Planning, assessment and school records in one place.
Plan, teach, assess and run the school in one place. Peach does the repetitive work and turns the school's own records into next steps.
Workspaces
Connected workspaces for your teachers, coordinators and school office.
Change the next lesson when the marks come in.
01A quick check shows where students slipped
02Peach suggests a change to the next lesson
03The teacher accepts it, edits it or keeps the original
Peach prepares it. Your staff decide what happens next.
Every workspace uses the same school record.
The complete feature catalogue
47 features across 8 areas. All included.
01Plan and create
Plan lessons using your school templates and classwork.
Turn the curriculum and what the class needs into work you can edit and set.
Every draft stays private until a teacher publishes it.
01.1
A unit sits on the school's own template and keeps its outcomes, lesson sequence and assessment together. The department can reuse it, and the coordinator can review it before the class sees it.
01.2
Two teachers editing the same plan in two files is how sections drift apart. The department edits one shared plan, and it flows into every linked class marked From the shared plan. Each section still keeps its own dates.
01.3
Every session starts with the same unit being typed again from memory. Last session's unit is in the library with the comments the department left on it. Copy it, keep the parts that held, change the dates.
01.4
Fifteen types are here: written responses, file uploads, drawing canvases, auto marked choice and matching, and comprehension items with lettered sub questions. Group them into sections and reorder by dragging. The same paper works as classwork, homework or a unit test.
01.5
Each item is tagged to the outcome it tests and the rubric used to assess it. That gives staff the evidence they need when it is time to write the term report.
02Assess and respond
Review suggested marks and feedback against your marking criteria.
Move from a pile of submissions to feedback ready for review.
The school's AI grading policy determines when teacher review is required before release.
02.1
Reviewing thirty-one practical write-ups can take much of a weekend. Peach reads each submission and proposes a mark against your rubric, with the reason beside it. Your school's AI grading policy decides whether teacher review is required before release.
02.2
Correct one student end to end, or one question across the whole section. The second is faster when the class has all missed the same step. The teacher decides which way to work, paper by paper.
02.3
Use the rubric, levels and wording your department has agreed. Peach prepares proposals against that marking scheme rather than substituting a generic one.
02.4
Peach drafts each remark from that student's own work, naming what they did and what to improve. The teacher can edit the draft before it is released.
02.5
Moderation can change a mark. An override sits on top of the source result without deleting it, and the item remains unavailable to the student until release.
02.6
The work behind each outcome stays beside the judgement. In a parent meeting, the teacher can show why a level was given.
03See what needs attention
Review student understanding alongside the work behind each mark.
Find patterns across students, classes and time.
Peach can also conclude that nothing needs action. It does not invent busywork.
03.1
Most systems open on a count of unread things. The first screen of the day says which class needs the teacher and why. Everything else waits below it.
03.2
The same outcome across sections A and B appears side by side. A coordinator can spot a difference between sections and investigate the teaching context as well as individual student needs.
03.3
A sweep runs on its own, reads planning, marks and attendance, and returns what this class needs next. It runs on the school's schedule, not on a teacher remembering to ask. Zero recommendations is a valid result.
03.4
When nine students need the same skill in two subjects, Peach shows the pattern across both, from work already marked.
03.5
Every recommendation card cites the work it was built from. A teacher can open the submissions, check the evidence and disagree with the recommendation.
03.6
Turn what needs attention into a draft reteach, or discuss it first in a private thread. The history records who authorised it.
04Support each student
Give students support with the topic their class is studying.
Give students help that begins where the lesson left off.
Teachers control the context, help level and access.
04.1
Students see what is set, what is due and what came back, in one list. A revision keeps the earlier attempt beside the new one. The teacher can see what changed between them.
04.2
The tutor starts with the unit and classwork selected by the teacher. It guides the student with prompts and evidence from that context instead of presenting a finished response to submit.
04.3
The teacher chooses the unit, lesson context and help level for a tutor session. The tutor responds within those controls and keeps the session tied to the assigned material.
04.4
A long project does not fit an assignment list and gets lost in one. Each project has its own milestones, supervision record and evidence, kept separately. A supervisor can see where each student actually is.
04.5
The coach prompts a student to reflect on their own work and records what they wrote and when. Teachers can review the reflection alongside the project it belongs to.
04.6
Class teachers can read the instructional tutor transcript. Sensitive safeguarding case details remain restricted to authorised staff, who review and resolve any flag.
05Run the school
Keep attendance, class lists and reports together.
Attendance, timetables, rosters, reports and school setup.
The operational record is connected to classes, people and learning.
05.1
Staff, students and guardians sit on one record with access set by role. A teacher sees the sections they teach, while wider school records remain limited to authorised roles.
05.2
Set up once for the session: grades, sections, subjects, and who teaches what. Everything after that hangs off it, so a change reaches the register and the report together. Nothing has to be typed twice.
05.3
Substitutions are decided in the staff room and reach the rest of the school by word of mouth. Periods, substitutions and meetings sit on one timetable. Staff can subscribe from the calendar on the phone they already carry.
05.4
The register is the one thing that must be right and the one thing done in a hurry. It is filled from the earlier period and waits. One confirmation records it, and a correction keeps the original.
05.5
An overall attendance figure can hide missing registers. The school defines its codes, and a separate count shows which registers still need to be taken.
05.6
The office already keeps these lists and will not type them again. Import from the lists that system already produces, and export back whenever the office wants. At the end of the session classes roll forward instead of being rebuilt by hand.
06Get work done
Prepare staff tasks using the relevant class records.
Prepare routine work for your staff to review.
Nothing that leaves the school, or cannot be undone, happens without a staff member confirming it.
06.1
The staff assistant is private to the staff member. It works only with the school or class context they are authorised to use. Its conversation is not posted to a shared staff channel.
06.2
The same assistant conversation is available on laptop and phone. Staff can take attendance on the phone, and later corrections keep the earlier record in the history.
06.3
The assistant sits beside the plan and can update fields as you work. AI-written fields are marked, and draft edits can be reviewed or changed before publishing.
06.4
Approve a brief and Peach can build the work in the background while you teach. It stays a locked draft until you open it.
06.5
An answer that sounds right and comes from nowhere is worse than no answer. Mention a document and the reply comes from that document. The passage it used is shown beside it.
06.6
Actions that leave the school or are hard to reverse require confirmation. Reversible draft changes offer undo where the feature supports it, and source material remains visible.
07Communicate and protect
Keep school messages connected to the students they concern.
Communication, safeguarding and permissions in one place.
The school decides what is shared, who can act and what needs review.
07.1
A class channel is moderated by a staff member and remains searchable in the school account. Direct threads carry conversations that should not sit in the group.
07.2
Write a notice once and deliver it in English, Spanish, French, Arabic or Hindi, with the original kept underneath. Other locales receive the authored original. Staff can see who has acknowledged it.
07.3
Guardians can choose quiet hours and digest preferences for routine notifications. Urgent and safeguarding messages follow the school's delivery rules.
07.4
A reported concern opens a restricted case. An authorised safeguarding officer or school administrator can close it, and the reason is recorded.
07.5
Automated scanning can raise a concern for review. Authorised staff decide what it means and what action, if any, should follow.
07.6
Audit history records who took an important action and when, including relevant staff approvals and corrections.
Educators use Peach at Woodstock School and Simple Education Foundation. Read what they say.
See how Peach would work in your school.
Set up your classes, import your people, and run one section on it this term.
Prefer email? kanishk@peach.study