 How many times have you heard that saying, not long till Christmas already this year? So we're going to do a bit of admin. My name's Ross. I'm sure you know me. So I'm not going to do any introductions on my part, but I'll definitely introduce our wonderful guests and go through everything that was promised to you for signing up. So just in the chat box, just let me know where you're watching from. This is your one opportunity for me to give your city town, village, seaport, boat, whatever, wherever you are located, school, home or whatever, a little shout out online. Everything's going to get recorded. Everything will be circulated tomorrow. So if you hang on a little bit, I'll get all the information to you as once we finish. So let's see Victoria in Southampton. Thank you for joining us. I was in Southampton September, well, not far from Southampton. Darlington, very cold, says Paula, 11 more get ups, hurrah. Natalie, how many more get ups have you got? All the 17th, so we've got two and a half weeks. Two and a half more, all. Two and a half more, yeah. I haven't quite bought myself to do the day. The count down, yeah. Well, you're all right, your energy levels are quite good there. OK, so where are you watching from, everybody? While we are letting people join in, I'm going to get things kicked off. Let me just show you where everyone has signed up from. So such is the nature of my audience. I've got people from all over the place. And so we've got someone here potentially watching from Namibia, whether live or recorded, which we'll soon find out. Strangely, I've said just before we came online, my third largest audience are teachers in the Philippines. And let me just zoom into the UK, because this is where we're broadcasting from. So here we go. This is where you're all watching from. And I've got a little map prepared, but this is where Natalie is based in Highlands Primary School, so we'll introduce her in a moment formally. So that's that. So last chance for comments in the chat box, where are you watching from, and we'll get started. So just to make sure you're in the right place, an advertised webinar with Natalie Palmer, Highlands Primary School in East London, as well as with Gary Trotter here from LBQ. We're going to demo some bits of software right towards the end. And what we're discussing is the challenge of COVID and the no more marking method. So let me just put a couple of things up on the screen, just go through the agenda. As ever, comments in the Zoom come to me only, they're not public, and you decide if you want to have your camera on or not, but the recording will get circulated with everyone who has signed up. OK, so here come at the slides. Let me see, let me get this up. You'd think I'd have mastered this by now, after all this time. OK, here we go. So what I'd like to go through, just a short session together, just introduction and context. We're going to meet Natalie formally in Gary in a moment. Talk about the Highlands story, little Q&A, little show and tell with LBQ. And then this is a key link I'd like to visit once you finish. I've got a couple of QR codes there. So there's the Highlands QR codes. If you've got a mobile phone to hand, you will need one actually, or another tab on your device. So you're going to do a little bit of survey and play with the software. And then there's the QR code there for learning by questions. So on your mobile phone, if you just scan those QR codes, it'll take you to two landing pages. I'll show those to you at the end as well. So you can have a little play with that information. So let's kick things off formally. So the session was pitched at how one school in Haverin wrote the challenge of an extremely diverse cohort without sacrificing the staff wellness. And this is music to my ears. And we were just having a quick chat about, Natalie said something quite that resonates with me strongly. And we'll pick this up in a moment is how she changes the way she approaches marking and never going back to how things were before. And I guess, especially after two years of COVID and all the pressures that all of us have faced in our schools, certainly staff wellbeing should be at the forefront. And a lot of schools that I work with are really looking at feedback, marking assessment policies and trying to do things differently. So in terms of a little context, on the screen here, a couple of maps, there's a little map of the South East coast of England. And you can see where Highlands is. Let's just zoom in a little bit to London there. So it's on a border between Horn Church and Rumford. Natalie, correct me wrong if I've got wrong any facts in a moment. Very diverse cohorts, very challenging part of the country. And their situation has not been unique. We've all gone through COVID, across Harvard, I suppose, schools have always been made up of pupils from vast different backgrounds and abilities. So people watching outside of the UK just giving you that context there. But interestingly, after COVID, it's become a little bit more extreme. So Natalie will give us some information in a moment. And how Highlands Primary School managed to take this in their stride and keep staff away from being crushed in this process with extreme, additional