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Built by a Chartered Educational PsychologistHCPC Registered PYL042340

Children thrive on relationships, belonging and joy. So we built the platform that carries everything else, and gives the adults around them their time back.

One coordinated place for everyone around the child: teachers, SENCos, parents, educational psychologists and the Local Authority. The platform does the heavy lifting: the planning, the paperwork, the coordination, the evidence. Effective help reaches every classroom early, so most children never need the statutory route. And when an EHC needs assessment is genuinely required, every clock, contribution and decision is tracked in one tribunal-defensible chain.

Explore the live demoSee pricing

And for the children who do need a statutory plan

Meet Jamie. When a plan is genuinely needed, coordination changes the timeline.

046.1 per cent
of EHC plans met the twenty-week legal limit nationally during 2025
more than half of all families waited longer than the law allows
Source: DfE Education, Health and Care Plans, 2026
0
weeks: the statutory limit, met in Jamie’s demonstrated journey
with the evidence already gathered before the clock even starts
See Jamie’s full journey, stage by stage, in the demonstration

Real platform · actual speed · unedited

Watch a cold start: 14 seconds

A parent opens a school’s invitation link with no account, creates one, and reaches their child’s record and its statutory journey, recorded in one take, timed by the recording driver’s own clock. No competitor can film this, because the film is just the product working.

Walk the five minutes yourself

The same live, read-only demonstration the film closes into. No account needed.

Why we built it

Are we listening?

For more than two decades, research has asked children about school when it goes wrong, and the children keep giving the same answer. EdPsych Connect is one long, careful response to that answer, built link by link. Here is the whole chain.

  1. LINK 01

    Start by listening

    More than two decades of UK research has asked children what school feels like when it goes wrong, and the answer has not changed: they stop feeling they belong (per Ighavongbe-Patrick (2022), a systematic synthesis spanning over two decades of children’s voices). This platform is built on that answer. The child’s own voice is captured and carried on every surface: UNCRC Article 12 as a design rule, not a poster.

    Hear Jamie’s voice in his own record

  2. LINK 02

    Look after the adults around them

    To give children the best, the people around them must be looked after too. The platform carries the load that buries those people: lesson planning and differentiation for the teacher, report drafting and coordination for the SENCo and the educational psychologist, the statutory paperwork for the Local Authority, and it keeps the parent genuinely in the loop.

    See the support tools at work

  3. LINK 03

    Time returns for what only people can do

    Every hour of paperwork the platform absorbs is an hour returned to the conversation, the check-in, the repair: the relational work no software can do, and the work that children consistently say matters (relatedness as a basic psychological need, per Ryan and Deci (2000)).

  4. LINK 04

    Belonging grows

    School belonging is one of the strongest protective factors childhood has (per Goodenow (1993); Allen, Kern, Vella-Brodrick, Hattie and Waters (2018)), and it matters most to the children who have it least. So the platform is built to notice the child at the edge of the room: the class sociogram surfaces the overlooked child, and check-ins carry each child’s own ratings of how things feel to the adults who can act.

  5. LINK 05

    Joy protects

    Interest and enjoyment are the affects that counter shame and distress (per Tomkins (1962)). So enjoyment is a design requirement here, not a decoration: learning that plays to a child’s interests and strengths, and workspaces the adults find clear, calm and genuinely satisfying to use. A tool people enjoy is a tool that gets used.

  6. LINK 06

    Fewer crises, and a statutory route that works

    Needs answered at the first stumble are needs that never harden into anxiety, lost confidence or not being able to face school: the platform surfaces those signals early and flags them for a conversation, never a label. And for the children who genuinely need an EHC plan, every clock, contribution and decision is already evidence: one coordinated, tribunal-defensible record from the first observation to the final plan.

    Follow the golden thread

That is the whole idea. The rest of this page does not describe it; it demonstrates it, on a real, working platform.

Watch the platform do the speaking

One joined-up record

The whole SEND journey, held together

EdPsych Connect helps the people around a child understand, plan, act and review together, with the professional and family voices visible throughout.

Human-led pathway: informative state
  1. 01

    Understand

    Listen to the child and family, bringing the right context together.

  2. 02

    Plan

    Connect evidence, strengths, needs and agreed support in one record.

  3. 03

    Act

    Keep the people around the child aligned on what is happening now.

  4. 04

    Review

    Return to the child’s voice and the record to learn what changed.

