Websites, apps & AI solutions built with real understanding.

Schools are spending enormous sums on one-size-fits-all platforms built by companies who've never set foot in a classroom. The evidence is mounting that much of this technology isn't working — and in some cases, it's making things worse.

Countries like Sweden have already started pulling back. A 2025 Nuffield Foundation report found a lack of evaluation and oversight across the edtech industry, with schools purchasing through "word of mouth or lured by big marketing and hype." Academy chain leaders are publicly questioning whether devices are any more beneficial than traditional methods. And in staffrooms everywhere, teachers know what the data is finally catching up to: generic tools built for shareholders don't serve students.

"Students who use computers very frequently at school do a lot worse in most learning outcomes."

OECD international review of computers in education

The UK government has committed £4m toward developing AI tools to help teachers with marking and lesson planning. But you don't need to wait for a government programme. AI has already rewritten the economics. The kind of bespoke, targeted tool that would have cost a school tens of thousands to commission can now be built for a fraction of that — tailored to your exact processes, your data, your staff needs. Not a platform you pay to access. A tool you own.

Report writing that understands your school's tone of voice. Data processing that matches your MIS. Feedback generation aligned to your marking policy. Admin automation that frees up the hours your staff actually need — so you can redirect that budget to where it makes a real difference.

To be clear: I'm not anti-technology in schools. I build edtech for a living. But there's a world of difference between generic platforms that park a student in front of a screen and tools designed to put insight into the hands of the adults who know those students best. VESPA Academy doesn't replace the coaching conversation — it creates the reason for one. That's the standard everything I build is held to: does this make the human interaction better, or does it replace it?

I build these tools because I've stood where you're standing. I know what eats a teacher's time. And I know what a school can actually afford.