We said we would go by what learners do. Here is the evidence.
This quarter Hash Future School opened its academic year — thirteen cohorts, learners from six to eighteen, twenty-one facilitators, and a first proper full quarter of running an online school at scale with our own platform underneath it.
An impact report can easily become a brochure. We have tried to make this one an audit instead. It reports the things that went well and the things that did not, side by side, because the second list is what tells us where to spend next quarter.
So: 1,129 classes were delivered across 61 teaching days. Learners submitted 2,851 pieces of work. Almost 300,000 points were awarded — and the largest single category of those points was not marks, it was camera on, followed by punctuality and simply submitting the assignment. 185 badges were earned, and most of them for habits rather than grades. Learners ran their own weekly webinars, ran their own election with thirty-eight positions, and entered forty-five external competitions between them.
They also told us, 3,583 times, how a class actually felt — and rated it 4.62 out of 5, with understanding and enjoyment both above 4. The next step is more stretch in the work itself, and that is where Q2 begins.
Thank you to the families who trusted us with a school year.
The quarter in twelve numbers.
Volume tells you whether the school actually ran. Depth tells you whether it worked. Here is both, in the metrics that matter most to a learning community — participation, output, recognition and voice.
Monthly rhythm
Live classes scheduled vs delivered, and the learners who showed up.
Learner participation
Attendance participation rate and distinct learners active, by month.
Who this school is, right now.
Hash Future School is now in the 5th year of its founding. Its platform carries 575 accounts — learners, parents, facilitators and staff. This quarter it opened its academic year: thirteen cohorts across three learning stages, ten of them configured in a single day in May and three more added in July as the intake grew.
Community composition
Active accounts in the school platform.
New accounts opened this quarter
Learners, parents and facilitators who joined between 1 June and 31 August 2026.
Grade rooms running across primary, middle and higher stages — ten configured in May for 2026–27, three more added in July.
228 mentee placements — every learner who wanted one attached to a mentor group with a named primary mentor.
Amber, Coral, Emerald, Garnet, Jade, Sapphire, Topaz and Zircon — plus five student-led Global Citizenship committees.
Active parent accounts receiving 6,068 daily parent reports during the quarter.
Facilitators who personally ran at least one class, out of twenty on roll and three who joined this quarter.
SuperKids (223 members) and SuperLearn (13 members) running alongside the main school cohorts.
What was actually taught, made and marked.
1,487 classes were scheduled across 61 teaching days. 1,129 were completed, 795 new learning activities were published, and learners returned 2,851 pieces of work — an average of 30.7 submissions for each of the 93 learners who submitted anything at all.
Teaching time by subject
Completed and scheduled sessions per subject family, for the whole quarter.
Work submitted and marked
Submissions received each month, and how many were graded.
Worth 41,536 possible points. 273 in June, 330 in July, 192 in August.
Across 2,300 graded pieces of work with a defined mark scheme.
Learners were invited to try again rather than given a zero — mastery is built by retrying, not by penalising.
Plus 46 structured module items across two full activity modules and 104 activity discussions.
Mastery distribution
Where 2,300 marked submissions landed as a percentage of the marks available.
Three quarters of all marked work scored 90% or above, and every submission received written feedback rather than only a mark.
Facilitator load
Classes personally delivered by each facilitator over the quarter.
Showing up — and what showing up looked like.
12,342 attendance records were logged across 61 teaching days, including 8,269 present records and 3,192 in July — the strongest month of the quarter. Participation held steady throughout, and the share of records marked present rose from 66.1% in June to 68.6% in August.
Across 61 teaching days — an average of 202 records a day.
Logged across 61 teaching days, with 3,192 in July — the strongest month of the quarter.
Up from 66.1% in June and 66.5% in July — rising in every month of the quarter.
Session reflections completed in 1,004 of the 1,129 delivered classes.
Attendance mix, month by month
Every recorded attendance outcome, as a share of that month's records.
Participation signals
Two behaviours the school tracks separately from attendance.
Camera-on is the school's most rewarded behaviour (see Achievement) precisely because it is the hardest to get right in an online classroom. It is still only on in two of every five attendance records — real, measurable room to improve.
Cohort scoreboard
Every cohort's participation, output and recognition side by side. Read down the columns, not across the page.
| Cohort | Learners | Attendance records | Participation | Submissions | Subs / learner | Points / learner |
|---|
What the school chose to reward tells you what it values.
41,300 recognition events produced 300,206 points for 110 learners. Not one of the top five reasons is a mark. They are camera on, punctuality, participating, submitting the work, and researching independently.
Why points were awarded
The twenty-two most rewarded behaviours of the quarter, out of 39 distinct reasons.
Recognition by month
Total points awarded, and the average earned by each learner who was active that month.
House standings
Points earned during the quarter by house members.
Coral leads the year, but the spread matters more than the leader: every house earned across eleven weeks rather than winning on a single activity.
Badges unlocked
185 badges were unlocked during the quarter by 76 different learners — a rarity tier for a habit, not a mark.
The quarter outside the timetable.
Twenty-four school events, twenty-six external competitions entered, twenty-two webinars — most of them presented by learners themselves — and the school's first student election. This is where a curriculum stops being a syllabus.
15 open events and 9 in-house competitions, from World Environment Day to Independence Day.
Made by 84 individual learners — most of the school entered something.
Across 17 different national and international competitions, by 29 learners.
Weekly public webinars — the majority presented by students, not staff.
What students taught the school
Selected learner-led webinar topics this quarter. Ages 6–18, on stage, in public.
Competitions entered
Where our learners took on the outside world.