workload with COVID, but things that we can do in our control, such as reducing that marking burden, we're gonna find out. So I've got Natalie here and I'm gonna ask also Gary just to say hello so everyone knows who's who. And then we'll get into our little Q and A. And I've got a little survey I'm gonna do in a moment. So I'm just gonna turn the screen off. Natalie, could you just say hello and introduce yourself to everyone? And then I'll ask Gary to pop in. And you just need to unmute your microphone, Natalie. There we go. Can't hear you, Natalie. Gary, maybe if you go first. Yeah, hi. Yeah, so I'm Gary Trotter from Learning By Questions. And... Hello, Rob. Oh, there we go. We're here now. Shall I carry on? I'll carry on anyway. So yeah, I'm an ex-WHO teacher, primary school teacher from North Consulate. I seem to be having quite a few problems with... Gary, I'll send a message to Natalie. Yeah, so yeah, so primary school teacher, WHO teacher from North Consulate, but also I've worked with EdTech for over 20 years and I'm now part of the LBQ team. We've been working with Highlands for a while now and they're gonna be an ambassador school for us as well. So we're pleased to have them board and it's a really interesting story that hopefully we're gonna hear in a few minutes. Okay, I'm just gonna ask Natalie to give it one more try. Thank you, Gary. I'm just gonna... Let's see. Okay, Natalie, can you hear us okay? Because you're the star of the show, so I'm gonna make sure that we can... Hello. Yeah, there we go. I can hear you. Little bit of a delay. No, that seems better than in and out with what you were saying. Hopefully, I think we're okay with that. A little bit, but I think we're okay now. Okay, can I get you to introduce yourself, Natalie, to everyone and tell us a little bit about the school before we kick things off formally? Can you hear me? Yes, we can hear you fine. Yeah, of course, absolutely. Perfect, oh. Panic over. Hello, everybody. I'm Natalie Palmer. I'm the assistant headteacher at Thailand's Primary School. We're just on the outskirts of London, so we're on a border of... We're in Havering on Hornchurch and Rompford. So, yeah, it's pretty much our location. I am also the maths lead at our school as well as the lead of assessments. So, COVID has definitely been a challenge in many, many ways, but definitely when it came to the aspect of assessment and the concept of how our no-marking in our school has absolutely facilitated that. So, we've been a no-marking school now for nearly five years, give or take, and very much along the lines of verbal feedback and no-marking books in any shape or form for the entirety of our time being a no-marking school. Fantastic. So, thank you, Natalie. Now, I'm going to ask you some questions. So, everyone, I'm going to do a bit of a talking head, but before I do, I just want to get things back on the screen for a moment. Just take Natalie off there. So, on your devices, please, I've got a little server here. I just want to know a little bit more about the audience so we can frame our conversation to suit you. So, at the top of the screen, you should be able to see a hyperlink. Fingers crossed, this looks like I've got a little technical glitch here. Let me just try again, you know, such as the world of Zoom and everything else. If not, I'm going to stop this. Let's see. Let's try one more time. Otherwise, we'll get straight down to business. No, I'm going to ignore that, right? My apologies, everybody. Okay, so let's turn that off. Let's just get back to conversation. So, Natalie, tell me a little bit more about Highlands Primary before the pandemic. What was the kind of context and, you know, diversity of your students at the school? Yeah, we've always had a higher fluctuation of children coming in. The mobility within our school has always been quite, being a border school, like I mentioned before, between Horn Church and Bonford. We've had, sort of, quite a mixed cohort. But then, very much so, we've always had a high fluctuation from children moving from inner London schools to outer London, where we would be classified. But we would have to say that, post COVID, this was just completely thrown into an array. We saw the largest amount of additional children that we've ever seen enroll within our school. And the variety of that cohort was, again, like something we'd never seen before, such as high intake of children with English as an additional language, our free school meal premium and pupil premium allocations skyrocketed. And we found that that was through the inner London changes coming into Essex. But we definitely had, well, certainly within my teaching career before. So, for example, we had children coming from different countries. I mean, we've always had a high intake of children with EAL. But particularly after COVID, we had children from so many different countries, Romania, Lithuania, and they would, particularly, going back and forth between those countries during COVID, it was just an absolute mind-boggling, really, in terms of how we were ever going to start the process of ensuring that we were giving the best for these children. There's a slight delay on your side in terms of connection. We are hearing everything you say, but I