Three accounts from a school department, a tutoring group and a family, with the figures that came out the other side.
The department sent all Year 11 Higher mocks for external review. The cohort heatmap showed vectors and algebraic proof driving most lost marks, so intervention moved from generic booster sessions to two named topics.
Rather than tutors marking their own students' papers, every mock went out for independent review. Parents received an evaluator's report the tutor had not written, and retention rose across the group.
Six papers over twenty weeks: two full mocks and four topic tests targeted at quantitative chemistry. Each report gave three actions, and the next paper was chosen to test whether those actions had landed.
