Altitudes
From the classroom to the boardroom,everyone reads the same evidence.
The reason school data fails is not that it doesn't exist. It is that it reaches each person in the wrong shape: too granular for the board, too abstract for the teacher, too late for everyone. Evalent Intelligence renders one ledger at four altitudes, each written for the decision its reader actually has to make.
The teacher
Student and class scopeA class brief before the lesson, not a data dive after it. Which students carry active recommendations, who deviates from baseline and why, what to do differently on Monday. Renewed automatically when new evidence lands, and never longer than a coffee.
The head of year
Year group scopeThis week's priorities across the year group: who needs a check-in, which deviations lack an explanation, which interventions are on track against their metrics, and which family concerns on record are now materialising.
Section leadership
Whole-section scopePatterns across classes and subjects: where below-baseline results cluster, whether they point at students or at teaching, how open interventions are progressing, and where next term's resources will buy the most improvement.
The board
Assurance scopeNo student names, no operational noise. Assurance that every academic risk has an owner, a metric and a review date. Direction of travel against baseline. Evidence, when it is asked for, of what the school knew and when it acted.
Try it
The same term, read four ways.
Switch audiences and watch one evidence base change shape. Nothing is re-entered, and nothing is contradicted, because everyone is reading the same record.
Class brief · English A, Grade 11
Amir K.: Term 1 grade sits two below his working baseline. This reads as a writing support need, not ability: rushed written work was flagged in Grade 10 and a processing speed profile with extra time is on file. Scaffold timed writing.
Leila M.: consistent across the term, but a Grade 10 pastoral note flagged perfectionism under time pressure. Watch the first timed assessment.
Two students in this class carry extra time recommendations. Both are applied and current.
Same ledger. Different altitude.
What this teacher should do differently on Monday.
Nothing was re-entered to produce this view. One evidence base, rendered for the person who has to act on it.
The chain that holds
Nothing important dies quietly.
The altitudes are not four separate dashboards. They are a chain. An action that stalls at student level escalates to the head of year. A pattern at year-group level surfaces in the section brief. A section risk that persists reaches the board with its full evidence trail attached. Accountability flows upward exactly when it should, and only then.
This is the difference between a school that has data and a school that improves: a structure in which every insight has a route to a person who can act, and every stalled action has a route to someone who can unblock it.
Escalation, illustrated
Teacher
Action opened · writing scaffolds, one student
Teacher
Two review cycles · no movement on the metric
Head of Year
Auto-escalated · accepted with a revised plan
Section leadership
Visible in the section brief as an open, owned risk
Board
Counted in assurance: owned, metric attached, on review
The finance bridge
Educational quality is your revenue line.
A secondary cohort of a few hundred students represents millions in annual fee revenue whose renewal depends substantially on families believing the school truly knows and supports their child. The finance view of the record connects the two: enrolment flow, attrition and its stated reasons, and the supported students whose families received evidence of the school acting early. Not a finance system. A bridge between the quality of your evidence and the durability of your enrolment.