think there's a bit of a five-second delay. So I'll persevere, but at least in my research, schools with a very disadvantaged or diverse cohort are typically schools where learning is a bit tougher and harder. So where do you start with a situation like that? You know, in terms of assessments, running assessments for students, finding out what their needs are, give people a little bit more context where do you start? I mean, in terms of prior to COVID, it was always ensuring, obviously, that those children were settled and that they were comfortable within the classroom environment and then following through with baseline assessments and sort of just getting a gauge of where those children are in terms of where they've come from and how they would then fit within our class cohorts. COVID was no different. After the pandemic, we obviously had a huge influx of children and we had to make sure that they were confident, comfortable and very much well-being was put at the front and foremost of our approach to this. So with the baseline assessments, we have used an array of different things before, however, to ensure that we were providing the best for our children as they came in, we decided that with those baseline assessments, it was going to be better to use an online facility for reading and for maths. As a school, we chose LBQ, which is very quite heavily affiliated with White Rose Math, which is something we use within our school as well. We used the end-of-year assessments for those and as a no-marking school, it absolutely worked perfectly. The children were able to log on, work through the assessment at their own pace. It was very much individualized for the particular children that we were assessing and gave us data that was just staggering. I mean, for example, we had gaps, in maths abilities in ranges like we've never seen before. So for example, I'm a Year 6 teacher and we currently have children who still have gaps in knowledge from Year 2 curriculum. So we have, at the moment, the idea of assessing and then teaching gaps in knowledge from Years 2 to Year 6. So the extremity of gaps is like something we've never seen before. So with that in mind, we, in using LBQ, those assessments were accessible for those varied cohorts. We needed to make sure that those assessments weren't knocking the children's confidence and sort of setting them back even further than the two years that they had lost. But what we absolutely loved out the baseline assessment that we did was one, obviously, that the marking is done for us and the children get that individual feedback in the moment of them actually assessing the assessment. And they were able to work at their own pace and we just build the confidence as they went through as well, which was the first and foremost... Because I know there's a bit of a delay, I'm going to just start to pose my question before you finish. But we've got Gary on the call also from LBQ. And before I come back to Gary, who is a former teacher and works with LBQ, who will be showing everyone the resource just for people, could you give us a little insight into what LBQ is from your perspective, Natalie? How it's, you know, why did you introduce it? You know, what progress have you seen the children making as a result? And then we'll also talk about staff well-being in the moment. Absolutely. So we, first and foremost, we needed those children to be settled before we could even consider the learning that would need to do baseline assessments within the first couple of weeks. We waited, we ensured that they were comfortable within the classrooms again. But then through the use of LBQ, the low stakes assessment, if we can call them that, it was an element of fun, I suppose. The children didn't feel like they were doing assessments. They were online. They were colourful for them. They had visual clues for these children, for the whole cohort, sorry. The children, like I said before, was given individual feedback, which inevitably led to a greater success for them. I suppose the best way to describe it is that the children were learning to learn again, but they didn't realise it was in the format that they were used to when we were in school before remote learning. I mean, I have three children in particular who spring to mind. All three have EAL, as English as an additional language. All very low ability. But through the use of the assessments of LBQ and the subsequent interventions that we've been able to put into place with LBQ, they have been able to make progress through the visual support that the programme gives. It sort of gives them something to hold on to, whether it be a number line or some sort of other imagery that gives them prompts and something that they can visually see, even if they're not understanding the language of the question. So it's so diverse. It worked absolutely perfectly for our whole cohort. Again, everybody was moving at their own pace. So even the children who hadn't enrolled in the September time and were previous children of Highlands, they were able to work at their own pace, get used to the aspect of the classroom again. Essentially, it was, again, just building the confidence of learning how to learn again. And I'm a very firm believer that we can't