⚠️

Temperature Alert

✨

Holly's Insight

AI ✨ Generated 13 Apr, 04:00

A calmer week overall at Lyppard Grange, with Class 1 — Buddy showing one short noise pattern in the afternoons worth a closer look. Rewards engagement is healthy across the school.

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Classroom Performance

Classroom Performance Rankings

● 8–10 Excellent ● 5–7 Good ● 1–4 Needs attention Click any classroom to view details

Trends & Insights

🔎 Trend spotter

Rewards leaderboard

Temperature alerts

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📅 Weekly Report

Lyppard Grange Primary — Week ending 6 April 2026

✨

Holly's Insight

AI ✨ · Generated Monday 13 April, 04:00 · Week ending 12 April

✨ AI Summary

A calmer week overall, with Class 1 (Buddy) holding Green for most of the time Holly was listening. One short noise pattern in the afternoon is worth a closer look, and the room ran slightly warm towards the week's end.

Class 1 stayed Green for most of its listening time. Rewards engagement was healthy — children triggered Quiet Rewards fourteen times this week, alongside thirteen Holly Hops. That's a classroom responding to Holly, not ignoring her.

A short noisy patch on Sunday afternoon, around 16:08–16:11. Sound rose from a calm baseline to 67 dB (Red) for roughly four minutes, then settled on its own. Characteristic of a transition moment rather than sustained disruption.

Room temperature trended warmer towards the week's end. Peak of 24.1 °C in the afternoon. Research on cognitive performance suggests anything above 23 °C begins to affect concentration.

💡 WORTH CHECKING

If the afternoon spike appears again next week at a similar time, it may line up with a transition in your timetable — end of a task, packing away, or a change of activity. Worth a quiet note next time it happens.

ⓘ

Holly only logged data on one day this week — Sunday 12 April. If you were expecting the whole week, please check the device's Wi-Fi connection. We have flagged this on the admin side too.

Holly's insights are AI-generated from your classroom data. Always use your professional judgement.

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Weekly score trend — school average

Most improved

↑ Rising

Needs attention

Support recommended

🔎 Trend spotter

Classroom breakdown

Click any classroom to view detail

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📆 Monthly Report

✨

Holly's Insight

AI ✨ · Generated 1 May, 04:00 · Reporting on April 2026

✨ AI Summary

April was a steady month at Lyppard Grange. Average classroom Green time moved from 71% in March to 78% in April — a meaningful improvement. Class 4 had the most consistent results; Class 1 shows one recurring afternoon pattern that's worth raising with Mr Carter.

School-wide improvement. Green time across the school rose by seven percentage points vs March. Three classrooms (Class 4, Class 6 and Class 2) have held above 85% for two months running — they're your emerging case studies. Total Quiet Rewards earned: 412 (up from 328 in March).

Class 1 has a recurring afternoon pattern. Holly noticed elevated noise between 14:00 and 14:30 on twelve of the eighteen school days this month. Not sustained disruption — typically a short spike that settles — but the consistency of the timing suggests it lines up with a timetable transition rather than behaviour.

Heat stress is becoming measurable. Average classroom temperature rose 1.8 °C month-on-month. Four classrooms touched 26 °C in the last week. Rooms above 25 °C this month averaged 0.7 points lower on the Holly score than cooler rooms.

💡 WORTH CHECKING

Have a brief word with Mr Carter about the 14:00–14:30 window in Class 1 — likely a transition issue rather than a behaviour one. And if the warm weather continues, it's worth a ventilation conversation with the caretaker before the end of term.

Holly's insights are AI-generated from your classroom data. Always use your professional judgement.

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Monthly score trend — school average

Most improved

↑ Rising

Needs attention

Support recommended

🔎 Trend spotter

Classroom breakdown

Click any classroom to view detail

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🕐 Half Termly Report

Half term report

✨

Holly's Insight

AI ✨ · Summer Half Term 1 · 14 classrooms monitored

✨ AI Summary

A strong half term for Lyppard Grange. School-average Green time climbed from 68% at the start of the half term to 79% by its end — the largest six-week gain since Holly was deployed. Three classrooms stand out as emerging exemplars, and two would benefit from a check-in.