What it does

Keeps records connected, makes responsibilities visible, and gives families and professionals a shared place to return to the evidence.

What it does not do

It does not replace professional judgement, diagnose a child, or make decisions without the people responsible for the child’s support.

Walk the Jamie demonstration
Jamie's story

One child · the whole journey · the real platform

In time

Meet Jamie: a child whose needs were noticed early and met all the way to a plan that works. This film follows his whole journey through the eyes of the people around him: his mother, his teacher, his teaching assistant, the SENCo, the therapists, the educational psychologist and the local authority, all on one shared record. Every screen is the real, working platform, and the words are the founder’s own, with Jamie’s voice carried by his mother. Captioned throughout; nothing to install.

Only have five minutes? Walk the curated path

Meet Jamie

One child’s journey, from early support to a defensible plan

Jamie is a fictional, illustrative composite: a single child whose story shows the platform working end to end, from universal classroom support to an issued EHC plan with a golden thread across all four areas of need. You can walk the whole journey, stage by stage, as the real seeded record renders for each role.

Walk Jamie’s full journeyExplore the live demo

How it works

  1. STEP 01

    Early support, in every teacher’s hands

    Effective universal help and graduated SEN support are built into everyday teaching, so for many children the need is met early and the statutory route is never required.

    See the support tools
  2. STEP 02

    When an assessment is genuinely needed, one defensible chain

    Where an EHC needs assessment is truly required, every clock, contribution and decision is tracked in one tribunal-defensible chain: from referral through the issued plan’s golden thread across all four areas of need.

    Follow the golden thread
  3. STEP 03

    The child’s voice and destination at the centre

    The child’s own voice and their preparation for adulthood stay at the heart of the plan: provision carried across transitions without a gap, towards the destination that matters to them.

    See outcomes and voice

Compared with what?

The typical SEND journey without coordinated support, beside Jamie’s journey with EdPsych Connect.

The same statutory journey, told twice. On the left, the experience that published national evidence describes when support is not coordinated. On the right, the same moments held together by the platform Jamie’s school and Local Authority use.

The left-hand column is an illustrative composite.

Sam is an illustrative composite — a representative picture of experiences that are common in an un-coordinated SEND system, drawn from published national evidence. Sam is not a real individual, not a specific case, and not a user of this platform. Every figure shown in this column is a real, published statistic with its source linked; where no single figure exists, the experience is described qualitatively and anchored to the Government’s own published diagnosis of the system.

Sam is distinct from Jamie. Jamie is the sole seeded demonstration spine on this platform; Sam is a marketing-narrative illustration with no seeded record, no JWT, and no audit row.

The statutory clock

The twenty-week assessment

Without coordinated support

Sam’s family request an Education, Health and Care needs assessment. The statutory timeline is twenty weeks, but in an un-coordinated system more than half of plans now miss it. Sam waits while paperwork moves slowly between separate systems that do not talk to one another.

46.1%

of new EHC plans were issued within the twenty-week statutory limit during 2025, excluding exceptions (46.4% in 2024).

Source: DfE Education, Health and Care Plans, 2026

With EdPsych Connect: Jamie’s journey

The statutory six, sixteen and twenty-week clocks are tracked automatically from the date of request, with working-day deadline calculation and approaching-deadline alerts, so the team sees a slip before it becomes a breach — not after.

Multi-agency advice

The advice that does not join up

Without coordinated support

Education, health and social-care advice for Sam is gathered in parallel by professionals who never see one another’s contributions. Pieces arrive late, contradict one another, or go missing. The Government’s own improvement plan identifies this fragmentation as a defining failure of the current system.

Source: DfE SEND and Alternative Provision Improvement Plan, 2023

With EdPsych Connect: Jamie’s journey

Every statutory advice contribution is gathered into one coordination envelope keyed to the child’s case, with each party’s status visible in a single register — so the coordinator can see at a glance what has arrived, what is outstanding, and whether the case is on track.

The child’s voice

The child no one heard

Without coordinated support

Decisions about Sam are made about Sam, not with Sam. The child’s own views — a right under the United Nations Convention on the Rights of the Child and the SEND Code of Practice — are recorded thinly, if at all, because no one structure carries them through the journey.

Source: DfE SEND and Alternative Provision Improvement Plan, 2023

With EdPsych Connect: Jamie’s journey

The young person’s voice is captured as a first-class, durable record — in the child’s own words and chosen medium — carried through the journey and visible to the team, with the child able to see and erase their own contributions.

