What Schools Expect to See on a Supplier Website

A school supplier’s website has an unusual job.

It needs to attract attention, explain the product and generate enquiries, but it must also help a school investigate the business, compare the offer, involve colleagues and decide whether the supplier appears safe and practical to work with.

A teacher may visit because they have discovered a useful resource. A school business manager may arrive later to check the price and company details. An IT manager may look for security and integration information. A designated safeguarding lead may want to understand who will work with pupils. A headteacher may read only one page before deciding whether the proposal deserves further attention.

If the website serves only the first visitor, the sale can lose momentum when the offer reaches the wider buying group.

Many supplier websites create unnecessary uncertainty. They use broad claims such as “transforming education” but do not explain what the product does in a normal school. They show testimonials without naming the type of school involved. They hide every price, make basic documents difficult to find and provide no clear account of implementation.

The result is not necessarily immediate rejection. More often, it creates additional work.

The interested member of staff must email the supplier for information that could have been available online. The business manager cannot estimate whether the offer is affordable. The IT team cannot tell what data is collected. Senior leaders cannot see what the school would need to do after buying.

A strong school-supplier website removes this friction. It gives each visitor enough information to understand the offer and find the next detail relevant to their role.

This guide explains what schools expect to see on a supplier website, what builds confidence and what can cause an otherwise promising business to appear harder to buy from.

Schools need to understand the offer within a few seconds

The first job of the website is not to impress the visitor with the company’s vocabulary. It is to help them understand what the business provides.

A school visitor should be able to identify quickly:

• what the product or service is;
• which schools or education settings it is designed for;
• which problem it addresses;
• who normally uses it;
• where the supplier operates;
• what the visitor should do next.

Many websites fail this basic test because the homepage begins with a statement such as:

“Empowering organisations to unlock potential through transformative, future-focused solutions.”

The sentence sounds positive but could describe software, consultancy, training, recruitment, facilities management or almost any other business.

A clearer introduction might say:

“Safeguarding training and policy support for primary schools, secondary schools and multi-academy trusts across England.”

Or:

“Managed IT support for schools in Yorkshire, including onsite assistance, cybersecurity monitoring and network planning.”

Or:

“Curriculum-linked science workshops delivered in primary schools for pupils in Key Stages 1 and 2.”

These statements are less dramatic, but they help the right visitor recognise relevance immediately.

The opening section should usually contain:

• a specific heading;
• a short explanation of the main benefit;
• the intended school audience;
• a clear primary action.

That action might be:

• view pricing;
• book a demonstration;
• request a quotation;
• check regional availability;
• download the school information pack;
• browse products;
• arrange a site visit.

Avoid offering five equally prominent actions in the first screen. Visitors should not have to decide whether to “discover”, “explore”, “connect”, “transform” or “start their journey”. Use language that describes what will actually happen.

The homepage does not need to explain everything. It should direct different visitors towards the right part of the site.

For example:

• For teachers: see how the product works in lessons;
• For school leaders: review outcomes and implementation;
• For business managers: see packages, pricing and procurement information;
• For IT teams: review technical and security documentation;
• For MATs: explore trust-wide delivery.

This is particularly useful for complex products with several decision-makers.

The guide to positioning a product or service for UK schools explains why the supplier should begin with a recognised school problem rather than a list of features. The website is where that position must become visible and understandable.

Create a dedicated section for schools rather than making them decode a generic business website

Some suppliers serve several sectors. Their website may address charities, businesses, healthcare providers, local authorities and schools at the same time.

There is nothing inherently wrong with this. The problem arises when education visitors are sent to a generic service page and expected to work out how the offer applies to them.

A school-specific section should explain the education use case directly.

It should answer questions such as:

• Which kinds of schools do you work with?
• Which school roles normally use or manage the service?
• What does delivery look like in a school environment?
• What school-specific risks or requirements have you considered?
• What experience do you have in education?
• How does your pricing work for schools?
• Can you work with individual schools and MATs?
• Which areas of the UK do you cover?

A general cleaning company, for example, should not expect a school to rely on a page written for offices and retail premises.

The school section might explain:

• cleaning schedules around the school day;
• holiday deep cleaning;
• staff vetting and safeguarding arrangements;
• equipment and chemical storage;
• cover for staff absence;
• quality checks;
• experience with different school buildings;
• regional coverage;
• how quotations and site visits work.