Clear exemplar classrooms. Class 4 (Miss Hartley), Class 6 (Mr Singh) and Class 2 (Miss Ward) have all held above 85% Green time for the full six weeks. Their rooms also show the highest Quiet Reward rates — the behavioural loop is firing.

Two rooms need a conversation. Class 3 and Class 5 have both dropped below the school average in each of the last three weeks. In both cases the pattern is consistent afternoon noise, not morning — which tends to point to a timetable or room-use issue rather than behaviour.

Environmental creep. Average temperatures rose 2.3 °C over the half term. If this continues into next half term without ventilation changes, expect to see it reflected in scores.

💡 WORTH CHECKING

This is an excellent half term to share with governors — the data supports a compelling improvement story. Consider an informal visit with Miss Hartley's Class 4 to understand what's working there.

Holly's insights are AI-generated from your classroom data. Always use your professional judgement.

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Half term score trend — school average

Most improved

↑ Rising

Needs attention

Support recommended

🔎 Trend spotter

Classroom breakdown

Click any classroom to view detail

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📚 Termly Report

Termly report

✨

Holly's Insight

AI ✨ · Full-term summary · Governors' report ready

✨ AI Summary

A term of measurable progress. Lyppard Grange has moved its school-wide Green time average from 64% at the start of term to 81% at its close — a 17-point improvement sustained over twelve weeks. This is the strongest termly trajectory Holly has recorded across the pilot cohort.

Every classroom has improved. All 14 monitored classrooms ended the term higher than they started it. Eleven of the fourteen gained more than 10 percentage points of Green time. No classroom regressed.

Engagement sustained. 1,847 Quiet Rewards earned this term, across 4,312 lesson-hours monitored. The reward rate climbed week on week, suggesting the behavioural loop is embedding rather than wearing off.

A finding worth sharing with governors. Classrooms using the "Standard" sensitivity profile outperformed those on "Relaxed" by an average of 0.9 points. If this holds next term, the current default is the right call.

💡 WORTH CHECKING

This report makes a strong governors' pack. Consider sharing the term-over-term chart above with your next full governing body meeting. The consistency of improvement — every classroom, every week — is the story.

Holly's insights are AI-generated from your classroom data. Always use your professional judgement.

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Term score trend — school average

Most improved

↑ Rising

Needs attention

Support recommended

🔎 Trend spotter

Classroom breakdown

Click any classroom to view detail

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🌟 Yearly Report

Annual report

✨

Holly's Insight

AI ✨ · Full academic year · OFSTED-ready evidence summary

✨ AI Summary

A landmark year for Lyppard Grange. From Holly's deployment in September to the end of the summer term, school-wide Green time has risen from 52% to 83% — a 31-point improvement sustained over three terms. 14 classrooms, 38 weeks of continuous data, 7,249 Quiet Rewards earned.

Sustained, system-wide improvement. Every classroom finished the year higher than it started. Twelve of the fourteen are now in the "excellent" band (8+/10). Consistency rose alongside the average — standard deviation across classrooms narrowed from 2.1 to 0.8.

SEND environment evidence. Across the six classrooms with SEND monitoring active, transition-period noise dropped 14% year-on-year. This provides usable evidence for EHCP reviews and SEND Code of Practice compliance.

A pattern to carry into next year. The summer term saw measurable heat-related score decline in four classrooms. If ventilation improvements can be made over the holidays, next year's scores should hold into June rather than tailing off.

💡 WORTH CHECKING

This annual report is OFSTED-ready evidence of measurable behaviour and environment improvement. The year-on-year trend, classroom-level granularity, and SEND-specific findings are all defensible under inspection.

Holly's insights are AI-generated from your classroom data. Always use your professional judgement.

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Annual score trend — school average

Most improved

↑ Rising

Needs attention

Support recommended

🔎 Trend spotter

Classroom breakdown

Click any classroom to view detail

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📅 Daily Report

Pick a date to view

📅

Pick a date to view

See a whole-school snapshot for any school day — average noise level, zone breakdown, Holly Hops, and quiet rewards per classroom.

Back to Overview

Performance & Trends

Score — last 6 weeks

Quiet rewards — this week

Holly Insights

Rewards

All classrooms — rewards today

Environment

All classrooms — current temperature

● Under 16°C Too cold ● 16–17°C Cold ● 18–19°C Cool ● 20–22°C Ideal ● 23–24°C Good ● 25–26°C Warm ● 27°C+ Hot

💡

Temperature and learning are linked

Research consistently shows concentration drops above 25°C. Flagging persistently warm rooms to your site team can make a measurable difference without any change to teaching.