The school ran its first student election in July and August: 75 nominations from 22 learners, 210 votes cast by 21 voters, and a certified result.
Creative Impact, Innovation & Tech, Inclusion & Wellbeing, Eco Warriors and Global Citizenship — run by students, with 51 committee seats filled.
22 published showcases on the school Storyboard and 30 technology updates contributed by 15 different authors.
The full event calendar
We asked 3,583 times how a class felt.
Every learner can rate every session, and they do — 92 of them, across three months. The average is 4.62 out of 5, and every single response is read by the facilitator it is about.
Session rating distribution
All 3,583 responses, 1 to 5 stars.
Seventy-eight percent of responses were a full five stars, and the most common rating across all three months was five out of five.
How learners felt when the class ended
Chosen from a fixed list after every session.
Where learning actually came from
Learner-reported source of new learning in the session.
Session quality, as learners scored it
Average score out of 5, across the quarter.
In their own words
Quoted verbatim from the "what I learned today" field at the end of a class. Spelling untouched; speakers kept anonymous.
Structured feedback points recorded across 70 learners — a quarter of the school met a facilitator about an individual child.
Plus 4,455 daily learner reports — roughly 1.9 family-facing reports per learner per teaching day.
32 parent calls, 25 attendance follow-ups, 24 mentoring check-ins, 24 enrichment referrals and 19 academic-doubt resolutions.
How families found the school — and what happened next.
Forty-four new enquiries, twenty-one demo requests, eleven formal applications and thirteen enrolments. The single most productive channel was the school's own weekly webinar, and the most productive month was June.
The admissions funnel
From first enquiry to a learner on roll, quarter totals.
Where enquiries came from
44 new leads by source, and the same leads by temperature.
Admissions activity this quarter
Conversations, demos, webinars and learners enrolled between June and August.
Applications by grade sought
Which year groups families were looking for.
Demand was spread from Grade 1 to Grade 11 — evidence, as much as anything, that families are looking for an alternative across the whole school journey, not just at one stage.
Twenty-one facilitators carried the quarter.
Teaching load is spread deliberately thin so no single facilitator burns out: the busiest teacher ran 143 classes over sixty-one teaching days, the quietest fewer than ten — largely because they joined mid-quarter.
Three joined during the quarter; twenty are on roll as active facilitators.
Structured supervisor reviews completed and scored.
Across teaching quality, punctuality, learner engagement, communication and professionalism.
Substitutions arranged against 237 recorded leave entries, so no cohort lost a class to a facilitator absence.
Curriculum documentation
Lesson plans submitted for review, by month and status.
Twenty-three lesson plans were written and fourteen approved by seven facilitators. This is a practice still finding its feet — it is good for the school that facilitators can see each other's planning, and it is not yet a habit. We are not going to pretend otherwise.
Operational readiness
The unglamorous work that made the quarter run.
The school ran on its own software.
Hash Future School teaches on a platform it builds itself — classes, attendance, work, marking, points, houses, mentorship, admissions and support all in one system. That system was exercised hard this quarter, and every number in this report is a by-product of it.
Across 1,104 conversations, by 116 different people — staff, mentors and houses.
56 resolved and 11 closed this quarter, with the remaining requests tracked and answered.
4,455 learner reports and 6,068 parent reports, written and delivered automatically.
Employee and onboarding documents filed through the platform's docket system.
Support, answered
Every request a family raised this quarter, and how it was handled.
Built this quarter
Capability added to the platform during June, July and August — the groundwork for what launched in September.
Five things this quarter told us to build on.
This quarter gave us the numbers to aim higher with. Each priority below carries the figure behind it and the target we have set for Q2.
Pieces of work graded and returned with feedback this quarter, at 90.2% grading completion in July. Q2 target: 90% of work graded within 72 hours.
Present records logged across 61 teaching days, with the August present rate (68.6%) the highest of the quarter. Q2 target: 80% participation, with a named mentor for every learner who needs extra support.
Submissions that scored 90% or above. With the basics secure, the next step is harder work rather than more of it. Q2 target: publish a stretch tier on every activity.
Groups covering 228 mentees, supported by 124 logged check-ins, calls and enrichment referrals this quarter. Q2 target: a personal check-in with every family each term.
Support tickets resolved this quarter, with 22 more in progress at quarter end. Q2 target: first response inside one working day and closure inside three.
And the groundwork for what came next
Two capabilities were built and validated during this quarter and switched on immediately after it closed: an adaptive AI quiz engine that adjusts question difficulty in real time, and a Deep Dive practice environment. In the first two weeks of September they generated 729 adaptive sessions and 21,557 answered questions. They are not counted anywhere in this report — they are next quarter's story.
Where every number in this report came from.
How the data was produced
Reproducible, source-of-truth, no estimates.
No figure in this report is modelled, projected or estimated. Each is a direct aggregate of records in the school's own database, retrieved read-only through the school's MCP interface and aggregated by period. Where a metric could be read two ways, the more conservative reading is used.
Scope, definitions and exclusions
- Reporting period
- 1 June 2026 – 31 August 2026 inclusive
- Teaching days
- Distinct calendar dates with at least one attendance record: 61
- Participation rate
- Records marked present, late or partial, divided by all records
- Active learner
- Holds at least one attendance record inside the period
- Graded
- A submission with a status of graded and a numeric mark
- Excluded — by design
- All financial data: fees, payroll, invoices, budgets, expenses and any ledger reporting
- Privacy
- Learner-level records are aggregated only; quoted material is anonymised and reproduced verbatim
- Source
- Future Assist platform · school_management database · read-only queries via MCP