Updated 7 September 2026

Accessibility statement

This statement covers Teachers Toolkit: the editor a teacher writes in, the files it exports, the collaboration server where lessons and tours happen, and the Android tour app.

Status: partially conformant with EN 301 549 v3.2.1, which adopts WCAG 2.1 level AA. Partially conformant means some parts comply and some do not — and that the second kind are named below, one by one.

• Method: self-assessment, by the people who write the software.
• Statement date: 7 September 2026.
• Last reviewed: 7 September 2026.

What is guaranteed, and backed by a test

None of the claims below is a promise. Each one has an automated test that runs on every change to the code and fails the moment the claim stops being true.

• A focus indicator for keyboard users, on all four exported HTML surfaces — the HTML PP slide deck, the HTML+ document, plain HTML and Reader Mode. The outline appears for the keyboard and stays quiet for the mouse.
• A reduced-motion floor. Anyone with prefers-reduced-motion set in their system gets the same pages with animation all but removed, on the same four surfaces.
• A forced-colors escape. In high-contrast mode, gradient-painted text — which would otherwise vanish — goes back to a solid colour.
• Theme contrast in the slide deck. Every built-in HTML PP theme is audited against named contrast thresholds, chosen with a margin over the WCAG minimum: 4.6 and 4.5 for normal text, 3.1 for large text, 3.0 for non-text elements. A new theme that misses them does not ship.
• A keyboard-operable deck sidebar. The slide index entries are reachable by Tab, announced as controls, and activate on Enter or Space — not on click alone.
• A 44-pixel floor on touch targets in the HTML PP deck: navigation buttons, theme toggle, fullscreen, copy-code and the font-size controls.
• The student tour page holds the same 44-pixel floor on every button, field and list row. It is a page read standing up, on a phone, one-handed.

Non-accessible content

This is the section that makes the statement true.

The editor interface is not audited

Contrast and focus-indicator rules exist in the editor, but they are scattered across thirteen stylesheets, with no shared baseline and no test that verifies them. Unlike the exported files, nothing stops a change from breaking the focus indicator in one panel without anyone noticing.

In the meantime: the exported file is accessible even when the editor is not. Anyone who needs to review content with a screen reader can export to Reader Mode or plain HTML and work on the file.

Game blocks that need a mouse

The drag-and-drop blocks — matching, ordering, categorising, labelling — the canvas games, and the drawing board have no keyboard alternative. A student who uses neither mouse nor touch cannot play them.

In the meantime: what those blocks assess also exists in keyboard-operable forms — open question, multiple choice, fill-in-the-blanks, quiz. In a class where this matters, those are the ones to build the lesson from.

Mind maps and the timeline

These two exports carry their own stylesheet and do not share the accessibility baseline of the other four. They therefore have no guaranteed focus indicator and no reduced-motion floor.

In the meantime: the same content exported as HTML+ or Reader Mode ships with the full baseline.

No screen-reader testing

Nothing in this software has been tested with NVDA, JAWS, VoiceOver or TalkBack. The semantic structure and the labels were written with care, but care is not verification, and that is how this line should be read.

DOCX, PPTX and PDF

Office files inherit the accessibility of whatever program opens them. Image alt text is carried over when the original has it; reading order and structure tagging are not audited.

Reporting a barrier

This software is installed and operated by each school on its own server. If you have run into a barrier, talk to the school that hosts this server: it receives the request, it answers, and it decides what happens next.

Three things help a lot: which page you were on, what you were trying to do, and which assistive technology you were using — screen reader, magnification, keyboard-only navigation, or something else.