📈 30-day temperature trends — all classrooms

Hover over a chart to see daily readings

📚 Holly in Your Classroom

Holly is a sound level monitor with a personality — not an AI, not a microphone, and not a spy. She measures decibels, responds with colour, and earns quiet rewards. This page is built from real trial classroom experience and research on what keeps children genuinely engaged long-term, not just for the first exciting week.

📺

From real
classrooms

🔒

Privacy, GDPR & What Holly Actually Measures

The most important section — read this first

🔊

Holly measures volume — nothing else

Holly detects decibels only. It is a sound level meter, not a microphone. It cannot hear, record, store or transmit any speech, words or conversations. It has no ability to listen to what is being said — it only knows how loud the room is, like a thermometer knows temperature.

👥

No voices. No recordings. No data about individuals.

Holly does not capture, process or store any audio content. There is no recording of any kind. The data logged is purely numerical — sound level readings, timestamps, and LED state. No child or adult is identifiable from anything Holly stores. It is fully GDPR compliant.

📍

Holly only operates during lesson time

Holly is configured to monitor during scheduled lesson hours only. She is inactive during break, lunch, before school and after school. Teachers can also pause her instantly using Holly Hop for activities where noise is expected — like music, PE or group projects. You are always in control.

💬

What to tell parents — and children

Tell children: "Holly watches how loud our classroom is — like a sound traffic light. She cannot hear what you say, only how noisy the room is." Tell parents the same. Holly is no different in principle to the noise-o-meter displays many schools already use — she just has a personality and earns rewards.

🗣

Voice Activity — Understanding the % Number

Not all noise is the same. Holly tells you what kind it is.

🗣

What is Voice Activity?

Holly doesn't just measure how loud a room is — she also analyses what kind of noise it is. Using frequency analysis, Holly calculates what percentage of the room's sound energy falls in the speech band (300Hz – 3kHz). This is displayed as the Voice Activity percentage. A room at 65dB with 80% voice activity is a talking problem. A room at 65dB with 15% voice activity has an environmental noise problem — HVAC, echo, outside traffic. Same volume, completely different cause, completely different intervention.

📈

Reading the numbers

Under 25% — Very little speech. Noise is environmental (heating, fans, echo, outside). This is an estates or acoustics issue, not a behaviour issue. 25–45% — Normal classroom activity. A healthy mix of environmental sound and conversation. Expected during independent work. Over 50% — The room noise is predominantly talking. If the dB level is also high, this is a behaviour management signal. If dB is low, it just means children are working collaboratively at a sensible volume.

🏫

Why this matters for head teachers

When Holly flags a room as consistently amber or red, the natural assumption is that the teacher needs support with behaviour management. But if voice activity is low, the problem isn't the children — it's the building. Hard floors, high ceilings, single-glazed windows facing a road, old ventilation units — these create noise that no amount of classroom management will fix. Voice activity data gives you the evidence to distinguish the two and direct your response correctly.

👥

Voice activity and SEND

Children with hearing needs, auditory processing difficulties, or language and attention needs are disproportionately affected by speech noise compared to environmental noise. A room with high voice activity is harder for these children to learn in than a room with the same dB but lower voice activity, because competing speech creates a masking effect that environmental noise does not. Monitoring voice activity in SEND-heavy classrooms is particularly valuable.

🏢

Holly Hop — Pausing for Loud Lessons

Some noise is the right noise. Holly Hop handles it.

🎶

What Holly Hop does

Holly Hop temporarily pauses Holly's monitoring during activities that are legitimately noisy — music, DT, science experiments, drama, PE indoors. The LED holds steady so children aren't distracted or confused. When the activity ends, monitoring resumes automatically.

🕐

When to use Holly Hop

Use it whenever noise is expected and purposeful: group discussions, reading aloud, show and tell, class debates, practical lessons, transitions between activities. The rule of thumb is simple — if you would not normally ask children to be quiet during this activity, use Holly Hop.

