We’ve just released the fourth edition of the ɫèAV School Report. Over 14,000 voices, including teachers, learners, colleges, tutors and home educators, joined the conversation.
Supporting transformation and improvement across your trust 
Every trust has a unique set of needs. That’s why we’ll work with you to create the best package of teaching, learning and training solutions for your schools, teachers and learners.
The Curriculum and Assessment Review gives us and the wider sector the opportunity to share our views on how curriculum and assessment can bring together a love of learning with fundamental knowledge and skills.Ìý
Our brand-new research with Cebr outlines how investment in digital transformation for state-funded UK schools could make a difference to the future of education and our economy.
We’re drawing on our experience of delivering onscreen assessments in more than 115 countries to shape what’s next for GCSE, International GCSE and A level exams.Ìý
As well as already offering onscreen exams in selected subjects, we're working alongside the education community to harness technology where it can positively impact schools' and students' assessment experiences.ÌýÌýÌý
Generative AI brings into focus the importance of the most human skills, such as creativity and critical thinking.
Find out more about how we’re thinking about the impact of GenAI and AI literacy in education.ÌýÌý
We believe that all students should be able to best show what they know and can do in exams – regardless of whether the exam is taken onscreen or on paper.   
That’s why we’re continuously researching and gathering feedback to better understand and inform how we can enhance accessibility and inclusion in exams – including through text styling and formatting.
We believe that exams should be a fair and accurate reflection of students’ performance – regardless of whether an exam is taken onscreen or on paper.
That’s why our research programme not only focuses on comparability of student performance, but also explores if and how marking may compare between paper and digital exams formats.
We believe that all students should be able to best show what they know and can do in exams – regardless of whether those exams are taken onscreen or on paper, and irrespective of each student’s unique background, ability or needs.    
That’s why we’ve been using a range of methods to research how different learners with special educational needs and disabilities (SEND) experience digital assessments. The findings can help us better understand if, where, and how technology can enhance accessibility and inclusion in exams.
Having seen first-hand the power of technology to transform education and help young people develop the skills they need to thrive in work and life, we welcome as an important step toward closing the digital divide in education.Ìý
ɫèAV has been awarded two new contracts to deliver T Levels in Health and Science, strengthening their position as the largest provider of these technical qualifications in the UK.
The interim report is an important step towards better preparing young people for the future. We’re pleased to see recognition of many of the key areas that need to be addressed and encourage the government to go further during the next stage of the review in order to ensure high standards for all and drive the meaningful change young people deserve.Ìý
