Our school shut on Tuesday 29 September. Two hundred and nine students carried on doing mathematics from home that fortnight, because the course they needed was already running. This page is about how that was built, how fast, and what it would take to do it for you.
These are counts from the system itself over the fourteen days from Monday 28 September, not an estimate written afterwards.
209 students who used it
49,033 questions answered
976 written answers submitted and marked
52 lessons worked through
8, Year 7 to Year 13 year groups covered
7,494 answers from 107 students busiest single day
46,122 answers from 189 students in Years 7 to 11, and 2,917 from 20 in the Diploma years where the work actually was
123 students who went back and redid written work after reading the feedback
100 students who returned on five or more separate days
What is not here, deliberately: the cohort's success rate and the academic integrity data. Both are real, both were useful to us, and neither belongs on a public page about other people's children.
A closure does not fail for want of a website. It fails because nobody is standing there to explain. A worksheet in a shared drive assumes a teacher will fill the gaps, and at home there is no teacher to fill them.
So the rule the whole thing was written against was the page is the teacher. Every lesson had to carry the explanation, not just the exercise. Each question had to mark itself and say what the wrong answer meant, because a student working alone at nine in the evening cannot wait until Thursday to find out they misread the question.
And the written work had to be read. Nine hundred and seventy-six written answers came back in a fortnight. A pile that size only gets marked if the marking is built in from the start.
That is the number I would want to know if I were buying this, so it goes before anything else I could say about quality.
The platform was deployed 98 times across 12 of those 14 days, an average of eight a day, with 24 of them on the first day of the closure. That is not a build that was handed over and left. The teachers using it told me what was not landing, in the corridor and over message, all day, and I rewrote it while they were still teaching with it. A lesson that was too long on Monday was shorter on Tuesday.
The deployment record is Vercel's, not mine, so it is one claim on this page you can take as audited rather than asserted.
This is my account, not a quotation from anybody. The feedback during the closure was continuous and spoken, which is why the thing changed so often, but nobody wrote any of it down at the time. So there are no testimonials printed here and I am not going to invent any.
For a student, the day had a shape again. Open the lesson, read the explanation, answer, find out immediately whether it was right and why not. The part I did not predict was how much the written work mattered to them: 123 students went back and rewrote an answer after reading the feedback on it. Nobody made them. There were no marks attached to doing it twice.
For a teacher, the change was knowing. In a normal closure you find out in week three who has done nothing. Here it was on one screen, per student, per lesson, the same morning, which meant the phone call home happened on day two instead of day twelve. The marking still took real hours. What it stopped being was guesswork.
Content was written in code against a contract, and a gate ran before anything reached a student. The gate does three things no human reviewer does reliably at that speed:
That is the difference between material produced quickly and material produced quickly that you can put in front of a parent.
Two shapes, and which one depends entirely on how much time you have.
Both are quoted once I know the year groups, the curriculum and the date you need it working, and both take half up front, because the writing starts before anything is delivered. There is an optional yearly figure for keeping it current after the first term.
The honest limit, said up front: this is written and delivered from Bangkok, asynchronously. It is not a teacher in front of your class. It is what your students do on the days there is no class.
Keith Spencer, a serving IB Diploma and Career-related Programme Coordinator and Head of Mathematics, thirty years teaching US, UK and IB curricula. I built the thing described above for my own department, during the closure, while also coordinating two IB programmes through it. That is the whole claim.
You can judge the standard without talking to me. There are 161 IB mathematics lessons at ksmaths.com/lessons, free and with no sign-in, each with a teacher page behind it. If those are not good enough, nothing on this page matters.
Three lines is enough: the year groups, the curriculum, and the date it has to be working. If a closure is already running, say that first and I will tell you the same day whether the fast shape is possible.