Evidence & trust
Evidence built from instruction — not just assessment.
HandsUp helps schools observe instructional movement during classroom time, so evidence is not only collected after learning has already happened.
HandsUp supports instructional visibility — it does not claim causal proof.
What HandsUp observes
Signals and patterns — observed, not concluded.
Learning movement
Student progress through stages, observed during the lesson.
Instructional friction
Moments where learning appears to stall.
Intervention timing
When support appears to have been needed.
Differentiation opportunities
Where support or extension may have helped.
Teacher actions
Support decisions made during classroom time.
The language is deliberate: observed, appears, signals, patterns — never proves, caused or guaranteed.
What HandsUp does not claim
Clear about the limits.
Intervention effectiveness
Cautious by design.
When support appears to land, HandsUp says exactly that — it appears to have helped, based on observed signals, and is not proof. Outcomes are described in plain terms:
The wording is intentionally cautious so the signal is never mistaken for a measure of cause. It tells a teacher where to look — it does not pass judgement.
Teacher-in-the-loop
Teacher judgement remains primary.
Recommendations are explainable
Every recommendation shows what was observed and why a move is suggested, in classroom language.
Teachers decide
Whether, when and how to act stays with the teacher.
Teachers override
A recommendation can be ignored; nothing happens automatically.
Teacher remains primary
HandsUp informs professional judgement — it does not replace it.
For schools and systems
What it may help with.
Used well, HandsUp may help schools explore, and can support conversations about: