paid rollout proceeds if those criteria are met.
No. The Learning Response Profile describes current responses under particular learning conditions, with evidence marked Emerging, Supported or Strong. It does not diagnose, rank children or assign fixed learner types. Understanding remains open to revision and does not replace professional assessments where needed.
Your school controls communication and decides what to share, including Beyond Academics reports. A parent contact list is not required. Permissions and information use are agreed before starting.
The ongoing school platform is in development. The intended model is an annual licence based on student numbers, separate from the baseline, with teacher interaction through supported Microsoft and Google tools and a leadership dashboard. Optional paid features are planned after the first version.
Your next step
Let’s start with
your learners.
Tell us what your team would like to understand better. We’ll discuss a suitable cohort, the outputs and the terms before you decide.