Help

• Each activity has a target of right answers, for example maths 8, times tables 20, spelling 8. Wrong answers don't count towards it.
• The day is done when every activity reaches its target. The bar shows how far your child is.
• The day's % counts every planned answer the same. With Maths 20 and Science 5, the 5 science answers are 20% of the day, not half. A bigger target gives an activity more weight.
• Your child can keep going after that. Questions after the target show as “+5” extra. They never pull the day's score down. “Practise my mistakes” is counted on its own (“+ 6 mistakes practised”), never as extra. In grammar and science, the extra questions go through the year's topics, the weakest first.
• When you add a child, we fill in a plan for their school year. In the child's Settings you see “About … minutes a day” as you change the targets. Younger children need more time for each answer, and the minutes allow for that.

• On Home, each child's card shows today's plan and, for the last 7 days, how often each activity was right first time. A low one says “needs help”.
• At the top of the child's progress page you see the same for each activity, and To work on next: the skills with the most wrong answers. A skill your child only got right is never on it.
• Mistakes to go over, on the same page, shows what your child wrote and the right answer. It is a good list to go through together.
• The weekly email also names up to three things to help with (see The weekly email).
• “Needs help” shows only after 3 days and 30 first tries in an activity, so one wobbly start never says it; before that a low score says “early days”. Extra practice after a target never lowers the score or brings it on, and the optional Year 4 check only counts the times tables of your child's own year.

• Maths already moves up quickly within the year when the first answers are right, so give it a few days first.
• When your child gets most answers right first time in maths, grammar or science (85% or more, over 30 first tries in a week), the progress page suggests that subject a year up.
• In Settings for the child, under Working at, subject by subject, choose for example Maths: Year 9 level. Maths questions then come from Year 9; grammar and science stay at the school year unless you change them too. Spelling, times tables and the Year 4 check always follow the school year.
• Pages and the printed report show a level only where it differs: “Year 8 · Maths: Year 9 level”. You can leave the levels off the printed report (a tick under “Working at”).
• Nothing is lost: the work of the year before shows as “review” on the progress page, and you can set it back at any time.
• A school topic set for the old year moves to the same topic of the new year, if there is one. If not, we tell you, so you can pick a new one.

• One subject only: in the child's Settings, under Working at, subject by subject, choose for example Maths: Year 6 level for a Year 8 child. Only maths questions change; grammar and science stay at Year 8. This suits a child who is uneven: dyscalculia, a child new to English, a strong reader who finds numbers hard.
• A smaller target: in the daily plan, lower the target of the activity that is hard (Maths 10 → 5). The day gets shorter, and the day's % and the reward follow the new target.
• When an activity “needs help” and is under 60% right first time, the progress page suggests one of these, with a link, once your child has had a week of practice.
• Pages show the level only where it differs (“Maths: Year 6 level”). If you'd rather a teacher didn't see it, untick Show these levels on the printed report.
• Extra practice after the target never makes a subject “needs help”, and good extra practice shows next to it (“plus 25 extra questions, 80% right first time”).
• You can move it back up at any time; nothing is lost.

• Maths, grammar and science: each skill has a score from 0 to 100. Right answers raise it. Wrong answers lower it, more so near the top. At 100 the skill is secure: that is our word for learned well (mastered).
• In maths, a skill is secure after 5 right in a row (7 after one wrong answer, more after several), or after 3 of the hardest questions right in a row, of at least 2 different kinds, with no wrong answer (4 after one). A child who is doing well may start a new skill on the hardest questions; the same rule applies, so one or two right answers there are never enough. In grammar and science, after about 8 right in a row. Every secure skill is checked again on a later day; the progress page says “re-checked on a later day” until then. Secure skills come back now and then, so they are not forgotten.
• In grammar and science, a question your child got wrong before never makes a skill secure, even when it is right later: only a question not missed before can. Right again in the same sitting as the mistake doesn't raise the score at all.
• From Year 5, a new maths skill starts with middle-level questions; easier ones come only after a wrong answer, one level at a time, and your child sees a line such as “Let's go over decimals with an easier one.”
• Times tables: a fact is known after 3 right answers in a row.
• Spelling: a word is learned when it is spelt right on 3 different days. Words come back after 1, 3, 7 and 21 days.
• Irregular verbs: a verb is known when it is right twice in a row. 10 right in a row moves the child up a level.

