My Space is not reserved for learners following a new or alternative pathway. It is available across GCSEs, A levels, WMBacc, technical and vocational programmes, apprenticeships, degrees, employment and return to learning.
The model does not require a learner to leave a successful pathway. Challenge learning and My Space can enrich established programmes, while providing a more substantial alternative or blended route where the current offer is not working.
GCSE & A LEVEL ROUTE
Academic depth—with visible purpose and continuity.
Learners continue their established subject programme. Purposeful challenges create additional contexts in which knowledge can be applied, connected and evidenced.
MY SPACE ADDSSubject progress · challenge evidence · enrichment · reflection · experiences · qualification planning · wider horizons
THE UNIVERSAL PROMISEWhichever route a learner follows, My Space helps them understand what they are learning, what they have demonstrated, what support they need and what horizons they may wish to explore.
ONE ECOSYSTEM / DIFFERENT PURPOSES
My Space changes with the role.
It is not one dashboard copied for everyone. Each space has a distinct job, legitimate data access and clear boundaries.
LEARNER MY SPACE
Help me understand my learning and see further.
A personal environment for learning, evidence, reflection, Socratic coaching, opportunity and explainable horizons.
My learning and qualifications
My challenges and experiences
My evidence and verified portfolio
My Coach, Guide and next horizons
GOOD AFTERNOON, MIAYou are building evidence that you can investigate, explain and create change.Protected cognition · learner agency · explainable suggestions
TEACHER MY SPACE
Less searching. More useful professional judgement.
Teacher My Space brings together the information and tools needed to plan, teach, notice, respond and reflect—without allowing AI to replace the teacher’s relationship with the learner.
PLAN
See the learning architecture
Subject knowledge, challenge sequence, misconceptions, resources, adaptations and assessment intentions in one place.
NOTICE
See the whole learner
Relevant learning, participation, challenge evidence and support signals—within legitimate permissions.
RESPOND
Act at the right time
Questions worth asking, learners who may need support and evidence requiring professional review.
CREATE
Reduce avoidable workload
Support for lesson preparation, resource adaptation, feedback drafting and organisation—always under teacher control.
VERIFY
Make evidence trustworthy
Inspect learner reasoning, attach feedback and verify what the evidence legitimately demonstrates.
LEARN
Connect CPD to practice
Challenge design, knowledge mapping, inclusion, assessment and responsible AI development linked to real work.
SCHOOL AND TRUST LEADER MY SPACE
From fragmented activity to coherent improvement.
Leadership My Space connects implementation, learner experience, workforce capacity and outcomes—without reducing education to a scoreboard.
LEARNER EXPERIENCEWho is participating, benefiting or becoming disconnected?Patterns by route, age, group and institutionCURRICULUM & CHALLENGESIs the intended learning being taught and evidenced?Quality, coverage, fidelity and moderationPEOPLE & CAPACITYDo staff and partners have the time, confidence and support to deliver?CPD, workload, expertise and resilienceTRANSITIONSWhere are learners losing continuity between stages and organisations?Early warning, handover and progression insightPARTNERSHIP VALUEAre external contributions improving learning?Reach, reliability, feedback and reciprocal valueIMPROVEMENTWhat should leaders protect, change or investigate next?Evidence-led questions, not automated decisions
LEADERSHIP PRINCIPLEMy Space should make the conditions surrounding outcomes visible—not merely report the outcomes after they have happened.
GOVERNANCE MY SPACE
Assurance without operational intrusion.
Boards, trustees and local governors need evidence that the model is purposeful, safe, equitable and improving. They do not need unrestricted access to individual learner records.
Governance sees what it needs to govern—not everything the system knows.
01Educational purpose
Is the model improving learning and opportunity?
02Equity & inclusion
Who is benefiting, and who may be missing?
03Quality & standards
Are challenges, evidence and verification trustworthy?
04People & capacity
Is delivery sustainable and professionally supported?
05AI, data & safeguarding
Are permissions, protected cognition and human authority working?
06Impact & value
Is the partnership delivering sufficient benefit for its cost and risk?
CONTINUITY FOR CARE-EXPERIENCED LEARNERS
A story that does not disappear when circumstances change.
For a child in care or care-experienced young person, learning can cross placements, schools, local authorities and services. With their voice and safeguarding at its centre, My Space could provide a stable, learner-controlled thread through those transitions.
Hold what mattersLearning, strengths, aspirations and verified achievements remain visible when appropriate—not lost at each move.Support the handoverTrusted adults see only the information they legitimately need to reduce repetition and rebuild support quickly.Protect identityCare status is never a label, recommendation signal or deficit narrative. The learner can see and challenge what is recorded.Keep horizons openPersonal advisers, designated teachers and mentors can help connect learning, entitlements, experiences and next steps.
DESIGN REQUIREMENT Co-design with care-experienced young people, virtual schools, designated teachers, personal advisers and safeguarding experts before any implementation.
TRUST IS DESIGNED IN
Connected does not mean visible to everyone.
My Space requires role-based permissions, data minimisation, understandable consent, audit and human accountability.
Learner controlSee, question and correct the story being formed about me.Professional needTeachers see what is necessary to support learning and fulfil responsibility.Leadership insightLeaders see patterns and implementation—not unrestricted personal detail.Governance assuranceBoards receive aggregated evidence, exceptions and assurance.Explainable AIEvery suggestion can show its evidence, limits and reason for appearing.Human authorityAI never verifies achievement, labels ability or makes consequential decisions alone.
THE CONNECTED PROMISE
The learner remains at the centre. The adults gain the clarity to help.
One continuing learner story. Different role-specific spaces. Clear permissions. Better questions. Stronger human judgement.