An ordinary software company entering education should explain:

• how school accounts and users are managed;
• whether pupil or staff data is processed;
• integration with common school systems;
• accessibility;
• implementation during term time;
• training for school staff;
• school and trust reporting;
• technical support.

A construction or facilities business might explain:

• experience working on occupied school sites;
• site-separation and safety arrangements;
• holiday and term-time working;
• risk assessments and method statements;
• project communication;
• subcontractor management;
• relevant insurance and accreditations.

The website does not need to pretend that education is the company’s only sector. It does need to show that the supplier understands how schools differ from ordinary commercial customers.

A dedicated education page also makes outreach more effective. Instead of sending a school to a generic homepage, the supplier can link directly to information written for that audience.

Where the business serves several distinct school needs, create separate pages rather than placing everything into one long education page.

For example:

• IT support for individual schools;
• cybersecurity for multi-academy trusts;
• school network projects;
• Microsoft 365 support for education;
• school holiday infrastructure work.

Each page can address a clearer search intent, buyer and use case.

However, avoid producing dozens of thin pages that repeat the same generic text with a different school type inserted into the heading. Each page should contain genuinely useful information for that audience.

Explain what the product or service looks like in a real school

Schools need more than a conceptual description. They need to picture how the offer would work in practice.

A website should explain the normal customer journey from initial enquiry to ongoing delivery.

For a service, that may include:

1. initial discussion;
2. school needs assessment;
3. quotation or proposal;
4. due diligence and approval;
5. planning meeting;
6. delivery;
7. reporting;
8. review and renewal.

For a physical product, it may include:

1. choosing the specification;
2. checking measurements or compatibility;
3. receiving samples;
4. placing the order;
5. delivery;
6. installation;
7. warranty and aftercare.

For software, it may include:

1. demonstration;
2. technical and data review;
3. contract;
4. account setup;
5. data import or integration;
6. staff training;
7. launch;
8. support and review.

Explain both the supplier’s responsibilities and the school’s responsibilities.

If the school must nominate a project lead, provide a data export, arrange staff training or prepare a room before installation, state this before purchase.

Schools are often more concerned about implementation than suppliers realise.

A product may appear useful, but the buyer may wonder:

• How much staff time will this require?
• Can we introduce it during term?
• Will teachers need training?
• Will it replace or duplicate an existing system?
• Who will manage it after launch?
• What happens when staff change?
• How quickly will the supplier respond if something goes wrong?

Answering these questions openly does not make the offer less attractive. It makes the offer easier to plan.

Useful implementation information includes:

• a typical timetable;
• the number and length of meetings;
• the staff roles that need to participate;
• training options;
• site, hardware or data requirements;
• the support available during launch;
• common causes of delay;
• what happens after implementation.

Include realistic examples.

For instance:

“A typical single-school implementation takes four to six weeks. The school provides one project lead, a current pupil data export and two 60-minute staff-training slots. Our team completes system configuration, data checks and launch support.”

This is far more useful than:

“Seamless implementation with full support.”

Photographs and videos can also help, provided they show the real product or service rather than generic stock imagery.

A furniture supplier should show complete school installations and product details. A workshop provider might show the layout, equipment and activity style. A software company can show meaningful screenshots without exposing real pupil data.

Visual evidence helps visitors understand what they are considering and reduces the risk of mismatched expectations.

Make pricing and commercial information easier to find

Not every school supplier can publish a fixed price.

A building project, outsourced service or trust-wide system may require discovery and a tailored quotation. Even then, the website should give the visitor enough information to judge whether a conversation is commercially realistic.

Useful pricing information may include:

• fixed product prices;
• standard package prices;
• starting prices;
• typical price ranges;
• example project costs;
• pricing per pupil, user, site or session;
• the factors that affect the quotation;
• what is included;
• what is normally charged separately.

For example:

“Annual licences start at £1,200 plus VAT for schools with up to 300 pupils. The price includes setup, standard support and two online training sessions. Additional data integrations are quoted separately.”

Or:

“A typical one-day onsite workshop costs between £750 and £1,100 plus travel, depending on pupil numbers, location and equipment requirements.”

Or:

“Most primary classroom installations cost between £4,000 and £8,000, including delivery and assembly. We provide an itemised quotation following a planning call or site visit.”

This helps the school make an initial affordability judgement without forcing both parties into an unnecessary sales process.