Preparing for adulthood

The plan that stops at the school gate

Without coordinated support

As Sam approaches the teenage years, planning stays focused on the next school year rather than the next decade. Preparation for adulthood — employment, independent living, community inclusion and good health — is named in statute but, in an un-coordinated system, is too often weak or absent.

Source: DfE SEND and Alternative Provision Improvement Plan, 2023

With EdPsych Connect: Jamie’s journey

From Year 9, planning is structured around the four Preparation-for-Adulthood outcome domains — employment, independent living, community participation and health — so the plan looks toward the life the young person is growing into, not only the next term.

When families have to fight

The appeal that should never have been needed

Without coordinated support

When the pieces do not come together, families are left to challenge decisions at tribunal. The overwhelming majority of appeals are upheld — a sign that the original decisions were too often wrong, and that families had to fight for support that should have been theirs from the start.

99%

of SEND tribunal appeals decided by the tribunal in 2024/25 went in the family’s favour: evidence that families are too often forced to fight, and usually right to.

Source: Ministry of Justice, Tribunal Statistics, 2024/25

With EdPsych Connect: Jamie’s journey

The whole journey is held on one tamper-evident audit chain, with the annual review run as a genuine multi-agency meeting whose consented record is retained lawfully — so the right decision is reached together, and the case is defensible without a fight.

The difference is not a better story. It is the same statutory journey, coordinated — the clock watched, the advice joined up, the child heard, the future planned for, and the record defensible — so that, for a real child like Jamie, the fight never has to happen.

Built for your role

Who it is for

EdPsych Connect serves everyone around the child. Choose a role to step straight into its real portal (read-only, on Jamie’s seeded story) and see exactly what the platform does for you.

  1. Parents & carers

    The first to know, not the last: your child’s plan and your child’s voice, in one place.

    See it as this role

  2. Young people

    Your journey, your views in your own words, and your rights: school shaped around how you think.

    See it as this role

  3. Teachers

    Differentiation for every learner in the class, so you can focus on the actual teaching.

    See it as this role

  4. SENCos

    Every child visible, the graduated approach tracked, and the multi-agency loop closed.

    See it as this role

  5. Educational psychologists

    Structured, strengths-based assessment that flows into an evidence-ready report draft.

    See it as this role

  6. Headteachers

    Whole-school statutory compliance on live clocks: every deadline visible before it becomes a breach.

    See it as this role

  7. Local authorities

    Every statutory clock, every chase, and a tribunal-defensible record across the authority.

    See it as this role

  8. Heads of SEND service

    The whole-service picture at a glance: statutory timeliness, the breach register and inspection readiness across every school.

    See it as this role
And more: explore every role in the demonstration

Explore the full platform

The complete capability inventory and every one of the twenty-three canonical SEND roles are demonstrated end to end on Jamie’s seeded story. A small number of advanced modules are in final development.

Explore the live demo
Why it stands up

Proof point 1 — Universal provision raises the floor

Where every child learns
the way they learn.

The teacher uploads one lesson plan. The platform returns thirty differentiated versions, each tailored to the individual learner's adaptive profile — working memory, processing speed, attention span, dyslexia and dyscalculia support flags, ADHD considerations. The profile is learned, not guessed: it sharpens with every piece of work the pupil completes, and a pupil the platform has not yet learned receives the strong base lesson — never a fabricated personalisation. The teacher reviews, approves, assigns. The class does not need to be re-grouped. The lesson does not need to be re-written four times. Differentiation, finally, scales.

Differentiation engine

One lesson plan → a genuinely-distinct version per pupil (a class of thirty receives thirty distinct versions). The Lesson Personalisation Engine consumes each child's Adaptive Learning Profile — working memory, processing speed, attention span, dyslexia / dyscalculia / ADHD support flags — and emits the version pitched for them. Profiles are learned from each pupil's actual work, never guessed; a pupil without a profile yet receives the strong base lesson until the platform has evidence. No "low ability" table; no four versions written at 2 a.m.

Equality Act 2010 §20 reasonable adjustments + SEND CoP §6.36 graduated approach

100+ research-backed interventions

Tier 1, 2, and 3 evidence levels across Academic / Behavioural / Social-Emotional / Communication / Sensory categories, filtered by age range and setting. 134 entries on main today; every entry carries its evidence base, expected timeframe, resource requirements, and complexity rating.