🗣

A simpler fix for very short moments

For very brief loud moments — thirty seconds of a song, a quick cheer, a countdown — simply step in front of Holly. Your body blocks the sensor and prevents a red reading. From the trial: teachers found this natural and effective for short bursts where activating Holly Hop would be excessive.

🚨

Explain Holly Hop to children

Tell children when you're activating Holly Hop and why: "We're going into Holly Hop because this activity is meant to be a bit noisy — that's fine." This maintains their trust in the system. If Holly suddenly stops responding and children don't know why, they disengage from the feedback loop entirely.

👋

Introducing Holly to Your Class

First impressions set the tone for everything that follows

🌟

Introduce Holly as a class member

Introduce Holly as a new member of the class, not a piece of equipment. Give her a spot. Some trial classes made her a name badge or a dedicated place on a shelf. The more she feels like part of the room, the more children invest in looking after her — and keeping her happy.

🔍

Explain the colours together

Don't just tell children what the colours mean. Ask them. "If Holly goes red, what do you think that means?" Getting children to articulate the system themselves creates ownership. They're far more likely to self-regulate when it's their understanding, not your instruction.

🏗

Frame it positively from the start

"Holly loves it when we're in the green" lands very differently to "if Holly goes red you'll lose playtime." Positive framing builds children's intrinsic motivation to keep the room quiet. Threat-based framing creates anxiety around the device, which undermines engagement within weeks.

🚀

Tell parents Holly is in the class

From the trial: children were already talking about Holly at home — parents were asking questions. Get ahead of it. A brief note home on day one explains what Holly is, confirms she measures volume only and cannot hear conversations, and invites parents to ask their children about their Holly score.

📅

Day-to-Day Classroom Use

What actually works — straight from trial classrooms

🤗

Let children remind each other — not you

From the trial: "Children regularly remind each other when she begins to change — without being asked." This is the goal. When children manage each other's noise, Holly is doing the behaviour management for you. Your job becomes noticing and praising that dynamic when it happens.

🏭

Use Holly for tidy-up time

From the trial: "It worked best during tidy-up time at the end of the day." Transitions are where classrooms get loudest. Holly's visual feedback gives children an immediate goal: get the room tidy quickly and quietly enough to keep her green. No instruction from you needed.

🆕

No green, no break — lining up quietly

One trial teacher would not let the class go to break or lunch until Holly was green. Children had to line up in silence and hold it long enough for Holly to settle. The power of this is enormous — break is the most motivating thing in a primary school day. Children self-regulate instantly because the consequence is immediate and real.

🚪

The red-light reset — leave and re-enter

From the trial: "If she's red, the class leave the room, line up, and come in again without making Holly change from green." One of the most powerful techniques shared. It resets energy without confrontation. Children treat it as a challenge, not a punishment.

🎯

Give a child the "Holly Monitor" role

Appoint a pupil each week to watch Holly and give a quiet signal to the class if the colour changes. Rotate it weekly. Children take it seriously — it's a responsibility. From the trial, children were already self-appointing as Holly-watchers without being asked.

🤝

Talk to Holly, not about her

When the room gets noisy, try: "Holly is starting to find it difficult — what can we do to help her?" rather than "You're being too loud." It sounds small, but addressing Holly as a character with needs shifts children from defending themselves to helping a friend. The trial showed this happens naturally.

🗒

Let children make Holly their own

Some trial classes gave Holly a name badge or a dedicated spot. You might let children draw her, write about her, or decide where she sits. Creative ownership like this deepens the relationship between children and Holly — she becomes a shared responsibility, not a piece of school equipment.

⚡

Keeping Holly Fresh — Not a Fad

Novelty wears off in week three if you let it. Here's how you don't.

🔁

Re-launch Holly after a dip

From the trial: "Need to re-launch a little — they stopped taking notice when her settings weren't quite right." This is normal. If engagement drops, a short re-launch — new monitor role, fresh class discussion, reminder of the reward system — resets interest quickly. Every half term is worth revisiting.

🏆

Make the weekly award a real event

The Holly Award certificate printed from the dashboard and presented in assembly keeps the reward visible across the whole school. Classes that know they're competing for a real prize — one their peers see — stay engaged significantly longer than those whose reward stays inside one classroom.

