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We offer all our customers the opportunity to access exciting rewards through our Referral Scheme.

Simply share your Customer experience with other schools so you can both access our rewards scheme.

- Earn a £100 book hamper by referring 1 school who go on to purchase.
- Earn a £250 book hamper by referring 3 schools who go on to purchase.

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Press Articles Awards Testimonials

In the classroom...

Bernadette McLean

• Former principal of the Helen Arkell Dyslexia Centre

“ If we don’t want struggling readers to lose confidence, we need to radically change how and when we pick up on literacy issues. Current reading assessments are simply not good enough. When we look at a standard test score in isolation, it tells us that a child can’t read. It doesn’t tell us why that child can’t read. Lexplore gives us much more than a simple score or percentile, making it easier for teachers to uncover the potential reasons why a child cannot read. “

” Teachers are already under a huge amount of pressure in the classroom, so it’s imperative to get as much information into their hands as possible about children’s literacy. New developments in AI technology by Lexplore are paving the way for exactly this. By using AI technology to monitor how a child’s eye moves when reading – in a way that’s quick, easy and fun for the child – it’s possible to gain incredibly detailed insight into how his or her brain is processing text at different levels. “

Jayne Mullane

Headteacher • Mersey Vale Primary School

“We have found the results of the screening confirm and back-up other assessments that we carry out in school as well as highlighting some children (particularly girls and those who use coping strategies to present as confident readers) who may have a reading difficulty that has not previously been recognised.

The screening process is quick, straightforward and easy to manage within the normal day-to-day organisation of school. The presentation of results is clear, visual and easily accessible both with regard to whole class/ school outcomes and individual results. We especially like the ability to watch the actual recording of eye-movement whilst hearing the child read aloud.

We are impressed by the privacy of the results which require appropriate security measures to access. The results have enabled us to plan more targeted intervention and adapt quality first teaching to meet the needs of all children.

We are planning to use the results within forthcoming transition meetings between class teachers. Feedback from children was really positive and they are looking forward to the next screening sessions.”