SEND CoP §6.44 graduated approach delivery

Wellbeing surveys that catch the signal early

Three short weekly questions per child. Two consecutive concerning responses trigger a SENCo-only alert. Children's Code (ICO AADC) compliant — the data lives in the wellbeing-channel tenancy; not visible to peers or non-SEND staff.

KCSIE 2025 Part one ¶19 + ICO Children's Code

Adaptive Learning Profile per child

Primary learning style, visual / auditory / kinaesthetic / reading preferences, processing speed, working memory, attention-span minutes, dyslexia / dyscalculia / ADHD support flags. The child reads their own profile in plain language on their dashboard; the teacher sees every pupil's applied adaptations on the differentiation surface. It updates as the platform learns from the pupil's work.

UNCRC Art 12 + UK GDPR Art 13 transparency

Quest Builder + Battle Royale engagement

Gamified learning with per-child adaptive level. The child competes against their own previous best, not the class median. 55+ badges tied to concrete learning milestones. Engagement scaffolding children actually want.

Statutory anchor

Equality Act 2010 §20 + §149 (accessible-format duties at lesson level) · SEND CoP 2015 §6.36 + §6.44 (graduated approach — universal provision is the first wave) · ICO Children's Code · UNCRC Art 12.

See the differentiator in action

Proof point 2 — Teachers teach; paperwork shrinks

What teachers
get back.

The Assess–Plan–Do–Review cycle that the SEND Code of Practice asks teachers to run — and that nobody has time to do well — is automated where it should be automated and scaffolded where the teacher must be the agent. Evidence packs auto-compile from intervention logs, voice records, wellbeing data, and assessment history. The teacher reviews + approves; the EHCNA request, when needed, is one click.

The teacher's reclaimed time goes back to the children — relationships, pastoral conversations, the small moments that classroom culture is actually made of. Not the spreadsheet at 11 p.m.

A-P-D-R cycle evidence auto-compiled

Intervention logs + voice records + wellbeing data + assessment history aggregate into the cycle-review evidence pack automatically. The teacher reviews and approves — the pack assembles itself instead of being typed up.

SEND CoP §6.36 + §6.44 graduated approach

Class Dashboard with SEND register at-a-glance

Per-class SEND register, intervention status, A-P-D-R cycle progress all visible on one screen. The teacher sees what they need to see when they need to see it. Notifications when partner-agency contributions are due.

Behaviour Tracker with proactive flagging

Structured behaviour-incident logging with predictive flagging — patterns surface before crisis. Designed against the "behaviour as communication" framework, not punishment-tracking.

KCSIE 2025 Part 1 + behaviour-as-communication discipline

Intervention scheduling direct from the 100+ library

Teacher picks an intervention; the platform schedules it with frequency + responsible person + review date. No copy-paste from PDFs; no orphan PDFs.

SEND CoP §6.44

Contextual help videos — zero-touch onboarding

When the teacher hits a screen they have not used before, the platform surfaces a 30-second video of how to use it. No training schedule. No "training day" the SLT cannot afford.

Statutory anchor

SEND CoP 2015 §6.36 + §6.44 (graduated approach — Assess-Plan-Do-Review cycle) · KCSIE 2025 Part 1 (universal monitoring) · GTC Standards (continuing-fitness duty).

Tour the class dashboard

Proof point 3 — Guided, never done-for

A learning companion
that does not do it for them.

Every other AI-in-education product is racing to do the work for the child. Write the essay. Solve the equation. Answer the comprehension question. EdPsych Connect's Personal Tutor does the opposite. It asks the next question. It surfaces the next prompt. It scaffolds the child's thinking. The child remains the agent of learning; the AI is a thinking-partner, never a thinking-substitute.

This is not a marketing claim. It is a structural choice in the architecture. The Personal Tutor uses the platform's voice-command service to deliver contextual help — never pre-canned answers. Every AI interaction is forensically logged in the AI Audit Service (HMAC-signed). Stealth assessment requires UK GDPR Art 6/9 consent gating before any processing occurs. Closed-lexicon discipline means AI cannot introduce a category the platform does not recognise — including safeguarding categories that drift.