This takes days and weeks, not one evening. A right answer typed just after seeing the answer counts for today's target, but not for learning.

• After a wrong answer, the child sees the right one. It comes back after at least 5 other questions and 3 minutes. Grammar and science questions also come back once more on another day.
• “Nearly”: in grammar and science, the right word typed with a one-letter slip (“was cookng” for “was cooking”), or a rewritten sentence missing only its full stop or capital letter, gets one “Nearly” and a second try. This works for answers of one word or a few words. Where the spelling is the point of the question (adding “-ed” or “-ing”, for example), only a slip in the middle of the word gets a “Nearly”.
• Spelling: if your child types a clearly different real word, spelt right (“supervise” for “accompany”), we say “‘supervise’ is a different word. The word was accompany. Listen again.”, play the word again and give one more go (a retype straight after counts as a copy, not as right first time). It is not a spelling mistake and does not count in the %, but the word stays to learn and you see it on the progress page (“wrote supervise for accompany”). Informal spellings (“thru”), American spellings (“color”) and words that sound like the one asked are marked wrong as usual. After 3 misses in a row, an easier word comes next, with “Let's try an easier one.”
• A hard day stays short: in Years 1 to 4 each activity, and spelling in every year, also ends after twice its target in answers, right or wrong.
• Year 1 spelling starts with words a child can sound out (cat, frog, ship). Tricky words such as “said” and “the” come in a few at a time.
• Practise my mistakes: a button on the child's own page. It asks the missed questions again (in maths, a question like each one), in short rounds of up to 10, taking the subjects in turn. Moving to the next subject shows a “Next: Spelling →” card that waits for a press. While a mistake waits for its gap, the questions in between are ones your child got right before, and a wrong answer to one of those is never a new mistake, so a round never ends with more mistakes than it began with. Each mistake practised leaves the count, right or wrong; it comes back on a later sitting. The round ends with “All your mistakes for now are done ✓ · 3 come back tomorrow”. More rounds can follow another time.
• Mistakes to go over: on the child's progress page, the mistakes of the last 7 days.
• Put right since: a mistake moves here only when the child later gets that same question right: the same word, times-table fact, verb, or grammar or science question. Maths questions are new each time, so in maths a mistake moves when a question like it (the same kind, with new numbers) is right later. The page then says “a question like this was right later”.
• Later, not straight away: grammar, science and spelling ask the same question again, word for word. Right again in the same sitting is practice. It counts as put right only when it is right again an hour or more after the mistake (a later sitting or another day). Until then the parent page says “right again soon after”, and the question comes back later.
• A right answer to a different question on the same skill doesn't count. Nor does a right answer typed straight after seeing the answer. Once put right, a mistake stays put right; missing it again shows as a new mistake.

• Right first time: out of all first tries, how many were right. A question asked again after a mistake is not a first try.
• Rushed: a wrong answer given in under 1.5 seconds, left empty, or typed as random keys (like “asdf”). A few are normal. Many can mean the child is racing to finish. Press the “rushed” line on Home or the progress page to see which answers. Time running out in the timed Year 4 check is never “rushed”.
• Copied?: a right answer typed within a minute of being shown it after a mistake. It counts for the day's target, but we mark it so you can see what was remembered and what was copied.
• Guess?: a wrong answer like “???” or “whatever”, or every option ticked at once.
• “I don't know”: maths, times tables, spelling, grammar and science have an “I don't know” button beside Check. It shows the answer and why (in times tables a tip, in spelling the word letter by letter). It counts as a miss to put right later, but never as rushed or a guess: the parent page just says “said I don't know”. Typing “idk” counts the same way. For an anxious child it is a good, honest way out.
• Time: when a day is done much faster than planned, the parent page says so, for example “49 answers in 7 min; the plan expects about 17 min”.
• Extra answers after the targets are met are not part of “right first time” for the day; they show on their own line.