do anything unless we've got the confidence to do it in the first place. But yeah, essentially it really, really did inform us as teachers but also supported us as teachers as well because not only did it help fill the children's gaps in knowledge and give us, as teachers, the understanding of what those gaps were, it also gave us the idea of, okay, well, we don't have to sit down and mark 30 different reading papers, 30 different letters of papers. Because of the concept of LBQ, it just took that overwhelmed feeling away from us. The question- Definitely, again, I'm going to interrupt because I know there's a little delay on your side, but you mentioned the word confidence. And I've been researching teacher wellbeing for nearly a decade now. And we know that staff wellbeing, particularly COVID, has been even higher on the agenda. And I know from my travels to schools around the world that marking is the number one thing that drives teachers crazy. How were the spirits of your staff in your school before the pandemic and where are they now? I mean, when we went over to being a no-marking school, the, I would say, the spirits lifted completely. It was a bit of a transition and very much so a learning curve. We were about five years ago now, we've been no-marking. So we had lots of training on it, very much a step-by-step element to going over to this process. And we just took our own time with it. We made sure that the children were happy with it as well. And so it wasn't so much of a shock to them when they weren't seeing the dreaded red pain and the ticks and the crosses and the neck steps and things like that. So it was very much a learning curve for us all. But yeah, that was about five years ago. And it has literally been one of the best things I think we've ever done within our school. So yeah, that was before pandemic. And I feel that because the pandemic literally affected every single one of us, the confidence and the well-being of staff completely took a hit 100%. Everybody worked so hard, whether you were in school teaching, whether you were remote learning teaching and the thought of returning to school knowing that these children had lost two years of learning, essentially. And the inevitable assessments that we would have to do was just so exhausting to consider, especially when we're thinking along the lines of assessing these children, but then also implementing the teaching and learning that we would have to do as a result of the assessments. And it just was a bit of a, whoa, okay, how are we going to do this? So yeah. I know my research when I published my research from verbal feedback just before the pandemic, the teachers told me that they were now doing different approaches to marking, essentially removing that burden of time and instead planning better lessons which met the diverse needs of their kids. What are your staff now doing if they're not marking? Well, we are essentially giving time back into that quality teaching again. With the time that we would have spent marking hours upon hours of evenings or weekends sometimes as well. I mean, those trolleys that we used to bring out of a weekend full of books was just heart rendering sometimes where you think, well, that's my weekend gone. It's given us as teachers a life back, but it's also enabled us to put back into the love of teaching that we all have. Our schools now are essentially picking up on the misconceptions of the day. So very much in the moment teaching. So it would be particularly for a maths lesson, a group of children haven't particularly understood a concept. We can now put that time into addressing those misconceptions either the following day or in a small group session in the afternoon, those kinds of things. We've got the element and the beauty of time back again and being able to really put the focus back onto the teaching which first and foremost is I believe what we should be doing. Yeah, number one priority. Absolutely, yeah. Now, there are so many things to be, there's so many solutions and things that schools can choose to do. And obviously you've explained your school context which sounds very rewarding as well as very challenging. For other schools or teachers watching out there that might find themselves in a similar context or wondering how they can start a no more marking approach and be a no more marking school. What would you say is the most important thing for them to consider? You've been on this journey now five years so you're now into the well-embedding and refining stage, aren't you? So what would be your advice? Don't go all in in the first instance. Don't just completely scrap everything that you already have in place. It was really a case of building the ethos within our school. We had to have teachers buy into it as much as our SLT and our MLT. It was very much a case of taking it step by step maybe starting with one particular subject. Maths, for example, it lends itself very, very well to the no marking aspect and giving verbal feedback and having the answers already available within the classroom, that kind of thing. So take it step by step would be my one recommendation most definitely. Great, well, I'm going to bring in Gary for a little kind of show and tell. Thank you, Nassil. I'll