Personal Tutor — voice-driven scaffold

Contextual help via the platform's voice-command service. Never pre-canned answers. The architectural choice is deliberate: the child remains the agent of learning. The AI is a thinking-partner, not a thinking-substitute.

Equality Act 2010 §149 + UNCRC Art 12 (child voice) + ICO Children's Code

HMAC-signed AI Audit Service

Every AI decision forensically logged with HMAC signing. Even the platform itself cannot retroactively rewrite an AI-decision record without breaking the chain. UK GDPR Art 5(2) accountability extends to AI processing.

UK GDPR Art 5(2) + Art 22 (automated decision-making safeguards)

Closed-lexicon guardrails on AI classifications

Every AI-touched classification (safeguarding category, intervention type, EHCP section, audit action) is an `as const` TypeScript enum. The AI cannot introduce a category the platform does not recognise — including safeguarding categories that might drift across model updates.

Multi-modal voice (Write / Speak / Emoji / AAC)

The child chooses how to communicate with the platform: typed text, spoken word, emoji, or AAC for children who use one. Equality Act 2010 §149 accessible-format duty discharged at the interaction level, not bolted on.

Equality Act 2010 §149

Consent-gated stealth assessment

Stealth-assessment processing (the platform analysing a child's engagement patterns for early-intervention signals) requires UK GDPR Art 6/9 consent gating. The pure-function consent gate at `src/lib/stealth-assessment` is structurally non-bypassable.

UK GDPR Art 6 + Art 9 + ICO Children's Code

Statutory anchor

UNCRC Art 12 (child voice) · ICO Children's Code (Age Appropriate Design Code) · UK GDPR Art 5(2) + Art 6 + Art 9 + Art 22 (automated decision-making safeguards) · KCSIE 2025 (safeguarding category integrity).

See how the Personal Tutor scaffolds, not solves

Proof point 4 — Multi-agency loop, finally closed

What every Local Authority has tried.
What nobody has solved. Until now.

For two decades, every UK Local Authority has tried multi-agency working. Most have a multi-agency policy. Some have multi-agency meetings. None have the multi-agency loop closed.

The reason it has failed is structural, not effort. Health, Social Care, Education, and Local Authorities each have their own systems, their own data sovereignty rules, their own statutory clocks. When a child needs contributions from three agencies, those three agencies do not share a chain of custody. The 6-week EP-advice clock and the 6-week health clock run in parallel — and nobody can see both at once.

EdPsych Connect solves this in the data architecture itself.

Each agency is a tenant with its own data sovereignty

Health (ICB), Social Care, Education, LA, School, Post-16 each have their own tenant with their own data-protection boundary. Cross-tenant contributions routed through structured composers with per-tenant Data Processing Agreements.

UK GDPR Art 28 (processor obligations) + Art 32 (security)

Structured statutory composers across agencies

CFA 2014 §28 (health advice) · §29 (social-care advice) · §9.49 (EP advice) — each routed through the tenant boundary with structured arrival + clock visibility. No more "we sent it but they say they did not get it."

CFA 2014 §§28, 29, 9.49 + SEN Regs 2014 reg.6

Every cross-tenant view HMAC-signed in the audit chain

When the Tribunal asks "what did Health say and when?", the chain answers verbatim. Even the platform itself cannot retroactively rewrite without breaking the chain. Verifiable at `/admin/audit-log/verify`.

UK GDPR Art 5(2) (accountability — demonstrable)

Every clock visible on one screen

The 6-week EP-advice clock, 6-week health-advice clock, 6-week social-care-advice clock — all surface together. The EHCCO chasing a partner sees the chase audit-trailed. The LA Officer co-ordinating across agencies sees the partner status without an email roundtrip.

CFA 2014 §22-§25 + SEN Regs 2014 reg.6

Inter-LA transfers + KCSIE 2025 + Working Together 2026 integrated

When a family moves between LAs, the EHCP transfers with field-mapping integrity. KCSIE 2025 Part one ¶15 safeguarding overrides + Working Together to Safeguard Children 2026 + DSL audit chain integrated cross-tenant. The multi-agency lattice that has structurally failed for two decades, finally closed.

SEN Regs 2014 reg.15 + KCSIE 2025 + Working Together 2026

Statutory anchor

CFA 2014 §§28, 29, 49, 9.49 (multi-agency contribution duties) · UK GDPR Art 5(2) (accountability), Art 28 (processor obligations), Art 32 (security) · Working Together to Safeguard Children 2026 · KCSIE 2025 Part 1.