📊

Show children their score on the whiteboard

Log into the dashboard on the classroom whiteboard and show children where their class sits in the rankings. Let them see the score improve week on week. Visible progress tracking sustains motivation significantly longer than outcome-only rewards — children respond to seeing a score move from 6.2 to 7.4.

🧔

Let Holly set the challenge

Instead of "I need you to be quiet," try: "Holly gave us a 7.2 last week. Can we get to 8 this week?" Shifting the goal to Holly removes the teacher from the authority role and puts the class in a collaborative challenge. Children respond very differently to competing for a score than to following an instruction.

💬

What teachers told us in the trial

⭐

“Children are motivated to keep quiet and regularly remind each other when she begins to change.”

Abberley, Merlins class

⭐

“I've started using Holly as a behaviour management tool — if she's red, the class leave the room, line up and come in again.”

Abberley, Kestrels — Jo

⭐

“Holly is coming up in conversations at home in a positive way. Parents are asking about her.”

Abberley — Claire

⭐

“Being able to Holly Hop for times when rehearsing songs for the Christmas show has been very handy!”

Lindridge, Fox class — Mark Pickford

📚 Headteacher's Action Guide

When Holly flags a struggling classroom, this is your first port of call. Every tip is grounded in peer-reviewed research — written in plain English so you can act on it today, not next term.

Research
studies

🔊

Classroom Noise

The biggest factor in learning outcomes — and the most fixable

Did you know?

35 dB

The WHO limit for classroom noise. An occupied classroom typically hits 60–70 dB. That’s not slightly over — it’s the difference between a library and a busy café.

World Health Organization guidelines for community noise

1 in 4

Words missed by pupils in a typical noisy classroom. Students lose 25–30% of what their teacher says — not because they’re not listening, but because they physically can’t hear it clearly.

Armstrong Ceiling Solutions, ANSI acoustics research

22%

Drop in learning in chronically noisy classrooms. Not a marginal effect — a measurable, documented decline in what children actually retain.

Simamora et al., AIP Conference, 2017

72 dB

Average daily noise exposure for children in UK schools. More than double the WHO recommended maximum. Most schools don’t know this about their own buildings.

Pulsar Instruments classroom noise research, UK

2× worse

Impact on SEND and EAL pupils. Children with language, hearing or attention needs are affected twice as badly as their peers by the same noise level.

Klatte et al., Frontiers in Psychology, 2013

🧮

Let Holly's LED do the talking

Make the green light part of classroom identity. When it's green, praise it. When it goes amber, pause — don't shout. The device is doing the behaviour management for you.

🚨

Agree a silent signal with each class

A raised hand, clap pattern, or countdown. When teachers shout to quiet a class, noise spikes — pupils match the teacher's volume. A silent signal breaks that cycle immediately.

🚪

Close the door during focused work

Corridor noise — passing pupils, trolleys, conversations — is among the most disruptive because it's unpredictable. A closed door during literacy or numeracy is free and instant.

📚

Add soft furnishings to hard rooms

Bare floors, walls and glass reflect sound and raise reverberation. One carpet, bookshelf, curtain or cork board makes a measurable difference. After acoustic treatment, pupils in studies said they could hear their teacher clearly for the first time.

🕐

Sequence the day: noisy then quiet

Plan group work, PE and science before focused sessions, not after. Children's ability to filter distraction drops as the day goes on. Give their brains a recovery window before maths or writing.

👨‍🏫

Prioritise SEND and EAL pupils

Children with language, attention or hearing difficulties are hit twice as hard by noise as their peers. A low Holly score in a SEND-heavy class may reveal an environment issue, not a behaviour one.

👥

Rethink group seating for struggling classes

Groups of six generate significantly more noise than pairs or rows — not because children are misbehaving, but because the task format invites it. Try pairs for a focused week and watch the Holly score.

🎓

Invest in teacher voice training

Teachers who project clearly without raising volume keep rooms quieter. Voice training prevents the noise spiral and protects teacher wellbeing — voice strain is a leading cause of teacher absence in primary schools.

🏆

Show the leaderboard to pupils

Social recognition is more motivating than individual reward for children aged 6–11. Sharing the Holly ranking in assembly makes the reward system real. The weekly certificate is designed exactly for this moment.

🔧

Make the case for acoustic panels

Acoustic ceiling tiles or wall panels are the single most effective structural fix for reverberant rooms. Build the case using Holly data — a consistent low score tied to a specific room is exactly the evidence an estates team needs.

