EdTech Evidence -
Why it Matters
EdTech Evidence - Why it Matters
We believe it’s important that edtech vendors are transparent about the evidence they have for their product, and the basis on which they make efficacy claims.
So we’re sharing the journey we’re on to improve our own edtech evidence.
Here’s what we’ve found so far:
The impact of our product
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“The effective, timely and efficient data management provided by Learning Ladders contributes to continuous school improvement [...] improves teachers’ use of time, reduces time-pressure stress, and improves teacher motivation and engagement”.
Review by Dr J Campbell & Professor N Kucirkova (2023)
- Schools switching to Learning Ladders increased average KS2 SATS results by more than the national average
- Over 90% of schools renew their licence each year.
- 2 x BETT Award Winner ‘Best Whole-School Product for Teaching, Learning and Assessment’ / Teachers Choice Award / consistently top-ranked on comparison platforms.
The impact of what we do
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Better data use.
Research points to data-based decision-making contributing to increased student learning and achievement (Lai et al 2014, Poortman and Schildkamp 2016, Van Geel et al 2016). -
Better parental engagement.
“The effect of parental engagement over a student’s school career is equivalent to adding two or three years to that student’s education.” John Hattie, 2008 “What parents do with their children at home is much more significant than any other factor open to educational influence” Desforges and Abouchaar, 2003.
Our evidence
At Learning Ladders, we believe it is important that EdTech providers are transparent about the evidence behind their products and the claims they make.
We therefore draw on multiple sources of evidence to understand and demonstrate the impact of Learning Ladders in schools.
1. Independent quantitative analysis
We commissioned an independent statistician to analyse publicly available KS2 (end of Primary) SATS data in England, comparing outcomes for schools using Learning Ladders with a wider group of schools over the same period.
The analysis focused on Reading, where the starting points of the two groups were broadly comparable.
Over the following year, schools using Learning Ladders showed a higher average improvement in Reading outcomes than the comparison group. The average percentage change was 1.71% for Learning Ladders schools, compared with 1.54% for the wider group.
This represents a small positive difference in favour of Learning Ladders schools within the dataset.
Interpretation:
This analysis provides indicative evidence of a positive association, but does not establish causation. As with all real-world school environments, many factors may influence outcomes.
2. Research-informed design
We engaged Dr J Campbell and Professor N Kucirkova to independently evaluate the scientific basis of our theory of change.
Their review concluded that the Learning Ladders model is supported by established educational research, particularly in areas such as:
- Formative assessment and identifying gaps in learning
- Responsive teaching and targeted intervention
- Consistency and reliability of teacher judgement
- Effective use of data by school leaders
- Parental engagement in learning
These are widely recognised as key contributors to improved pupil outcomes.
3. Evidence from practice
Learning Ladders is used by schools globally to support teaching, leadership, and parental engagement.
Schools consistently report improvements in:
- Clarity and consistency of assessment
- Teachers’ ability to identify and respond to gaps in learning
- Use of data by middle and senior leaders
- Efficiency and quality of reporting to parents
- Engagement between school and home
Independent reviews and customer feedback platforms consistently rank Learning Ladders highly across pupil progress tracking, data management, and parental engagement.
4.Independent validation
Learning Ladders has been recognised through independent industry evaluation, including:
- 3 × BETT Award Winner (Best Whole-School Product for Teaching, Learning and Assessment) or Highly Commended
- Teacher Choice Awards
- Consistently high rankings on independent review platforms
We are also a founding member of the EdTech Evidence Group, contributing to raising standards of evidence across the sector.
Bringing this together
Learning Ladders is designed to improve how schools understand pupil progress, identify gaps in learning, and take timely action.
The combination of independent analysis, research-informed design, and evidence from real-world use provides a coherent and credible picture:
Learning Ladders supports better-informed teaching, stronger leadership oversight, and improved engagement with pupil progress — all of which are key drivers of improved educational outcomes.
To be notified when we publish new evidence, click here.