See the multi-agency dashboard (LA demo)
The sector’s own numbers

A system under strain
An answer built from the inside

Every statistic below is a child waiting, a teacher stretched past caring capacity, a family fighting to be heard. We did not build EdPsych Connect to manage this crisis. We built it to prevent it, by looking after the people around the child.

EHC Plans
0

Children and young people now hold an EHC plan in England, up 12.5% in a single year: the steepest annual rise since EHC plans began in 2014. Many reach that point because effective support did not arrive early enough. Catch needs at the first stumble, and far fewer children ever need a statutory plan.

Reduce need through early intervention - support arrives before crisis

Source: DfE, EHC plans, England 2026 ↗
20-Week Breaches
0.1%

Of new EHC plans were issued within the 20-week statutory limit during 2025, excluding exceptions (46.4% in 2024). More than half of families wait longer than the law allows while paperwork shuffles between siloed systems.

Structured workflow with deadline tracking and evidence always audit-ready

Source: DfE, EHC plans, England 2026 ↗
SEND Tribunal
0%

Of the SEND appeals decided by the tribunal in 2024/25 went in the family's favour, across 25,000 appeals registered, up 18% in a year. Councils contest, and almost always lose. Every contested case is months of a childhood and money that could have funded the support itself.

Quality EHCPs from the start - fewer disputes, more resources for children

Source: Ministry of Justice, Tribunal Statistics 2024/25 ↗
Teacher Retention
0.6%

Of teachers who qualified five years ago have already left the classroom. Retention is improving, and that is the point: this is a system that can improve when it is addressed. The paperwork is what it has not addressed.

The platform carries the planning and paperwork; time returns for the relationships that keep teachers teaching

Source: DfE, School workforce in England 2026 ↗
Persistent Absence (EBSNA risk cohort)
1.34M

Pupil enrolments missing 10%+ of school in 2024/25 (18.14%), down from 1.49 million the year before. Falling, and still running at nearly double the 2018/19 rate of 10.86%. Anxiety, low self-esteem, and content they cannot access makes school feel impossible.

Belonging noticed early: attendance and wellbeing signals flagged for a conversation, the needs behind absence answered, never blamed

Source: DfE Pupil Absence 2024/25 ↗
EP Shortage
1 : 9,400

Pupils to every Educational Psychologist in the least-covered area, against 480 in the best-covered and a median of 2,600: a 20-fold difference in whether a child is seen. Where you live decides how long you wait, and statutory assessment consumes the time that would have prevented the need.

Assessment tools and the EP marketplace free EP time for the work only EPs can do

Source: EPI, Educational psychologists in England 2026 ↗
The promise

Every child feeling they belong. Every adult around them with the time to make it so. And when a child genuinely needs the statutory route, a system that finally works. Everything this page demonstrates runs on the real, working platform, because the platform, not the promise, should do the speaking.

Our Story

Without EdPsych Connect

  • Teachers spend hours every week planning for diverse needs manually
  • Schools gather evidence manually across disconnected systems
  • LAs miss 20-week deadlines, children wait
  • Poor EHCPs lead to tribunals and wasted money
  • Students disengage, EBSNA rates climb
  • EPs overwhelmed, support comes too late

With EdPsych Connect

  • Structured interventions linked directly to assessment findings
  • Evidence gathered systematically, always audit-ready
  • Statutory deadline tracking with milestone alerts built in
  • EHCP drafting guided by structured clinical templates
  • Gamification module makes learning accessible and engaging
  • EP Marketplace connects schools with qualified professionals

Join us in building an education system where every child thrives.

See The Platform In ActionTalk to Our Team
PROPRIETARY TECHNOLOGY

The ECCA Framework

Standard EdTech digitises textbooks. We digitise the Psychologist.

The EdPsych Connect Comprehensive Assessment (ECCA) structures every assessment around psychological first principles: a dynamic, qualitative framework that organises the picture around the psychology of learning, not around scores.

Dynamic

Test-teach-retest within the child's zone of proximal development: ECCA assesses learning potential and what mediation unlocks it, not a fixed snapshot. Grounded in Vygotsky and Feuerstein.

Qualitative

EP-interpreted descriptors (strength, emerging, barrier), never standardised scores or percentiles. The educational psychologist's professional formulation is the product.