• Setting: you choose a 4-number PIN when you add a child. To change it, a parent opens the child's Settings and types a new PIN. The new one works at once and the old one stops.
• Showing: forgotten it? Parents and carers alike: open Settings (your own Settings page) and press Show next to the child under Children's PINs. A parent also sees it in the child's Settings.
• Locked: after 6 wrong PINs in 5 minutes, that child's tile locks for 5 minutes, so a brother or sister can't keep guessing. The tile says how many minutes are left.
• Unlocking: wait, or press Unlock next to the child on Home (with Show the PIN beside it). Or, on “Who's learning?”, open Grown-up? Unlock … now under the child's name and type your password (any grown-up in the family can use their own): Grown-up: show …'s PIN then appears on the tile for a few minutes, so you can tell the child. Changing the PIN also ends the lock.

• Change the activities and targets in the child's Settings.
• If the child hasn't practised yet today, the changes start at once.
• If they have started, today keeps its plan, so the finish line doesn't move. To change today too, tick Change today's plan too. A reward already earned today stays earned.
• Past days are always judged by the plan they had.
• Untick an activity, and the work already done in it stays on the progress page, marked “(not in the plan now)”.

• Open the child's Settings and find This week's spelling list from school (Home has a link to it under each child). Type or paste the words, then press Save. Commas, spaces or one word a line all work. A numbered list copied from a school letter is fine.
• For the next 7 days the child practises those words first, then goes back to their year's words.
• Saving a new list starts a new week. Emptying the box stops it.
• The progress page shows each word in one of four states: learned ✓✓✓ (right on 3 different days), on its way ✓ or ✓✓ (the days right so far), tricky ✗ (asked, not right on a later day yet) or not asked yet. The printed report has the same list, word by word, with the list's dates.
• Words from earlier lists keep coming back until they are learned, and stay on the progress page until then. ✕ next to one takes it out.
• Informal spellings such as “thru”, “nite” or “enuf” are marked wrong, like any misspelling.
• When you save, we check each word and ask about any we don't know: see A wrong word in my school spelling list.
• Words that sound alike (there, their and they're; where and wear; went and want): add a short sentence after a dash, so the child knows which one you mean. For example their - it is their dog. We hide the word in the sentence (“it is ___ dog”) and show it with the question. Put each word with a sentence on its own line, or between commas: their - it is their dog, should, could. If a word sounds like another and has no sentence, the form asks you about it.

• When you press Save, we check each word against a list of English words. If one is not a word we know, the form asks, for example: “frend”: did you mean “friend”? Choose the right word, or keep yours (a name, for example), then save again.
• Found a wrong word later? Open the child's Settings, fix or delete it in This week's spelling list from school, and press Save.
• A word you fix or delete is taken away everywhere: it stops coming back in spelling, it leaves “still tricky”, and it leaves the progress page and the report. If your child typed the right spelling, that answer now counts as right.
• You can also take any word out of Last week's words still tricky: on the child's progress page, press ✕ next to the word.

• In June of Year 4, children in England take the Multiplication Tables Check on a screen. Our practice works the same way.
• From Year 3, your child finds it at the bottom of the Times tables page: Practise the check.
• At the end they see their score and the questions they missed. Practise the ones I missed practises only those. From the second miss of the same fact, a tip for remembering it appears.
• A check closed before any answer is typed counts for nothing: no score and no mistakes. The progress page says it was started, not finished.
• A nervous child: in the child's Settings, under + a Year 4 check, tick Extra time to start with (9 seconds). It works straight away. The check says it is practice with extra time, and its best score is kept apart from the real 6-second one. Untick it when your child is ready.
• Every check starts with a few seconds of “Get ready…” before question 1.
• Bad signal: the check carries on without a connection. If the signal goes at the end, the answers are kept on the phone or tablet and sent when it comes back, even after closing the page. If the app is closed in the middle of a check, it says so next time, and the check starts again.
• Every check, with its date and the best score, is on the child's progress page and in the printable report.
• To make one check a day part of the plan, tick + a Year 4 check next to Times tables in the child's Settings (Years 3 to 6). A finished check also counts towards the times tables target.