put you off the spot for a moment. Gary, could you maybe give us a couple of things on the screen for people to see, people that have not seen LBQ before and tell us a little bit of what it can do? Yeah, can I just show my screen if that's okay? Yeah. Two seconds. Hopefully this is the one here, that you can see. Hopefully, can you see learning by questions? Yes, all clear. Yeah, so it's been great listening to Natalie and I'm really interested in this idea of no marking because as an ex-prime school TWA head, you can imagine, spent a lot of my life marking and one of the reasons I absolutely love LBQ is because it does the marking for you. Now, you know, it can't do everything. I'm not suggesting that, but it certainly can help and I know that it's helped at Highlands. Interestingly, one of the things that Natalie will tell you is how much time LBQ can save, not just for teachers, not just in marking, but also in planning as well because with LBQ what we've done is we've put over 90,000 questions together, grouping again the question sets for English maths, primary science, some jobs in history as well. And these can be sent to the children's devices and as Natalie said, they can work through at their own pace. And one of the great things about learning by questions is we then give them the immediate feedback through LBQ. And so what you can see here quickly is this is the LBQ. So you log into LBQ, this is the page you go to and how do you find resources? Well, we're about saving time. So there's several ways. One is you can just click on mathematics here and I'll show that in a second and then you can search through our resources and find what you need. So if you wanted those assessments for let's say end of year assessments, they can be found very quickly. But also what you can do is you can plan, you can condorize activities. So if I want to now you see I've got three activities already set up here ready for today for particular groups and I could just start them from here. And I can also, if I scroll down, you can access schemes as well. But if I just let's say click on maths for example, mathematics, this will take us to the national curriculum subtopics here that you probably recognize, number and all those things that are on there. And then if I scroll down, you'll notice we've also got things like just skills, reasoning, problem solving, assessment. We do align with white rows. We support all old schemes. We're a tool we can use on our own, but we have worked with white rows as well if you're looking at maths. But let's say we go to assessment and you'll see here I can bring up our assessment question sets. So things like SAT practice, end of year reviews, loads of topic reviews on here, multiplication and ready to progress activities. And then if I just find let's say end of year four, curriculum review, not arithmetic, you can see here the question sets that we have and you can review the questions beforehand. And if I click on the images, you'll see and Natalie was talking about the range of imagery that we have that supports the children as well as the feedback that they get. So by clicking on these images, you can view the different types of bar models and images that we use to support. So once you've gone activity, you can then send these to the student devices. And if I click on here, when you send to a student device, what you'll see is we generate a code, this code here. And what I can then do is once this code's created here, I can send a link to the student. So they can either click on this link or they can use a free app that we give on the device and they can join there. Now what I'm going to do is I'm just going to paste the link into the chat. So if anybody would like to have a go at joining us in this activity and get a child's perspective, then please do click on the link and I'm going to show you how the child connects so you can follow that and you can join me. Don't panic if you can't join, but if you can, you're welcome to do that. So I've posted that in the chat. When you click on that link, what will happen? It'll post the code for you. So the children don't even have to put the code in, we do it. If I click go, it will ask, are you in my class? Now again, we're talking about saving time. So no need for CSV files or long files of children. The children actually enter the class themselves. So you can see I've already had some children enter, but if you do join, if you're not on that list, you can click I knew. I can see somebody already is, I think looking to join. So I'm going to click I knew. So I put in my name and then click go. And at this point, you create your own personal code. It's a number, a color and an object. And that means that LBQ will remember you next time you log in. And so if you've halfway through an activity, we can resume it and you can join with those answers already in and carry on from where you last finished. So when I click continue, it's saying, oh, hang on, the teacher's waiting to let you in because I need to check that you are actually in my class. So you can see I'm actually now letting people into my class. So I'll come back to that in a minute. So you as a child, you can see there are three activities we can have running at any