Strengths-based

Leads with what the child can do and the conditions that help: the SEND Code of Practice's strengths-then-needs ordering, before describing barriers.

Whole-child

Seven domains spanning every SEND area of need (cognition, communication, social-emotional and sensory) integrating the EP's observation with teacher, parent and the child's own voice.

Academic Rigour Meets Innovation

Built on the Science of Learning

We do not just guess. Every feature in EdPsych Connect is grounded in peer-reviewed research, developmental psychology, and over a decade of frontline clinical practice.

Dr Scott I-Patrick D.Ed.Psych CPsychol

Dr Scott I-Patrick

D.Ed.Psych CPsychol

Founder & Managing Director

EdPsych Connect Limited

Chartered, HCPC-registered Educational Psychologist and founder of EdPsych Connect, built from first principles, at his own cost, after working inside a council's own SEND service and deciding he could not look away. One joined-up record for the whole journey, so schools, families and professionals work as one team around the child.

"My doctoral research at the University of Southampton revealed that educational challenges stem not from deficient children or inadequate teachers, but from systems not designed to accommodate the complexity and diversity of human learning. This revelation drove me to create EdPsych Connect."

D.Ed.PsychCPsycholHCPC RegisteredSDS Clinical Supervisor

The ECCA Framework

Our proprietary dynamic assessment model (Explore, Clarify, Create, Act) ensures no child is labeled without understanding context.

Evidence-Based Interventions

A library of 163 research-backed strategies, each tagged with its research basis (e.g., CBT, Precision Teaching, Restorative Justice).

Statutory Compliance

Reports and plans are structured within the UK SEND Code of Practice (2015) and Children and Families Act (2014) framework: statutory deadline tracking and compliant export built in.

See It In Action

Hear it from the EP who built it

A short introduction from the practising Chartered Educational Psychologist who built the platform. To see the EHCP workflow and the intervention thread on real seeded data, walk the live demonstration.

76 sec

Why I Built EdPsych Connect

Dr Scott I-Patrick, Chartered EP

The problem every EP, SENCo, and school leader recognises, and the platform built to solve it from the inside. Recorded by the founder himself.

Watch now
Dr Scott I-Patrick

Dr Scott I-Patrick · Chartered Educational Psychologist · HCPC PYL042340 · Founder, EdPsych Connect

Trust · Sovereignty · Safety

No "trust us": every promise enforced in code.

Every claim below is a verifiable fact. Registration number · URL · specific architecture choice. The release-gate suite enforces these invariants on every commit; drift cannot land silently.

Built by an HCPC-registered Chartered Educational Psychologist

  • Registration PYL042340, verifiable on the HCPC public register.
  • 16+ years frontline practice across multiple county and unitary local authorities.
  • Dual-trained as practitioner + developer; the platform was designed by someone who has done the work it automates.

Health Professions Order 2001 art.39 (protected title); HCPC SCPE §9.2 (honest about qualifications)

UK-resident data

  • Vercel UK · Postgres UK: every byte stays under UK jurisdiction.
  • ICO controller registered (ZC136984).
  • Companies House registered (EdPsych Connect Limited, Company No. 14989115).
  • DPIA v2 ratified: DPO consultation under UK GDPR Art 35(2) recorded in the audit chain (Phase 0.11.4.b).

UK GDPR Art 32 + Art 35(2)

BYOD CA-certificate model

  • The school's own root certificate, not ours.
  • The platform proves it cannot decrypt traffic the school chooses to keep behind its own TLS.
  • TLS hardening verified (EPC-AUDIT-0061 Phase 1, 2026-04-23); no `rejectUnauthorized: false` regression.

UK GDPR Art 32 (security of processing) + data sovereignty principle

HMAC-signed hash-chain audit log

  • Every cross-tenant view, every safeguarding override, every DPO sign-off lands in a tamper-evident row.
  • Verifiable at /admin/audit-log/verify: admin access required, anyone with that access can prove the chain is intact.
  • Even the platform itself cannot retroactively rewrite without breaking the chain.

UK GDPR Art 5(2): accountability, demonstrable not asserted

Closed-lexicon discipline: AI cannot drift our categories

  • Every safeguarding category, every triage status, every visibility scope is an `as const` TypeScript enum.
  • Pure-function validators sit between AI suggestions and audit-chain writes.
  • Guide-not-do-for architecture: the child remains the agent of learning; the AI is a thinking-partner, never a thinking-substitute.
  • KCSIE 2025 Part one ¶15 safeguarding-override audit chain: every override is a defensible row.

