a personalised learning programme;

bright, colourful interactive assessments with a minimum of multi-choice questions which are adaptive to individual abilities and hence provide a positive learning experience;

personalised learning materials which match the learning gaps identified by the diagnostic assessment and are accessible from anywhere the Internet is available;

additional learning materials to help understand the application of the underlying skills to functional scenarios.

a reliable suite of assessments which automatically mark, thus cutting the tutor’s work load;

an initial assessment which provides a dyslexia/dyscalculia screening process;

a diagnostic system which identifies the learner’s individual strengths as well as individual skills gaps;

an Individual Skills Plan (ISP) automatically generated from each learner’s diagnostic results;

a group profile which aids meaningful lesson planning;

learning materials which initially help fill the learning gaps in each learner’s underlying skills;

effective, accurate initial and diagnostic assessment;

allocation of only relevant learning resources should cut time, and hence cost, spent on raising learners’ skills to the appropriate level.

ability to oversee the whole organisation’s assessment process and results;

ability to oversee the whole organisation’s progress.