Schools,
engineered for the classroom.
MIS and student records, attendance, safeguarding, assessment and family engagement, built around how a school day actually runs rather than how a procurement document describes it.
What a school system is judged on.
Schools are measured on safeguarding, attendance and teacher workload long before they are measured on features. These are the numbers we design against.
- Under 5 min
- Daily registration
- WCAG 2.2 AA
- By design
- Termly
- Release rhythm
- Safeguarding
- First-class
Attendance capture that does not eat into teaching time
Accessible to pupils, staff and families from day one
Changes land in holidays and quiet weeks, never mid-assessment
Audited records, role-based access and retention engineered in
The school settings we build for.
A primary school, a sixth-form college and a multi-school trust share a vocabulary but very little operational reality. Architecture and delivery follow the setting you actually run.
Primary schools
Single-form and multi-form settings where one system has to serve teaching, administration and families without specialist IT support.
Secondary schools
Timetabling, option blocks, behaviour, assessment and pastoral care across several hundred to several thousand pupils.
Multi-school trusts & districts
Shared services, central reporting and local autonomy balanced across a group of schools on different starting systems.
Independent schools
Admissions, fee billing, boarding, alumni and parent relations engineered alongside the academic core.
Special educational needs
Individual education plans, provision mapping, therapy input and evidence capture built for the people who do the work.
International schools
Multi-curriculum, multi-currency and multi-jurisdiction settings with distinct reporting and data-residency duties.
Services we deliver into schools.
School engagements combine a dependable administrative core with surfaces that teachers, pupils and parents genuinely want to use. These are the practices we most often deploy, each linked to its dedicated page.
The school estate we engineer end to end.
Schools that pull ahead stop treating administration, teaching and family communication as three separate purchases and start running them as one connected system.
- 01MIS & pupil records
- Admissions, registration, timetabling, groupings and the single pupil record every other system reads from.
- 02Attendance & behaviour
- Registration, absence follow-up, behaviour logging and the reporting that statutory returns and inspection depend on.
- 03Safeguarding & pastoral
- Concern logging, chronologies, restricted access and retention rules engineered as a first-class concern rather than a module.
- 04Assessment & reporting
- Formative and summative assessment, progress tracking and reports that are generated rather than retyped.
- 05Family engagement
- Parent portals, messaging, consent, payments and bookings on surfaces families can use on a phone in two minutes.
- 06Data protection & child safety
- Role-based access, audit trails, retention schedules and age-appropriate design built into the platform.
Programmes delivered in this sector.
What clients ask us first
01Can you work alongside our existing MIS rather than replacing it?
Usually, yes, and often that is the better call. Where the incumbent MIS holds the pupil record dependably, we integrate against it and build the surfaces it does badly, parent engagement, assessment, analytics and workflow. Replacement is worth it when the incumbent constrains what the school can do, or when a trust is consolidating several systems onto one spine. We will tell you which case you are in before you commit budget.
02How do you handle safeguarding data?
As a distinct engineering concern, not a permissions tickbox. Safeguarding records carry their own access model, their own audit trail and their own retention rules, separate from general pupil data. Designated safeguarding leads see chronologies that general staff cannot. Every read is logged. This is designed at architecture stage, because retrofitting it onto a general record system is how schools end up with incidents.
03When can changes go live without disrupting teaching?
The school calendar governs the release calendar. Significant changes land in holidays or inset days. Nothing structural ships during assessment windows, census deadlines or results periods. Smaller fixes ship continuously behind flags. This is agreed in writing at the start of an engagement so nobody is negotiating a deployment window at seven in the morning in September.
04How do you make systems usable for staff with no training time?
By designing for the thirty seconds between lessons rather than for a demo. The common tasks, registration, logging a concern, recording a mark, are reachable in one or two actions on whatever device is to hand. We test with actual teaching staff, not with administrators who have had a week of training. Where a task genuinely needs training, we say so rather than designing around the problem.
05What about accessibility for pupils and families?
WCAG 2.2 AA is the requirement. Schools serve pupils with a wide range of needs and families with a wide range of digital confidence and language backgrounds, so accessibility is engineered from the first build rather than audited before launch. For school systems this is both a legal duty and the difference between a parent portal that gets used and one that does not.
Let's discuss your school systems.
Tell us about the setting, the systems you run today and what is costing your staff the most time. We will arrange a conversation with the people who would do the work.