• Practice days: in the child's Settings, under Practice days, untick the days they don't practise (for example Saturday and Sunday). Those become rest days every week.
• A day off (a sick day, a holiday, a busy weekend): in the child's Settings, under Days off, choose the first day and, for more than one, the last day (up to 3 weeks). Press Save. A day off starts at once, even today. To cancel one, tick it in the list there and save. Home has a Day off? Mark it link under each child.
• On a rest day nothing is due. Anything the child does counts as extra, and the history shows the day as rest, not as 0%.
• A reward already earned is never taken back. A carer can mark a day off too.

• Bigger text
• Easy-to-read letters, a font that is good for dyslexia
• More space between letters and lines
• Stronger colours

For no confetti and nothing moving, see Calm screen.

These settings belong to the child, so they follow them to every phone, tablet and computer. A brother or sister on the same tablet keeps their own. The child can change them too, with the Aa button at the top of their page and of every question. With no child signed in, the Aa button changes that device only.

Every question can also be read out: see Read-aloud.

• No confetti, and nothing spins, bounces or pulses.
• The same plain “Correct.” after every right answer, instead of “Super!” or “Brilliant!”.
• A quieter line at the top of each question.
• Nothing moves on until your child presses a button. Without a calm screen, times tables go to the next sum by themselves after a right answer for quick practice (never in Years 1 and 2, never while a button is on screen, and never in “Practise my mistakes”).
• “Practise my mistakes” never changes to another activity by itself: a “Next: Spelling →” card waits for a press.
• It belongs to the child, on every device. The Aa button shows it as “set by a grown-up”, so your child can't untick it.
• A phone, tablet or computer set to reduce motion (in its accessibility settings) gets a calm screen by itself.
• When a child in the family has a calm screen, the family Board is calm too.

To choose how much is read out, or to read more slowly, see Read-aloud. Dark mode (the moon button) also makes the screen calmer.

Set a family reward in Settings (for example “30 minutes of screen time”) and when it is earned: at 100% of the day, or at less, such as 80%. A child can have their own reward instead, in their own Settings. Children see the reward on their page and on the family board, and Home shows when it is earned. Once earned, it stays earned for that day, whatever changes later. The app only tells you; giving the reward is up to you.

• Your child sees it on My day and on the Board, for example “★ 3 days in a row”.
• A day counts when the whole plan is done (100%). Today counts as soon as it is done. A day that is not finished yet doesn't break the streak until it is over.
• Rest days, days off and days not in the practice days are skipped: they don't count and don't break it.
• My day also shows a small “This week” line: mistakes put right and new skills learned. There are no rankings between brothers and sisters.
• There are no coins or points. If you want a prize, set a reward (see Rewards).

• Hand over to a child on Home (or Hand over at the top) locks the parent area and opens “Who's learning?”. Your child taps their name, types their PIN and presses Start.
• To come back, press Parent at the top and type your password. Any parent or carer in the family can use their own.
• On a device a child has used, parent mode locks itself after 5 minutes without use.
• A child left signed in goes back to “Who's learning?” after 10 minutes without use, so a brother or sister needs their own PIN. A question left unanswered comes back when they sign in again.
• After 8 wrong parent passwords, the parent area stays locked for 15 minutes.

• Each child has their own name tile, PIN, year, plan, reading settings and progress.
• Switch signs one child out. The next child types their own PIN.
• Each child needs a different PIN. The app won't save a PIN another child in the family already uses. So nobody can practise on a sibling's account without the sibling's PIN.
• When the day is done, “My day” says “Done? Tap Switch so nobody else uses your account.” A child who forgets is signed out after 10 minutes without use.
• The Board shows everyone's day side by side. It is the family's screen: opening it signs the child out, like Switch.
• The “Who's learning?” tiles show how far each child's day is (“Ben 42%”). My day carries on with a half-done activity (“Carry on: Times tables”), and an unanswered question is waiting.

