Learning Ladders has been accepted into the Learning Cabinet, a globally curated EdTech discovery platform that helps education decision-makers identify and evaluate education technology using a structured evidence framework.
For schools, school groups, districts and governments choosing EdTech, that matters.
With hundreds of assessment tracking, curriculum and school data products available, it can be difficult to distinguish between marketing claims and solutions that have been independently scrutinized against clear criteria.
The Learning Cabinet has been created to help education leaders make more informed choices.
Learning Ladders is the first and currently the only pupil progress tracking, curriculum assessment and school improvement platform to have passed the EdTech for Good framework assessment, and be accepted into the Learning Cabinet.
What is the Learning Cabinet?
The Learning Cabinet is a global discovery platform for education technology and a joint initiative developed in collaboration between UNICEF, the Asian Development Bank (ADB), Arm, and the Ministry for Foreign Affairs of Finland.
Solutions listed in the Learning Cabinet are evaluated through the EdTech for Good Framework, which considers five areas:
- Safety First
- Impact on Learning
- Designed for Children
- Ready to Reach All
- Leave No One Behind
The assessment considers areas including data protection, safeguarding, evidence of impact, pedagogy, user experience, accessibility, local adaptability, affordability, scalability and inclusion.
Learning Ladders has completed this expert-led assessment process and has now been accepted for listing in the Learning Cabinet.
Why does this matter for schools considering Learning Ladders?
Schools increasingly expect more from EdTech providers than a compelling product demonstration. They need to understand the evidence behind a product, how pupil data is protected, whether the technology can work in their context, and how it supports effective teaching and equitable access.
Our inclusion in the Learning Cabinet provides school leaders with an additional external reference point when evaluating Learning Ladders.
It also reflects an approach we have taken for several years: being open about both what the evidence tells us and where further research is needed.
Learning Ladders has developed a formal logic model and theory of change, independently reviewed by education research organisation WiKIT.
Its review found the Learning Ladders logic model and theory of change to be well supported by existing scientific literature, including research around effective use of assessment data, teacher efficacy, parental engagement, student motivation and engagement.
We publish our evidence base and supporting research so that schools can examine it for themselves.
What does Learning Ladders do?
Learning Ladders is pupil progress tracking, curriculum assessment and school improvement software for Primary and Early Years schools, with a particular strength in international education.
Schools can use Learning Ladders with national, international or their own bespoke curriculum and assessment frameworks. Teachers record formative assessment against clear learning objectives, identify gaps and intervention needs, and use the resulting information to inform next steps in teaching.
School leaders can analyse attainment and progress across pupils, classes, cohorts and groups, while retaining the flexibility to work with the curriculum and assessment model appropriate to their own school.
Learning Ladders also connects assessment with parental engagement through Ladders at Home. Parents can receive personalised information about their child’s learning, reports and guidance on how to support learning at home. Parent-facing information can be translated into more than 100 languages, helping schools communicate learning more effectively across multilingual communities.
The aim is simple: make assessment information useful.
Rather than collecting data primarily for reporting purposes, Learning Ladders helps schools use that information to identify what pupils know, where gaps exist, what teachers should consider next, and how parents can contribute.
Evidence, safety and impact increasingly matter
We believe the direction represented by the Learning Cabinet is important for education technology.
Schools should be able to ask not only “What does this product do?”, but also “What is the evidence behind it?”, “How has it been designed?”, “Is our data safe?” and “Will it work for our pupils, teachers and community?”
Being accepted into the Learning Cabinet is therefore an important milestone for Learning Ladders and a further step in our commitment to transparent, evidence-informed EdTech.
Furthermore being graded as having ‘Moderate’ evidence (one a scale from Emerging, Moderate and Strong) is a significant achievement for a platform such as ours, where the nature of what we do precludes the kind of evidence needed for a ‘Strong’ assessment. This is the highest level of evidence that we could have hoped for.
What does this mean for me and my school(s)?
For schools already using Learning Ladders, it provides another independent framework through which the product has been assessed.
For Schools, School Groups, Districts and Governments considering Learning Ladders, it provides another reason to take a closer look.
Explore Learning Ladders in the Learning Cabinet