one time. I've just got one activity at the moment. So I'll click on it. And here now I can start to answer the questions. So what we'll see is if I click on an answer, so I'll have a go answering this one. And let's say I think it's image C because I'm looking at this and I'm thinking that's obviously 2,300 and something. So we'll put that in. And when I answer it, what you'll see will happen in a second is the number turns red and I get some feedback. Oh, actually I'm incorrect. So I now can look at that feedback and have a look what it says. And hopefully that will help me to have another go. As I said, they're low state question sets. So the children can make an error but not worry because they get some help to let them have another go. And it actually really helps to build up the resilience of children I think when answering questions because there's a fear of getting things wrong quite often in the classroom and this removes that fear. We've had children saying they love it because it's like having a teacher by their side all the time. They don't have to put their hand up necessarily because they get the feedback first and they can use that to help them. So I can read this and then we can retry. And so I can use that feedback to help me have another go and I'll answer again. You notice it turns yellow. That's because I've now got it right. What I love as well is that even when the children get a question, right, they get feedback, they get a model answer. So they're seeing the correct vocabulary. They're seeing a way of answering the question as well. And then you can just click next so we can have another go. So on this one here, you know, I can have a go at putting in the answer and I've got that one right. I'm just checking to see I've got some of the people want to join. So I'll just let them in there. There we go. Gary, I've got a quick question for you from Jenny. I can see how this works well for key stage two. What about key stage one? Yeah, okay. Well, I'd very much say that LBQ is probably a key stage two and above two. When you're buying to LBQ, you get primary and second resources. You get everything. We do have some year one and two resources, but because of the way we give feedback, we feel it's more of a key stage two resource. I do have some year two classes that use it because they find it, they like to use it with more able children year two. And I've actually used it with year two myself and they loved it. I left a class with Chandy. We want more, which was fantastic. But I would say it is more of a key stage two above resource. So I'm just going to answer this one here and then I'll show you what the teacher actually sees. So just do one more here and we can answer that and so on. So what I'm going to do now is I'm just going to go back as a teacher. And what you'll see is here's my class and you can see now I'm getting responses put in there straight away. And what I love about this is the teacher sees is coming in live. So these are live responses. And I can instantly see that if it's green, children are getting the question right. If it's red and empty, they've got it wrong once. But if it's red with a number in, that's how many times they've got it wrong. So I can see here, pupil 11, six attempts. So I know when I need to go and see particular children the feedback that we've had from children is they love it because the teacher comes to see them a lot quicker than they would normally. So they're getting the teacher attention much quicker because the teacher can see when they're making mistakes. If it's yellow, it means it wasn't correct but it's now correct. So a yellow with a two in tells me that they've had two attempts and now it's correct. What I might want to do here is click on that red six and I can now go and have a look at what answers are putting in. Ah, one, one, one, one, one. This person thinks they're right and we get this with children quite often. They'll put an answer in because they think it's got to be right. And so we can see if they need help. And sometimes it's a good way to get help because I need help, I'm just going to put an answer in but you can see here if there's any common misconceptions and you can correct them very quickly. So we can look at exactly what answers have gone in there. If we look at the top here, so I'm just going to go back. You'll notice that their color's on the top and this tells me how this class is getting on, not individual pupils. So anytime I can click along the top here and I can look at pupil responses. And if it's red, it tells me that most of my class are struggling. So I might want to get all your attention. So at this point, what I can do is pause the student. So if I go back as a student, I can no longer answer a question. I can then draw the children's attention to the front. I can click on view responses. So here I can see, right, where they put in, well, Nick, every child's putting a cute angle in here, okay. So let's enlarge this image at the front of the class. So we can now see this at the front of the class. We have interactive tools on here. So I might add text, draw lines. But what I'm going to do here is just quickly draw in a line on here. So if I draw this line there, that's a right angle there. So