Make the value tangible.
Short conversational sessions lead to Learning Response Profiles, a Class Profile and a leadership brief, with practical teaching actions.
A school evaluates usefulness against criteria agreed before starting.
Investors & partners
Personal understanding.
School-wide possibility.
Schools hold a wealth of knowledge about children. We are building a way to turn evidence of how they respond to learning into everyday teaching decisions. The route in is a Personalisation Baseline. The intended business is an annual licence per student.
Discuss the investment caseCurrent entry offer: Personalisation BaselineOngoing school platform: in development
The commercial logic
A useful first step.
A reason to keep going.
School leadership buys the baseline for a defined cohort. Teachers use the guidance. The planned annual licence would help the school keep learning which approaches work as children, classes and needs change.
From validation to a paid cohort.
One no-cost validation class sits within a pre-agreed wider paid cohort. Rollout proceeds when the agreed value criteria are met.
Scope, fees and the paid decision are clear from the outset.
An annual school licence.
Pricing based on student numbers. Schools would pay for updated guidance, class planning and leadership insight as new evidence is added.
The platform is in development. Paid add-ons are planned after version one.
Stay close to the child.
Paid mentorship and homeschooling consultancy operate alongside the school offer, grounded in direct work with children and families.
A separate service route, with scope and fees agreed with each family.
What earns the next stage
Useful guidance.
Repeatable value.
The investment case rests on what schools do with the guidance and whether delivery can scale sustainably. These are the milestones we are working to validate.
Explore the principle in action- 01Insight that changes a decision.Can teachers identify something useful to try that they would otherwise have missed?
- 02Willingness to pay.Does validation lead to the agreed paid rollout?
- 03Sustainable delivery.Can the process fit a school’s working day at a viable delivery cost?
- 04A reason to renew.As needs change, do teachers use updated guidance and leaders find enough value to renew? Renewal is a question to validate.
What could make this distinctive
Keep the evidence.
Learn from what happens next.
Keep the conditions attached.
Connect each interpretation to what the child did, the conditions around it and the strength of the evidence. Teachers can see why an action is suggested.
Learn whether support helps.
The planned platform would connect guidance with subsequent responses, so the next suggestion can draw on what a school has already tried.
Make accumulated learning useful.
A permissioned history of responses and support could make guidance more relevant over time. This is a development thesis; its value and defensibility still need to be demonstrated.
What we are building
A fuller picture.
Inside school workflows.
The intended platform connects learner evidence with the decisions teachers and school leaders make every day.
- Practical child, class and school guidance.
- Teacher interaction through supported Microsoft and Google tools.
- A separate leadership dashboard.
- School-controlled sharing with families.
The platform is in development. Longer term, useful understanding should continue as a child changes class or school, with appropriate permissions.
The people behind the work
Built from practice.
Ready for the next stage.
Founded by Shariq Khaleel, Beyond Academics brings together direct work with children, learning design and experience building businesses.
Meet the founderBuild with us
Let’s discuss
the opportunity.
Discuss the route from paid school validation to repeatable delivery, the planned licence, development priorities and financial assumptions.