UK GDPR Art 5(2) + Art 22 + KCSIE 2025 + ICO Children's Code

Pseudonymisation before any AI model

  • A name never leaves our servers: before a prompt reaches any model, every identifier we hold becomes a role token; the provider sees `[CHILD_1]`, never the child.
  • The reply is re-identified on our own servers, so the professional reads the real name back: better privacy AND better output than deleting the name outright.
  • A second net catches names typed into free text; every AI call writes a counts-only privacy record you can audit.
  • Honest boundary: this is strong data minimisation, not a claim of legal anonymisation.

UK GDPR Art 5(1)(c) data minimisation + Art 25 privacy by design

WCAG 2.2 AA throughout

  • Semantic landmarks (<header>, <article>, <aside>, <figure>) on every surface.
  • Paired colour + text on every status indicator: no colour-only signals.
  • Reduced-motion preference respected (useReducedMotion); autoplay never fires.
  • Accessible-format compatibility matrix for distribution (BSL video · printed letter · large-print · standard text).

Equality Act 2010 §149 (public-sector equality duty) + §20 (reasonable adjustments)

Over 700 release-gate spec files (as of June 2026)

  • Every claim has a structural test that fails the build if the invariant breaks.
  • Pure-function-first architecture means most tests run in milliseconds, so the full suite runs on every commit.
  • No "trust us": every promise on this platform is enforced in code.

Standing engineering discipline · founder-mandated, non-negotiable

The release-gate test suite runs on every commit. If a promise breaks, the build fails before the change can land. That is what "every promise enforced in code" actually means.

Every claim on this site maps to a code path that the release-gate suite checks on every commit, so what you read here is what the platform actually does.

Start here

Transparent pricing

Priced for every part of the system

Local Authorities, schools, Multi-Academy Trusts, and private EPs, each with pricing built around their buying power, budget source, and the value delivered.

Pricing is being finalised with our pilot partners ahead of the September 2026 closed-cohort beta.

Published prices will appear here once confirmed. Transparent pricing means we publish real figures, not placeholders; register your interest for early-partner terms and first sight of the price card.

For SENCos, teachers, and school staff

Mainstream School

Pricing being finalised

Early-partner terms for registered interest

Up to 500 pupils. Full SEND platform replacing Provision Map, CPOMS, and your SEND MIS module.

  • Unlimited staff accounts
  • All student accounts included
  • SENCo caseload dashboard
  • Provision mapping (Ofsted-ready)
  • Lesson differentiation (AI)
  • Quest Builder
  • Behaviour & progress analytics
  • Referral management
  • Intervention library (100+ evidence-based entries)
  • Student engagement platform
  • -EHCP lead authority functions (LA tier)
  • -EP assessment tools (EP tier)
Register interest
Most Comprehensive

Larger / Special School

Pricing being finalised

Early-partner terms for registered interest

Special schools, AP, and mainstream schools over 500 pupils. Higher complexity, full feature access.

  • Everything in Mainstream, plus:
  • Special school SEND workflows
  • Enhanced provision mapping
  • Multi-tier EHCP tracking
  • Priority support & training
  • SEMH-specific intervention pathways
  • Transition planning tools
  • Enhanced parent communication portal
Register interest

Is your Local Authority already subscribed?

Schools within a subscribed Local Authority receive the platform at no cost. Ask your LA SEND team or contact us to check.

What EdPsych Connect replaces

Schools currently pay for these tools separately; EdPsych Connect includes all of them.

Tool, normally bought separatelyIn EdPsych Connect
Provision Map / SEND register Included
CPOMS / safeguarding Included
MIS SEND module Included
EP report software Included
Parent communication portal Included
Student engagement platform Included
Six separate subscriptions, one platformPricing being finalised

Commissioning Marketplace: a tiered platform fee on contracts placed through the platform, being finalised with pilot partners. Parents always free. Custom enterprise pricing available for all tiers.

Limited Beta Access

Be among the first to give the adults around your children their time back

Register your interest now and get priority access when the doors open. No commitment required.

Early access to all platform features
Direct input into feature development
Priority support from our EP-led team
Special founding member pricing

Register Your Interest

We respect your privacy. Your information will only be used to contact you about EdPsych Connect and will never be shared with third parties.