we can see, teach you what a right angle is. There, that's it there. So I can say, right, look, there's a right angle and a cute is less than a right angle and obtuse is more than a right angle. And now if I tap this green button, what you'll find is I've now sent this question to the whole class. And if I go back, you can see as a student, I've not only got the question, I've got the little bit of help that I put in there as well. And hopefully now, if you answer that question again, as a teacher, I can get the feedback from those students. And you can see here, good, you're all now getting that. So that's great. So you can see who's getting it, who isn't it? If those who get it, good, we can stop that and then carry on. Those who aren't getting it, by the way, we can show names so we can see who those students are. We can call them over and do some one-to-one or small group interventions with them. So it's a great way to use this end to stop the class, do whole class teaching, small group teaching, intervention, and so on. Now, at any time, we can either add another task. So if I go to add a task, because I might find some students are struggling, I might want to find something less challenging or if they're finding it too easy, something more challenging. So what I could do here is add another task. I've got a short read. So English, let's say, I can just start that task. And now I've got two tasks running. So you can even run Maths and English side by side there if you want to. The other thing as well, I can even go back and resume a previous task. So if I've already started an activity and I want to continue it, I can load a task I started earlier. And if I resume that task, you'll see it will load with data already in there. And when students log in, they'll carry on for where they last finished. So we can have up to three tasks running simultaneously and that could be for differentiation or it could be different subjects. It's up to you how you do it. Harry, I've got another question for you here from Emmanuel. Could this be used as a platform to set homework? And would students then, you know, obviously kids get their own login? Yeah, yeah. So basically it's an online tool. So LBQ can be accessed from anywhere. So during lockdown, people used LBQ, who had LBQ used it as the core solution for remote learning quite often. So we see it as an in-class teaching tool where it's most effective, but what you can do is you can leave any activity open until, as you can see, my activity is open until midnight today. So children could when they go home, as long as they have that link that I sent out, they can log on and they can do this activity at home. At the end of the day, it closes down and then what you can do the next morning is have a look at those results and we'll come on to that in a second. See how they got on. Now, you know, what I see sometimes as teachers, they set homework on Monday, they check it on Friday and on Friday they find out that the children have got a completely wrong on Monday and been doing it wrong all week. It's really disheartening for the children. It's really disheartening as a teacher. What we can do is say, how are they getting on? Great, they're going, okay, let's reopen it. And if they go again the next night, it takes seconds to restart. Kerry, I'm mindful of time. If I give you another minute, what could you show us? Okay, so what I want to do then is, is at the end of this, when you close all this down, every answer is saved. So what Natalie was talking about is rather spending your time on marking, it's about spending time on reflecting on what's happened in your class and where do you need to go next. So what I can do is at the end of this, I can go into what we call class track. And if I show class track here, this brings up all the activities the children have done. And so you can see here, we've got all the activities and these columns represent the activities. And I can instantly say from this, if I look at Rachel R, there's a lot of green and a lot of full squares. So Rachel R is getting a lot of right answers and completing a lot of tasks. Where I can also see is that if someone's got red and small square, there might be an issue. And at any time I can click on that column and go back and review that lesson. What teachers love is rather than spend their time marking that having a look at what has happened in my class. So who are struggling? Who haven't got so far? Who are getting through this very quickly? And instantly you can see here on this activity, the understanding, not much of a problem, loads of green, so understanding is great. Fluency actually, it's not too bad. It's getting on, it's reasoning and problem solving. Suddenly we get into problems. And what you want to know is, what are those children struggling on? So I can see question 22 here is causing problems, the red. But if I go to our dashboard, that will actually bring up the questions the children are struggling on. So I can see here, straight away, I click on that question. This question is causing most problems in my class. Let's have a look at what they're putting in. Can I see if there's a common misconception? Can I see if there's a common mistake? Can I correct this very quickly? And