🌡️

Classroom Temperature

A warm room is a slow room — but most fixes are free

What the research tells us

20%

Improvement in task performance when temperature drops from 30°C to 20°C.

Wargocki & Wyon, ScienceDirect, 2019

20–22°C

Optimal classroom temperature for learning. Holly alerts you the moment you exceed it.

Frontiers in Built Environment, 2025

30%

Drop in reading speed and comprehension at 27°C compared to 20°C.

Wyon, Ergonomics, 1970

🌞

Open windows before school starts

Buildings store heat overnight. Opening windows 30 minutes before pupils arrive — even in summer — significantly reduces the starting temperature. Brief your site team to make it part of the daily opening routine.

🪟

Close south-facing blinds before 10am

Solar gain is the biggest cause of overheating in UK schools. Closing blinds before heat builds — not after — can make a 2–4°C difference by mid-morning. Proactive shading is far more effective than reactive.

📖

Move demanding work to the morning

Classroom temperatures peak in mid-to-late afternoon. Schedule maths, writing and reading comprehension in the morning. Shift creative work, PE and PSHE to the afternoon on hot days. Costs nothing.

📧

Use Holly's alert as evidence

A timestamped Holly alert — 31°C for 47 minutes during a school day — is documented evidence, not anecdote. Use the Environment page data across a term to build a capital bid for HVAC. Harvard research found school air conditioning almost entirely offsets the heat learning penalty.

📝

About this guide

All guidance is drawn from published, peer-reviewed research. Key sources include Fretes & Palau (Applied Sciences, 2025), Shield & Dockrell's London primary school studies, and the Harvard Kennedy School study of 10 million students. Classroom Sounds Ltd keeps this guide updated as new evidence is published. Full references available at classroomsounds.co.uk.

SEND

🛠️

In development

SEND Environment Monitoring

This module is being developed in partnership with SENCOs during the pilot. Working directly with SEND teams means the final feature set will reflect what actually helps in the classroom — producing evidence summaries for EHCP reviews, annual reports, and sensory-friendly classroom planning, all without identifying any individual child.

What we're designing

Classroom-level sensory environment summaries — room data only, never child-level
Printable evidence for EHCP annual reviews and funding applications
Transition-period noise patterns that help SENCOs plan support
Termly trend data to measure the impact of classroom changes

💬 SENCOs — we'd like to hear from you

If you're a SENCO and would like to help shape this module, please speak to your head teacher or email hello@classroomsounds.co.uk. The first design sessions will run during the pilot.

Why we're taking our time: SEND data handling has real legal and ethical weight. Holly's position is clear — we measure rooms, not children — and we want to make sure every feature we ship in this module lives up to that principle. Rushed SEND tooling helps nobody.

← Back to Overview

🌟

Holly Awards

Recognising classrooms that consistently maintain a calm, focused learning environment.

📅 Assembly Day & Time

Choose when the weekly Holly Award winner banner and certificate appear on the dashboard. Set this to the morning of your school assembly so the certificate is ready to print and present.

Assembly Day

Show from

💪 Why Recognition Matters

Children respond far more powerfully to recognition than correction. When a classroom earns a Holly Award, the message is clear: your effort to be calm, focused, and respectful of each other's learning has been noticed and celebrated.

Research consistently shows that positive reinforcement creates longer-lasting behaviour change than punishment. A child who hears "well done, your class was the quietest this week" carries that pride into the next week. A child who only hears "be quiet" forgets it within minutes.

The Holly Award is deliberately classroom-based, not individual. It builds collective responsibility. Children start self-regulating as a group because they want the award together. That peer accountability is more powerful than any teacher intervention.

🔄 Why Consistency is Everything

The biggest risk with any reward system is abandonment. Schools often launch recognition schemes with enthusiasm, then let them fade after half a term. This teaches children that good behaviour isn't really valued — it was just a novelty.

Holly Awards work because they are automatic, data-driven, and require almost no teacher effort to maintain. The certificate generates itself. The winner banner appears on the dashboard. All you need to do is print it and present it in assembly.

