Student 360 gathers records across three dimensions — academic progress, skills growth and wellbeing support — and, after teacher review, turns them into a growth record that can be explained and kept up to date. AI only does the first pass of organising; how it is interpreted, and who sees it, is decided by teachers and the school.
| Dimension | What it looks at | Where the evidence comes from |
|---|---|---|
| Academic progress | Which concepts are secure, where the student is stuck, what to practise next | Homework, quizzes, classroom interaction and revision records |
| Skills growth | Critical thinking, self-management, communication, collaboration and creativity | Project work, group discussion, rubrics and teacher observation |
| Wellbeing support | Mood, workload, social connection and rest | Wellbeing records and observations from form teachers and tutors |
This is AI School’s Student 360 loop. Every step keeps its evidence, and a teacher can step in at any point.
Many schools already keep student portfolios or run some form of holistic, whole-person assessment. Student 360 does not replace a school’s existing assessment framework. It tackles two older problems instead. First, records are scattered: homework lives in one system, classroom behaviour lives in a teacher’s memory and project work lives somewhere else. Second, evidence is hard to trace: when it is time to write end-of-term comments, it is hard to say where a particular judgment came from.
Student 360 connects those records to the same student, and every judgment links back to a specific piece of homework, a classroom interaction, a project or an observation. How a school uses it within its own assessment work is up to the school.
Wellbeing support looks at mood, workload, social connection and rest, so that form teachers and tutors can notice earlier which students may need attention. Because this dimension concerns how students feel, the system only offers gentle suggestions; whether to talk to a student, and how, is the teacher’s decision.
Before switching this dimension on, a school should settle three things: which staff can see it, who follows up when something is flagged, and how long the records are kept.
This page describes what AI School does and how we work with schools; which modules are switched on is agreed with each school as part of its delivery scope.
No. AI only does the first pass of organising and produces suggestions for review. Each key judgment shows where its evidence comes from, and teachers can confirm, adjust, put it on hold or add their own observations.
Not through a single exam score. Critical thinking, self-management, communication, collaboration and creativity are recorded from project work, group discussion, rubrics and teacher observation.
It depends on role and authorisation: form teachers see their own class, subject teachers see students in their authorised courses, and leaders see aggregated views. Views and exports are logged.
Yes. As new homework, classroom interaction, project work and observations are recorded, the profile updates, and after teacher review the changes are written back to the growth record and the progress report.
Tell us the size of your school and which year group or subject you would like to start with. We begin with one class and agree the scope, materials and sign-off criteria for the first stage together.