A connected place to learn between lessons—without losing human oversight.

Protected lesson recordings

Kheya intends to make selected lessons available to the enrolled cohort for revision and supported catch-up. The recording should focus on the teacher, lesson audio and shared teaching material rather than creating a permanent gallery view of children. Families will be told when recording applies before a lesson.

• Cohort-restricted viewing, not a public link
• Streaming access with downloads disabled by default
• A visible recording notice and parent or guardian agreement
• Access records and immediate restriction when a safety concern arises
• A short, defined retention period—planned at 30 days—unless a record must lawfully be preserved

Useful after the live lesson

A recording is most helpful when it becomes a clear route back into the learning. Kheya is designing teacher-approved lesson summaries, chapters and revision notes so students can revisit the right explanation without searching through an entire class. Raw recordings or transcripts would not be placed into unrestricted AI tools.

• Teacher-approved summary and key vocabulary
• Links to relevant examples and practice
• Accessible transcript or captions where appropriate
• No automated final grading or unreviewed academic conclusions

Neuroinclusive by design

A learner should not need a formal diagnosis before a teacher can use clear, considerate teaching. With parent or guardian involvement, Kheya plans to gather a voluntary learning-preferences profile and agree practical adjustments with the teacher. Kheya is not presenting this as diagnosis, therapy or specialist SEND provision.

• Predictable lesson agenda and clear transitions
• Instructions spoken and written in manageable steps
• Processing time, planned breaks and reduced visual clutter
• More than one appropriate way to respond or show understanding
• Specific feedback and a clear next action

AI support that adapts without labelling

The planned Learning Guide could present one task at a time, turn a larger assignment into a short plan, offer progress markers and break prompts, restate an explanation in a clearer format and connect practice to a learner’s interests where appropriate. The teacher approves the academic boundaries and retains final judgement.

• No diagnosis or inference of ADHD, autism or another condition
• No medical, medication, counselling or therapy advice
• No secret profile or advertising use of learning information
• Uncertainty and safety concerns escalated to people
• A parent can ask for preferences to be reviewed or removed

A practical copilot for teachers

Teachers could use approved tools to prepare a chunked or lower-clutter version of a lesson, create an alternative explanation, design a quick understanding check and adapt a worksheet. The system may surface learning patterns for review, but it must not turn classroom observations into medical conclusions.

• Teacher reviews every learner-facing output
• Adjustments stay connected to the lesson objective
• Human judgement for feedback, progress and safeguarding
• Only the minimum necessary learner information is used

The cohort workspace

Each cohort would have one controlled academic space for teacher announcements, lesson questions, approved resources, deadlines and focused discussion. It is designed to replace scattered messages—not become another social feed.

• Teacher and Kheya announcements
• A thread for each lesson, topic or assignment
• Approved resources and reminders
• Defined teacher response hours
• No private teacher–student messaging

The personal Kheya Learning Guide

Each student’s guide would work from the approved syllabus, teacher plan, lesson record, assignments and progress evidence. It could suggest what to revise next, explain approved material, create original retrieval questions and help the student understand teacher feedback.

• A student-friendly revision plan
• Original practice and short quizzes
• Explanations linked to current learning
• Uncertain questions escalated to the teacher
• No final grading or examination-entry decisions

One system, four different views

Students see their plan, practice and cohort discussion. Teachers set the academic direction, approve resources and review escalations. Parents receive concise attendance and progress summaries rather than unrestricted access to every student conversation. Authorised Kheya staff oversee moderation, safety reports and audit records.

Safety is part of the architecture

The workspace would prohibit private tutor–student messaging and external contact sharing. Messages would be retained under a defined policy, reportable, and visible to authorised reviewers. Automated tools may flag concerning language, but a trained person—not AI—decides the response.

• Parent or guardian consent and clear notices
• Age-appropriate access and restricted topics
• No advertising or training models on student conversations
• Data minimisation, role-based access and audit history
• Immediate human escalation for safety concerns

How Kheya would introduce it

The sensible first stage is a small, supervised pilot using an approved education workspace, with Kheya’s portal showing the learner plan, notices and progress. A fully integrated Kheya workspace should follow only after real cohorts have tested the rules, moderation workload and teacher experience. The Learning Guide should begin with constrained revision planning and approved practice before any broader conversational capability is enabled.