then the next day, rather than waiting to the end of a week to find out there's a problem, I can come into the classroom first thing the next day, bring this question up. I can teach this to the children. We can actually write on here using our tools. And I can check they've got it. So it's about intervening where the problems are occurring very quickly. And it allows me to track exactly what is going on with the children here. And you can compare best and last results. So you can start to check progress and how children are making progress as well. Thank you, Gary. I'm going to pose lots of thoughts and questions. So to everyone watching, put your question in the chat box that comes to me and I'll pose it on your behalf. But Gary, obviously this reduces a huge workload for teachers. I've got all the things that are already there from your curriculum. Can I also tailor my own pathway within it, within the software? There's a few things. One is obviously you can go in and just find the resources that you want as and when you want them by just clicking on the arrow here. The other thing that you can do is we have some of course schemes. So for example, if I go into maths here, you'll see that we have the white rows we can link to. And we've aligned our question sets here. So if I click on this, you'll see it opens up and links to prior learning, OBQ, small steps and things. But we're also developing what we call within schemes where you can actually do exactly the same thing yourself and you'll be able to create your own scheme. So there's new things coming in as well. Gary, can I ask you if you just take the screen off to bring things to an end? But fantastic. So there's tons of stuff in there. I guess the hard question that I know Gary will find difficult is I suspect people are thinking how much does it cost? I'll put the link in the chat box for people to look and I'll send you the link also to Highland's primary score. I'm just going to bring Natalie back in to finish. I guess my first question, Natalie, I've got lots of thoughts. One, I think it's important that we all work hard to try and change the narrative and mark it. And obviously you're well on that journey. One technical question about LBQ, do you use it with Key Stage 1, Natalie? We have done with Year 2, like Gary mentioned. We have used the end of Year 2 assessments. We use them for intervention groups, but we do use them primarily in Key Stage 2, most definitely. It can be adaptable for Year 2, definitely. There is just one other thing, Ross, just to put it in there. Again, something you can do with this as well is we can do what's called ad hoc questions. And therefore with that, you can actually ask a question off the top of your head and get a response. But also with our question maker, you can actually create your own question set. So yes, you can create your own question set. So if somebody in, you know, wanted to create something, they possibly could. But we're very much about reducing workload for teachers and we're aware of that. But we do have our own question maker to allow you to create your own question set. There you go, folks. So you can either do it by hand or use some technology and work a little smarter. And, you know, we know that the research and retrieval practice is conclusive. Really good for children's motivation, mental health. It definitely stops teachers having to mark tons and tons of stuff. And the data that you get in the moment is essential. And there's lots of solutions out there, but I'm a big fan of LBQ. Gary, how many questions do you have on your database? It's 10,000. I've had 90,000 questions, I think, and, you know, probably 91,000. And, you know, it's growing all the time. And I have seen the physical books, actually. They're enormous. Yes. There is the paper version of the books, folks, if you want them. Right, I'm going to wrap things up. Can I say thank you to Gary for your wonderful slick demo, Natalie, 17 more sleeves for you. Thank you for all your hard work and your amazing work to try and reduce this market narrative and raise the profile of staff well-being. I've got a final question for you both to wrap things up. What do you both hope to have under the Christmas tree? Oh, I don't know. Well, I'd have a Ferrari. I could have a Ferrari, yeah. Well, thank you. Well, thank you, Natalie, your last chance. Do you know what, after this week, I'd say a new car as well. A new car, there you go. And I've got one final tip, inspired by Dylan William, many of you know, but in terms of marketing approach, 25% mark, 25% get the kids to do self-assessment, 25% peer assessment and 25% skin. So there you go, quarter marking, do it in chunks. And we know marking is one part of feedback, feedback, feed up, feed forward, verbal, written and non-verbal. There are many ways to provide kids with feedback. I'm going to leave it there, Natalie. Thank you very much. Lovely to meet you and lovely to hear all your amazing work. And Gary, thank you very much once again from LBQ. My name is Russell Gill. I hope you're well, keep safe. I will send the slides and this video recording to you tomorrow. Have a lovely evening and thank you for joining us. Bye for now. Thank you. Bye, Gary, bye, Natalie. Thank you.