If you skip a week, the children notice. The classroom that worked hard all week to stay in the green doesn't get their moment. That erodes trust in the system. But when the award comes every single week without fail, children learn that the school genuinely values calm learning — and they adjust their behaviour accordingly.

Commit to presenting the Holly Award every week, every assembly, all year. The compounding effect on classroom culture over a full academic year is remarkable.

💡 How the Award Works

Each week, Holly tracks every classroom's noise environment and assigns a score out of 10 based on time spent in the green zone and quiet rewards earned. On your chosen assembly day, the classroom with the highest score is automatically crowned the Holly Award winner.

A golden winner banner appears at the top of the dashboard with the winning classroom, teacher name, score, and number of quiet rewards earned. A printable certificate is available with one click — designed to be presented in assembly, displayed in the classroom, and taken home by children.

The scoring is fair and objective. Holly doesn't favour louder or quieter year groups because each device calibrates to its own room over 14 days. A Year 1 class and a Year 6 class are measured against their own learned baselines, not against each other.

🌱 Making the Most of Holly Awards

1. Present it publicly. The assembly slot matters. A certificate handed quietly at the end of the day has a fraction of the impact of one presented in front of the whole school.

2. Name the teacher too. The certificate includes the teacher name. Publicly recognising staff alongside children reinforces that calm classrooms are a team effort.

3. Display the certificate. The winning class should display it in their room for the week. Some schools create a dedicated Holly Awards board. Visibility matters.

4. Track the winners. Over a term, see which classrooms win most often. Use this to identify and share best practice — what are those teachers doing differently?

5. Never skip a week. Even on a busy week with parents' evening, sports day prep, or OFSTED. Especially then. Consistency is the message.

🎤

Room Test — Holly's 5-Minute Baseline

How Holly learns what silence sounds like in your classroom

🔊

Why Holly needs a Room Test

Every microphone is slightly different. What one Holly reads as 20 dB, another might read as 25 dB in the same room. Without knowing what silence sounds like to her specific microphone, Holly can't tell the difference between quiet and noisy. The Room Test solves this by measuring the noise floor — the lowest sound level Holly hears when the room is empty and quiet. All her thresholds are then set relative to that floor, so she works accurately regardless of mic variance.

⏰

What happens during the test

Holly listens for exactly 5 minutes. During the test, her LEDs show a white progress-fill animation — a gentle glow that fills from bottom to top over 5 minutes, so you can see it's working. She takes hundreds of sound samples during this time and averages them to find her noise floor. When the test completes, she immediately calculates her thresholds and starts monitoring normally. The whole process is automatic — just make sure the room is empty and quiet.

🔌

When the Room Test runs

The Room Test runs automatically the very first time Holly is powered on (or after a factory reset). If Holly has never been tested, she'll start the test immediately on boot. You can also trigger a Room Test at any time from the admin dashboard — for example, if Holly moves to a different room, if acoustic panels are installed, or at the start of a new school year. When triggered remotely, Holly will start the test on her next check-in (within 60 seconds).

💡

Tips for a good Room Test

Run the test when the room is genuinely empty — no children, no music, no fans running if possible. Early morning before school or during a holiday is ideal. Close windows and doors to minimise outside noise. Don't worry about perfect silence — Holly accounts for normal building background noise like heating systems. The test is measuring what "quiet" sounds like in your specific room, not absolute silence. If you get a poor result, you can always run the test again.

📈

How it affects Holly's behaviour

Once Holly knows her noise floor, everything works as an offset. Green, amber, and red thresholds are all calculated relative to the floor — so a room with a floor of 22 dB gets different thresholds than a room with a floor of 30 dB, but both behave correctly. Sleep mode (the rainbow animation when the room goes silent) also uses the floor — Holly will reliably go to sleep when the room empties. Year group bands still apply on top: younger children get tighter thresholds, older children get more tolerance.

← Back to Overview

Online

Monitoring

Sleeping

Room is silent

Holly Hop

Brain break active

Learning

Calibrating

Dormant

School closed

Offline

No contact

Site Administration — All Devices

● Online ● Sleeping ● Holly Hop ● Learning ● Dormant ● Offline

Status	Holly Name	Classroom	Teacher	Device ID	Temp	Firmware	Last Seen	Signal	Hop	Actions

📚 Holly in Your Classroom

📚 Headteacher's Action Guide

Holly Awards

Close School