About Releasepathbase
Why the practice exists
Releasepathbase began after repeated staff-room arguments in Georgian secondary schools in which everyone agreed the term had been full, and no one could point to which curriculum outcome a particular mark had been meant to show. The gap was not a lack of care. It was a lack of a second reader who would sit with the scheme and the books at the same time.
The practice is small on purpose. One named reviewer stays with an engagement from the inventory through the briefing. We travel to schools in Georgia when the document volume justifies it; otherwise we read on a machine the school controls.
How we work with faculty
Teachers remain the authors of the tasks. We do not rewrite lessons. We name silences, double-counted marks, and postponed assessments. If a finding cannot be shown in a sample, it does not appear in the brief. That rule has ended more than one meeting earlier than the diary allowed, which is preferable to a polished paragraph that cannot be defended.
Credentials we will claim
Reviewers come from subject teaching and from school-records work. We do not claim inspector status, ministerial appointment, or affiliation with examination boards. Literacy units that happen to use licensed cultural properties are read as curriculum artefacts; Releasepathbase is not a licensee of those properties.
The desktop utility
Alongside the commissioned reading, some departments keep local tallies with a desktop utility described only as a local data tracking and analytical aid. It does not take custody of pupil files for us, does not process funds, and is listed through Veve rather than downloaded from this site.