AS Tracking Accredited Schools

AS Tracking

Increasingly schools want to act proactively to prevent pastoral car crashes rather than respond once they occur

AS tracking (Affective Social Tracking) is a breakthrough adolescent mental health tracking tool that enables schools to identify pupils' hidden risks early. Evidence shows AS Tracking improves whole school and individual pupil wellbeing by equipping teachers with in-school, targeted action plans to reduce pupil mental health and wellbeing risks.

AS Tracking has had a fantastic impact in our school. It’s enabled us to identify at a really early stage those pupils who are at a hidden risk of developing social and emotional difficulties; we know how to help them and can track their progress over the coming terms. Working proactively and strategically has significantly reduced the number of pupils in need of critical pastoral support.

Head of Welfare, Monkton Combe School

Core AS Tracking features include:

Proactive pastoral care

AS Tracking enables schools to be proactive, targeted and evidence-based in their pastoral care.

Detect wellbeing risks

Detect mental health risks earlier by measuring pupils' steering biases.

Group action planning

Write year/house development plans to ensure each stage of the school is as pastorally effective.

Evidence of impact

Monitor the impact of your mental health support reliably, quickly, regularly.

Screen hidden risks

Detect hidden risks often not picked up by existing mental health assessments or teacher observation through AST's pioneering assessment.

Target priority pupils

Focus resources early, directly and strategically on those pupils who most need support.

Individual pupil action planning

Put in place effective, targeted pupil action plans without considerable additional provision of time or cost.

Track pupils from 8-18

Curate a unique 10 year record of a child’s social-emotional development, monitoring their wellbeing through adolescence.

Develop staff pastoral skills

Drive a whole-school approach by training your staff to provide joined-up, consistent, pastoral signposting.

Anonymise data for GDPR

Maintain a secure, encrypted and fully anonymised record of pupil wellbeing data, fully compliant with GDPR.

Analyse whole-school trends

Obtain powerful insight into the trends, culture and impacts of year groups and houses in your school on the wellbeing of pupils.

Pastoral governance reporting

Produce clear, real-time, analytical pastoral reports quickly and easily for governors, using our rich array of chart/reporting facilities. our rich array of chart/reporting facilities.

Link primary- senior schools

Pass your pupils’ AS Tracking records forward securely through our unique technology to senior schools, supporting pupil transition.

Meet ISI requirements

Meet the new ISI requirements to demonstrate personal development, by producing records of each pupil’s history, your actions and your impacts at the click of a button.

Benchmark school nationally

Compare your school’s social-emotional characteristics with other similar schools in the UK and internationally.

Equip for university

Equip your leavers to thrive emotionally and socially at university using our unique USTEER app designed to help transition to independence.

Leading the field in proactive, targeted evidence-based pastoral care

Independent school organisations, including HMC, BSA GSA, have widely promoted AS Tracking since its commercial launch 24 months ago. A new school adopts AS Tracking every week.

What client schools say about AS Tracking

There is increasing evidence the AS Tracking system detects risks such as self-harm, bullying and anxiety/depressive/controlled thinking concerns. There are also striking indicators it may identify and be diagnostically useful for emerging neuro-developmental conditions such as ASD, ADHD and others. This tracking data, collected twice/year, year on year, can be passed to clinicians, such as nurses, counsellors, CAMHS, psychiatrists and GPs.

Frank O’Kelly MBE MB BS MRCGP DA(UK) DCH DRCOG - School doctor, GP 30 years, Clinical Commissioner

Supporting new pupils joining Wellington is a pastoral priority which we take very seriously. Where AS Tracking records are able to be forwarded to us, it enables us to understand the needs of a specific boy or girl that much sooner. This only strengthens the start that pupil is able to make at our school.

Head, Wellington College

What AS Tracking does is provide measurement and evidence to back the knowledge we have and potentially identify children ahead of a crisis or who are struggling without us knowing. Also, for new children arriving in the school at the age of 13, whom staff don’t know so well, we are able to get a much fuller picture.

Pastoral Leader - Wellington College

It is very striking how the system works to identify the right children. It enables us to work out, with even more certainty, which boys need help and where to focus in that boy’s life.

Senior Master - Harrow

We received an email from a set of distraught parents yesterday as issues have been arising for her son. The boy was flagged as a priority following the assessment in January. Before we had AST this would have made me quite anxious about what to do next. It's so useful to have the assessment data/action planning to hand to get clarity on the issues and specifically how to help.

House Parent with 17 years experience - UK school

One of the strengths of AST has been to help us fine tune action plans for specific pupils, where, although the presenting issues are the same, the root causes are not.

Houseparent - Monkton Combe School

I was blown away by their conviction but even more, I was impressed by how articulate they were in analysing and describing their pupils. There was real insight, texture and sophistication.

Delegate speaking of the skills of teachers using AST at the recent AS Tracking Practitioner Conference

I vividly remember the AST consultant calling us to say she was particularly worried about the results she saw for one pupil, and it was a teenager who had, unbeknown to her, had a serious meltdown only a few days before. That was a striking moment, realising that a simple but clever online test could be that powerful. It was astonishing and very compelling.

Headmaster - London Day School

AS Tracking has enabled us to develop highly detailed and well-focused targets for our pupils. Over time, I am confident that the system will allow us to redress the balance of our assessment systems: increasing the focus on children’s social and emotional development; highlighting individuals needing further support and allowing us to monitor the impact of interventions with the same degree of rigour currently applied to the analysis of pupils’ academic progress.

Head teacher - London academy

With the emphasis of inspections shifting to place the emphasis solely on outcomes for pupils' achievement and personal development, schools will want to find ways of measuring the impact of their provision in order to review and refine what they do to help pupils flourish. AS Tracking provides us with the data to support that requirement.

Headmaster and ISI inspector

One of the hardest things for Governors to monitor is ‘Are we REALLY looking after our pupils’ emotional wellbeing?’. Seeing the accuracy and focus that AS Tracking brings to the school's pastoral care means that we, as a Board, have huge confidence that we are discharging our duty effectively.

Governor - UK independent school

AS Tracking offers the opportunity to track and better understand the needs of individual pupils as they progress through their school career. A tool such as this potentially helps schools to better help their pupils to deal with the stress of modern life and, in doing so, be more likely to perform to the maximum of their academic potential.

Chair - Headmasters' and Headmistresses' Conference 2015-16

As a clinician who, over many years, has seen CAMHS services overwhelmed, I have no doubt that these AS Tracking action plans are likely to achieve a better health outcome for the child for two reasons. Firstly they equip teachers, who know the child best, to act rather than relying on external professionals, who do not know the child. Secondly they are put in place within the school environment, so that the child is not separated from peers, but supported within the context of school.

School Doctor

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