System map
Tap any circle or label to trace its connections. Red lines are community pressures, orange lines are outside pressures, green lines are community assets, and grey arrows are knock-on effects. Press play to watch the year unfold.
Moving lines show influence flowing: faster flow means a stronger pull. Inside each circle, a busy orbit means the area is improving, a scrambling orb means it is under strain, and a slow ring means it is holding steady.
Nothing selected.
What's pushing on each area
What's emerging
Compare options
Each option is filled in priority order until it uses your staff time. Figures show the end of the period and the change compared with doing nothing extra. Tap a name in the chart legend to spotlight it.
Pupil outlook score by option
Trends
Tap or drag across any chart to read a half-term.
Best-value supports for this cohort
Each support tested on its own. Score = gain in the pupil outlook score per staff-time unit.
Model assumptions (editable)
These strengths are illustrative starting guesses, not figures from research. Change them to match what you see in school.
| Knock-on effect | Strength |
|---|
| Pressure hits | Points at max |
|---|
| Asset supports | Points at max |
|---|
Who does what for your current plan
Half-term checkpoints
Targets are what the model expects with your current plan. If real figures sit at or below the alert level (the no-support path), review the plan. The highlighted row follows the timeline.
| Checkpoint | Attendance target | Alert below | Reading gap target | Alert below |
|---|
What to measure for each support
| Support | Measure | How often |
|---|
Import school data
Or bring in figures from Bromcom in one of two ways:
- Pupil list, names removed (quickest). In Bromcom, build an attendance analysis for the period (Modules › Analysis › Attendance, or Reports › Attendance › Attendance Analysis Exports) with one row per pupil. Include attendance %, year group, FSM, SEN/ALN and gender, but no names, UPNs or dates of birth. Export to CSV and upload it here. The page works out group totals and persistent absence (missing 10% or more of sessions) in your browser and keeps only those totals. Groups under 5 pupils are left out.
- Group totals. Fill the template with one row per group: period, attendance %, persistent absence %, reading age gap, % reading 12+ months behind, behaviour incidents per 100 pupils. Blank cells are fine.
No school data yet
Import your first half-term above, or load example data to see how the group view works.
Latest figures by group
Arrows show the change since the previous period: green is better, red is worse. Attendance is rated green at 95% or more (Welsh Government's good attendance), amber at 90–95% and red below 90%. "Model this group" runs the model with that group's figures.
Gaps between groups
A gap is flagged when it widens or narrows two periods in a row.
Trends
Year 6 intake from cluster primaries
Each primary fills in the Year 6 transition return and emails you the file. Import the files here to see your next Year 7 before they arrive. Only group totals are shared, with small numbers hidden.
https://claude.ai/artifact/NC6P986m4mEpLy8dEMg3dmThe primary page is private until you share it from its Share menu, and it doesn't save or send anything by itself. Each primary downloads its return and emails it to you.
Pupil behaviour categories
Each category is an indicator built from the model's areas and outside pressures. Emerging means it is getting worse over the period; improving means it is getting better. It updates with your figures and plan.
System patterns behind the behaviour
Feedback loops that make behaviour spread or settle. A weakening loop pulls pupils down over time; a strengthening one builds on itself.
Problems flagged for this cohort, and what the research suggests
Each flagged problem lists supports in order of evidence strength. Evidence comes from the Education Endowment Foundation (EEF) Teaching and Learning Toolkit, the Youth Endowment Fund and Welsh Government guidance, checked 24 September 2026.
Every support: evidence and how to do it well
"Months" is the EEF's average extra progress over a year across studies elsewhere. It shows how promising an approach is, not what it will do here. Impact depends heavily on how well it is delivered, so evaluate each one locally.
Estyn inspection mapping
How this work gives evidence for each of Estyn's three inspection areas, and what to add.
How it works. Seven areas of pupil life, plus family engagement, are scored 0–100 for the cohort as a whole. Each half-term, every area moves part of the way toward a level set by community pressures, the other areas, and your supports. Feedback loops let small changes build up. If attendance and engagement both fall below 40, a downward spiral speeds the decline. Plans that need more staff time than you have run at reduced strength.
Externalities. Outside pressures and community assets are rated against a typical community (5 out of 10). Assets also soften related pressures. The school's own spillover shows as Family engagement, which feeds back into pupils.
Area ranks. WIMD 2025 ranks 1,917 small areas; rank 1 is most deprived. WIMD describes areas, not individuals. Ranks become pressures on a straight 0–10 scale. There is no WIMD domain for family pressures or digital access, so those stay as your judgement.
Limits. A thinking tool for cohort-level planning, built on illustrative assumptions. It does not predict what any pupil will do and does not replace safeguarding procedures or school data systems. Changes stay in this browser until you press Save for everyone.