• Children don't have a login of their own. They use the family's, with their PIN.
• On the child's phone or tablet, open quizocracy.com, sign in once with a grown-up's email and password, and press Hand over to a child. From then on it opens on “Who's learning?”, and the child signs in with their PIN.
• You can also put it on the home screen, like an app (see Putting Quizocracy on your home screen).
• The child can't see or use your password: going back to the parent area always asks for a grown-up's password, and it locks itself after 5 minutes without use.
• When you sign in on a new device, we email you. If you change your password, every device is signed out, the child's phone too, and a grown-up signs in on it again.

In Settings, under Grown-ups in this family, type their email, choose Parent or Carer and press Send invitation. They get an email with a link that works for 7 days, and they choose their own password. The parents get an email when someone joins.

• Parent (for a partner): can do everything you can. Add and change children and their plans, invite and remove grown-ups, change the account. Deleting a child needs that parent's password, and the other parents get an email about it.
• Carer (for a grandparent or a childminder): can hand the device to a child, unlock a locked child, see Home, the board and each child's progress, see the children's PINs in their own Settings, type in the school's spelling list and mark a day off. A carer can't change plans, targets or rewards, delete a child, or change the account or its data.

Changing a role: next to their name in Settings, press Make carer or Make parent. Their login, password and weekly email stay the same, and we tell them by email.

Removing someone: press Remove next to their name. They are signed out on every device at once, and we email them. The account owner (the grown-up who signed the family up) can't be removed or changed. Only parents can invite, change or remove grown-ups.

Seeing each other's changes: every change to a child's plan, targets, reward, days off, spelling list or school topics shows under Family activity on Home, with who made it (“Steve added Science, 5 a day, from today”). Each grown-up can also tick Email me when another grown-up changes a plan in Settings. A child whose plan changed today sees one line about it on My day.

Two homes, one reward: each child has one reward. Write both in it if they differ (“Minecraft at Mum's, film at Dad's”); every change to it shows in Family activity.

Deleting the account: only the account owner can, and every grown-up gets an email. Another grown-up can leave the family instead (Settings, at the bottom): the children and their practice stay.

• The device's own voice reads the question (a British English voice where the device has one).
• Children in Years 1 and 2 hear each question as it appears, and hear the feedback.
• Read-aloud, in the child's Settings under “Calm screen and read-aloud”: On (questions and feedback), Questions only (no spoken “Correct” or “Not quite”), or Off (nothing is read out, and there is no speaker button). Speed: normal or slower. Volume is the device's own.
• On iPhone and iPad the device only speaks after a first tap, so the button says “Tap to hear” until then.
• Spelling always plays the word to spell.
• If a device has no voice, there is no speaker button, and everything else works as normal.

For bigger text or an easier font, see Reading settings.

• From Year 3, the key words of a question and its explanation have a dotted underline. A tap shows one plain line, for example “filtrate: the liquid that has passed through filter paper”. A word that would give the answer away is not underlined until the question is answered.
• On the child's progress page, How to help → Grammar or Science has “Learn the key words”: the list for your child's year, topic by topic. Each topic's See example questions page lists its key words too.
• For a child new to English, going through a topic's words together before the questions helps most. There is no translation: the meanings are in plain English.

Maths, grammar and punctuation, and science follow what the national curriculum sets for each school year (its “programme of study”), skill by skill. Spelling uses the national curriculum word lists for Years 1 to 6, and longer, harder words for Years 7 to 9. Times tables start in Year 2 and irregular verbs in Year 3.

• Year 6 (KS2 SATs, the tests in May at the end of primary school): the tests are maths (arithmetic and reasoning), reading, and grammar, punctuation and spelling. Year 6 maths here also goes back over the earlier topics the maths papers ask about: place value, written methods, times tables, fractions and decimals. Learned skills keep coming back now and then, so they are not forgotten. In Year 6 grammar, the Test review topic goes over the Year 3 to 5 grammar the test asks about (word classes, clauses, tenses, apostrophes, modal verbs, fronted adverbials, relative clauses and adverbs of possibility), from the first day. Spelling uses the Years 5 and 6 word list, which the spelling test draws on too. Reading comprehension is not covered.
• Year 4 (the Multiplication Tables Check, in June): see Year 4 times tables check practice.
• Year 2 (KS1, the tests at the end of Year 2): these tests are now optional for schools. Year 2 maths, grammar and spelling here follow the Year 2 curriculum, which is what those tests are about.

