Measurable reading practice without more marking

Teacher accounts hold a name and work email. Pupil records hold a username plus the practice data needed to show progress — attempts, answers, scores, skill status and mastery. Class accounts created by a teacher sign in with a username and password rather than an email address. Where a family links a parent email for progress reports, that email is stored too. We can provide a full field-level data inventory to support your assessment.

There is no pupil-to-pupil messaging, no open chat for pupils and no profile photo upload. Pupils choose from a fixed set of avatars. Answers are marked on the server, so a pupil cannot alter their own result from the browser. Access is role-based: pupils, teachers and administrators see different things, and teachers are not shown pupil email addresses.

Our privacy notice is published and linked below. A school Data Processing Agreement, subprocessor list, retention schedule and DPIA support pack are provided on request — send us an enquiry and we will supply what your assessment needs. We do not claim that using Easy Reader Club makes your school compliant; that assessment is yours to make, and our job is to give you the information for it.

All traffic is served over HTTPS. Teachers sign in with a passwordless magic link rather than a stored password. Authorisation is role-based and checked on the server for every request. Sensitive endpoints are rate limited. Account changes such as closure are written to an audit log. We can talk your IT lead through the current arrangements in detail.

Generative AI is used to create reading passages and questions. It is not used to mark pupils: marking compares the answer a pupil selected against the stored correct answer on the server, so it is deterministic and repeatable. Scoring, access control and progress calculations are all server-controlled rather than delegated to a learner-facing model. We do not train models on pupil work, and we can confirm the current provider and its data-processing terms in writing.

A reading-comprehension practice platform for primary pupils. Pupils complete short SATs-style exercises that are marked automatically, and teachers get a dashboard showing how each pupil is progressing skill by skill.

It is designed primarily for Year 6. Year 5 pupils can use it for early preparation. We suggest starting a school pilot with Year 6, where the progress signals are most useful.

The practice is SATs-style, because that is the format UK Year 6 pupils meet. The four skills it measures — retrieval, inference, vocabulary and sequencing — are general comprehension skills rather than test technique, and we expect the product to broaden beyond SATs.

Around ten minutes: a short passage followed by a handful of questions, then an optional review of anything answered incorrectly.

Two to three exercises a week is the pattern we suggest for a pilot. Short and regular produces better signals — and better reading — than occasional long sessions.

Four: retrieval (finding stated facts), inference (reading between the lines), vocabulary in context, and sequencing (the order and organisation of a text).

Passages and questions are generated with large-language-model APIs, server-side, and cached before delivery. Difficulty is set from the pupil’s current adaptive level rather than chosen at random.

On the server, by comparing the option a pupil selected against the stored correct answer. Marking is deterministic — no model is asked to judge a pupil’s answer, and the browser cannot influence the result.

Yes. For each pupil in their class a teacher sees accuracy and trend, proficiency score, adaptive difficulty, personal baseline and growth, mastery status per skill, and any skills currently flagged as a focus area. Teachers are not shown pupil email addresses.

A pupil’s own starting point, computed from their earliest completed exercises. Growth is then measured against it, so a pupil who starts behind the class can still show clear improvement.

The median performance per skill across the pupils in that class. It answers a different question from the personal baseline — where a pupil sits relative to their peers, rather than whether they are improving.

Each of the four skills is tracked as learning, consolidating or mastered, based on recent accuracy in that skill over a rolling window. The dashboard also shows how many exercises it took a pupil to reach mastery.

It watches error patterns per skill. When the error rate in a skill stays high, that skill is flagged as a focus area; as accuracy recovers the flag moves to recovering and then clears.

Yes — up to three classes per teacher account today. If you need more than that for a year group, tell us as part of the enquiry.

With a six-character class code from their teacher. The code excludes easily confused characters, so it can be read out or written on a board. Teachers can also create class accounts directly.

No, and it is not designed to. It gives you evidence from completed practice to inform professional judgement.

Teacher accounts hold a name and work email. Pupil records hold a username and their practice data — attempts, answers, scores, skill status and mastery. Class accounts created by a teacher use a username and password rather than an email address. Where a family links a parent email for reports, that email is stored. We can provide a full field-level inventory on request.

We will confirm the current hosting arrangements and region in writing as part of your assessment rather than making a claim on a marketing page. Please contact us and we will provide this in writing for your assessment.

Accounts can be closed, which removes access and begins removal of the associated records. A written retention schedule for schools is provided on request. Please contact us and we will provide this in writing for your assessment.

Yes. Teachers can already export their class list as a CSV from the dashboard. For a broader export or a deletion request covering a class, year group or school, contact us and we will handle it as a documented request.

We provide a school DPA on request as part of the procurement pack. Please contact us and we will provide this in writing for your assessment.

Yes. We can provide schools with the information needed to complete their own data-protection impact assessment — what data is processed, why, where it goes and who else is involved. Send an enquiry marked "Data protection / DPA" and we will respond with the detail.

Commercial large-language-model APIs generate the reading passages and questions. The provider is configurable, and we will confirm the current one and its data-processing terms in writing. No model is involved in marking a pupil’s answer.

We do not train models on pupil work. Pupil answers are marked by comparison against the stored correct answer and are not sent to a model for that purpose. We can confirm the current provider’s terms in writing.

HTTPS throughout; passwordless magic-link sign-in for teachers; role-based authorisation checked server-side on every request; server-side marking so results cannot be altered from the browser; rate limiting on sensitive endpoints; and audit logging of account changes. We are happy to go through this with your IT lead.

Yes — that is the recommended route and the fastest way to start a pilot. Your school operates no infrastructure; teachers and pupils use a browser.

It is available by discussion rather than off the shelf. We do not run tenant-isolated deployments today, so treat it as a conversation about what your trust needs and what we would have to build.

Not as a supported product today. We are assessing what self-managed deployment would require — packaging, upgrades, backup and restore, and where the support boundary sits. If your IT team has the capability and the interest, we would genuinely like to talk.

Easy Reader Club is a browser-based service and needs a connection. It can be installed as a web app and shows a clear offline notice if the network drops, but pupils need connectivity to load and submit an exercise.

We respond to school enquiries and support requests by email. Rather than publish a support commitment we cannot yet stand behind, we will agree what you need as part of setting up a pilot. Please contact us and we will provide this in writing for your assessment.

Yes, and we would prefer it. One Year 6 class, six to eight weeks, baselines established early and an agreed review at the end. Design-partner schools can pilot free in exchange for structured feedback.

It depends on the number of classes and pupils, the support you need and the deployment model. Request school pricing and we will quote for your actual shape rather than a list price that does not fit.

Talk to us. Nothing prevents several schools from using the managed service, but multi-school administration is not built yet, so we want to understand what a trust would actually need before promising it.

A teacher registers, and an administrator reviews the registration before dashboard access is granted. Until then the teacher sees a pending screen. This is deliberate: it keeps class and pupil data away from unverified accounts.

Use the enquiry form on this page and pick the closest enquiry type. It reaches a person, not a marketing list — we only use the details to reply.