Customers
Trusted by schools and trusts
across the UK.
From single schools to large multi-academy trusts, leaders use ProgressTeaching to see teaching clearly and improve it deliberately.
The benefits of partnership
What does ProgressTeaching bring?
Trusted by ambitious school and trust leaders
Backed by a track record with leaders who are serious about raising standards.
A partnership that strengthens leadership
Working alongside leadership teams to build capacity, not just deliver a tool.
From leadership action to better teaching
Leadership decisions translate into measurable improvements in teaching practice.
Better teaching, experienced by pupils
The impact of stronger teaching as felt directly by pupils in the classroom.
Contributing to stronger outcomes over time
Sustained improvement in outcomes over successive years, not just a short-term uplift.
Partnership for leaders
A dedicated offer for leaders themselves, connecting them into a wider network of practice.
Evidencing Impact
Measuring the changes that matter.
Through sustained partnership, leaders build the conditions, capability and consistency that deliberately improve teaching. That improvement shows up in stronger leadership decisions, more consistent teaching, and — within a culture of safeguarding, belonging and wider care — a better day-to-day experience of school for every pupil.
Over time, it shows up in outcomes too: attainment, progress and life chances. ProgressTeaching is trusted by leaders responsible for some of the strongest and most improved schools and trusts nationally, and we take those relationships seriously.
Stronger leadership
Visibility
Greater visibility of teaching.
Alignment
Stronger alignment and calibration.
Patterns and priorities
Clearer identification of patterns and priorities.
Timely action
More timely and proportionate action.
Review and follow-up
Consistent review and follow-up.
Better teaching
Teaching domains
Improvement against locally agreed teaching domains.
Consistency
Greater consistency within and between schools.
Targeted development
Evidence that targeted development changes practice.
Shared practice
Effective practice identified and shared.
Better experiences for pupils
Classroom consistency
Greater consistency in classroom experience.
Engagement
Stronger engagement and participation.
Pupil perceptions
Improved pupil perceptions of teaching and learning.
Belonging and inclusion
Evidence relating to belonging, inclusion and readiness to learn.
Stronger outcomes over time
Results
Attainment and progress.
Disadvantaged pupils
Outcomes for disadvantaged pupils.
Attendance and behaviour
Attendance, behaviour and engagement.
Destinations
Destinations and sustained improvement.
External validation
External validation and inspection evidence.
We do not claim that any one platform produces these outcomes alone. We examine how stronger evidence, better leadership decisions and deliberate improvement contribute alongside the wider work of each school or trust.
Beyond the numbers
Leadership is about more than data
A strong culture, with outstanding safeguarding and unconditional care, creates the conditions for pupils to learn.
Partnership
Working alongside leaders, not just supplying a system.
Leadership
Clear direction that gives leadership teams real traction.
Teaching
Sharper teaching practice, embedded classroom by classroom.
Learning and Student Experience
Consistency pupils can feel, lesson after lesson.
Outcomes
Results that reflect the work put in to get there.
Culture
A safe, cared-for staff culture that pupils benefit from too.
School improvement, simplified
Better leadership. Better teaching. Better outcomes for pupils.
ProgressTeaching helps schools and trusts see clearly, act proportionately and improve deliberately.
In their words
What leaders say about working with us.
“This is an investment in teaching and learning we are glad we have made as a school. Staff really value the data which is generated and have real buy-in as they know their individual needs are being considered and can get instant feedback on their progress.”
“Amazing! We can instantly see the impact of our teaching and learning policy with ProgressTeaching.”
“ProgressTeaching has been a key tool in raising the standard of teaching and learning at the Mossbourne Federation. There’s no other platform like it on the market. It has had a huge impact on improving the quality of education and student outcomes across our schools.”
“As soon as we saw ProgressTeaching Vision we knew that it would aid us in our drive to raise standards of teaching and learning throughout the school. It has allowed our Middle Leaders to analyse teaching and learning data in a time efficient way, allowing them to facilitate more meaningful professional dialogue to develop the practitioners within their teams.”
“The platform has empowered staff to take ownership of their development. It provides clear priorities at department and whole-school level, supported by robust evidence. We've gained a better understanding of what’s happening across the school, and it has been invaluable in supporting our ECT programme, helping observers build on previous feedback effectively.”
“I love being able to see observer feedback and their perspectives on lessons. Moving from paper slips to the platform has saved so much time, and the filters are incredibly helpful. The high-frequency, low-pressure feedback for teachers is fantastic!”
“When our School Improvement Partner visited us, he looked at the quality of teaching report from ProgressTeaching then we went on a learning walk. He commented afterwards that the report absolutely mirrored what he had seen in classrooms.”
“ProgressTeaching is the backbone of our coaching system. It enables teachers and leaders to quickly, efficiently and precisely ensure that professional development is of the highest quality.”
“ProgressTeaching has been a game changer: a fantastic platform to support whole school teaching and learning and the development of a professional culture of learning for staff at any point in their career.”