Quizocracy is daily practice, not past papers or timed mock tests (apart from the Year 4 check practice). If the class is revising one topic, choose it under Working on this at school in the child's Settings.

• The papers are: maths arithmetic (written sums), maths reasoning (fractions, ratio, algebra, shapes, measures and problems), grammar and punctuation, and spelling.
• It shows what your child has covered here. It is not a predicted mark.
• Reading is a SATs paper too, but we don't cover it.
• Weak means under 60% right. A topic practised but not secure yet (8 of 9 right, say) is listed as started, not secure yet.
• Revise for SATs (a button under the papers): for 2 weeks, about two questions in three in maths and grammar come from the gaps the papers show, the least covered paper first (often arithmetic). It only uses free topic slots: topics you picked yourself stay, and if all three slots are yours it asks before replacing them. Turn off stops only its own topics. The box always says whether it is on or off. It ends by itself; press it again then for the next gaps.

• A modal verb comes before another verb and shows how likely or how needed something is: “We might go”, “You must wear a helmet”.
• These topics are taught in Year 5, and the Year 6 grammar test asks about them. So Year 6 grammar goes back over them in Test review, with the other Year 3 to 5 grammar.
• Year 5 has its own topic, “Modal verbs for possibility”.
• To practise them now, choose Test review under Working on this at school in the child's Settings, or press Revise for SATs on the progress page.

• A child (or you) can say the answer looks wrong, the question can't be read, or it doesn't make sense, and add a note. We look at every report.
• On the child's progress page you can also press Report this question under a mistake in “Mistakes to go over”.
• You see each child's reports, and what we found, on the child's progress page, under Questions … reported. The mistake it was about is marked “reported”.
• To get an email when we have checked one, tick Email me when a question a child reported has been checked in Settings.
• If a child reports a right answer as wrong (“I think 8 × 7 is 54”), it can be a good one to go over together.

The report shows the days practised, answers, right first time, minutes, the skills learned in each subject, what to work on next, the spellings learned and the school's spelling list word by word (learned, on its way, tricky, not asked yet), with each list's dates. Choose the last 7 days, the last 30 days or this term so far. Press Print / save as PDF again there to print it or save it to share.

• It covers Monday to Sunday. For each child: the days done, answers and minutes, what they learned, and up to three things to help with.
• A week with no practice at all sends nothing.
• It is on for parents and off for carers to start with. Each grown-up turns their own on or off in Settings, under Email me a weekly summary, or with the one-click link at the bottom of the email.

• iPhone or iPad (Safari): press Share (the square with an arrow), then Add to Home Screen.
• Android (Chrome): open the ⋮ menu, then Add to Home screen or Install app.
• Computer (Chrome or Edge): press the install icon at the right of the address bar.

It then opens full screen on “Who's learning?”. It still needs the internet to check answers.

The seven activities are maths, times tables, spelling, grammar and punctuation, science, numbers in words and irregular verbs. Rewards and the family board are included too. Nothing is charged and no card is asked for. We will tell you before anything you rely on changes. Tell us what works and what doesn't: it shapes what we build next.

• Inviting a family: Home shows your family's own invitation link. When a family signs up with it and one of its children is still practising in that family's second week (days 8 to 14 after it signs up), both families get one more free month, after the 12.
• Before any paid plan starts, we will email you, and you can keep or delete your account.
• The beta has room for up to 6 children in a family. The full terms are in the terms of use.

• We keep your email address, your children's first names or nicknames, their school years and PINs, and their answers. We use them to choose the next question and to show you progress.
• No surnames, dates of birth, photos or schools. No adverts, no chat, nothing shared with other families, and no AI looks at your child's work.
• In Settings you can download everything we hold, or delete your account and all its data at once.

Read the full privacy notice.

If something looks wrong, tell us the child's year, the activity and the question. A screenshot helps.