Pricing pages should explain:

• whether VAT is included;
• whether delivery is included;
• whether implementation is included;
• whether training is included;
• whether support is included;
• whether the contract is annual or multi-year;
• how renewals work;
• how optional extras are charged;
• whether schools can pay by purchase order and invoice.

A school business manager should not have to arrange a demonstration merely to discover that the offer is five times the available budget.

Do not use artificially low “from” prices when almost every school requires a much more expensive package.

If a genuine entry-level option exists, explain who it is for. If most customers pay within a particular range, show that range.

The website should also explain the quotation process.

Tell the visitor:

• what information you need;
• whether a site visit is required;
• how long a quotation normally takes;
• how long it remains valid;
• whether procurement or framework routes are available.

Schools may use their own procurement procedures, compare quotations or buy through approved frameworks. Department for Education guidance advises schools to check their own rules and select an appropriate buying route based on the value and nature of the purchase.

A supplier should not claim that a school can simply “buy now” when the purchase may require formal approval. Equally, the website should not make an ordinary low-cost order unnecessarily complicated.

The guide to making your business easier for schools to buy from explains how clearer prices, quotations, purchase orders and contracts reduce avoidable purchasing friction.

Provide credible evidence rather than broad marketing claims

Schools want reassurance that the supplier can deliver what it promises.

The strongest evidence is specific, relevant and proportionate to the claim.

Case studies

A useful school case study should explain:

• the type of school or trust;
• the original problem;
• the product or service provided;
• the implementation process;
• the school’s role;
• the result;
• the time period;
• any important limitations.

A case study saying “the school loved working with us” demonstrates satisfaction but does not necessarily demonstrate effectiveness.

A stronger case study might explain:

“The trust introduced the platform across six primary academies over two terms. Each academy nominated an implementation lead, and the supplier delivered central administrator training followed by school-level sessions. By the end of the second term, all six academies were producing the agreed monthly reports from one system.”

This shows scale, process and a measurable result without claiming that the product alone transformed educational outcomes.

Testimonials

Testimonials are more credible when they identify:

• the person’s role;
• the school or trust;
• the aspect of the service being praised;
• the approximate context or project.

For example:

“The rollout was well organised, and our school administrators knew exactly what they needed to complete at each stage.” — Trust Operations Director, eight-school MAT

An anonymous statement such as “Amazing company, highly recommended” provides very little useful evidence.

Always obtain appropriate permission before naming a school, member of staff, pupil or project.

Relevant experience

State:

• how many schools you work with, where this can be verified;
• which school phases or settings you understand;
• whether you have experience with MATs;
• which regions you serve;
• how long you have provided the relevant service;
• the experience of the people delivering the work.

Avoid inflating ordinary activity into misleading authority claims.

“Trusted by schools nationwide” should mean more than having sold one low-cost item to a school in several regions.

Data and impact evidence

Explain how evidence was collected.

Distinguish between:

• customer satisfaction;
• usage;
• staff confidence;
• operational efficiency;
• educational outcomes;
• independent evaluation.

A survey showing that 90% of participants enjoyed a workshop is not evidence that attainment improved. Usage statistics show adoption, not necessarily impact.

Schools are more likely to trust a supplier that states what its evidence does and does not prove.

Awards, memberships and accreditations

Where these are relevant, explain:

• the awarding or membership organisation;
• what was assessed;
• whether the status is current;
• how the school can verify it.

A page covered in unexplained logos can create the appearance of credibility without giving the buyer useful information.

References

You may state that school references are available during procurement or due diligence. Do not publish private contact details without permission.

Where possible, offer references from organisations similar to the buyer. A large secondary MAT may learn more from another trust than from a single small primary school.

Make school-specific assurance and compliance information easy to locate

Compliance information should not dominate the homepage, but schools should be able to find it when the purchase reaches due diligence.

The required information depends on the offer.

A supplier working directly with children may need to explain safeguarding, supervision, safer recruitment and relevant checking arrangements.

A software company processing pupil information may need to provide detailed privacy, security and data-processing information.

A contractor working on school premises may need to provide insurance, health and safety documents, risk assessments and method statements.

A useful website may include a section called:

• School assurance;
• Compliance and safeguarding;
• Security and data protection;
• Procurement information;
• Trust centre;
• Supplier documents.

Depending on the service, it may contain:

• legal company details;
• insurance information;
• safeguarding policy;
• DBS-checking arrangements where relevant;
• health and safety information;
• data-protection documentation;
• privacy notice;
• data-processing terms;
• subprocessor information;
• cybersecurity certifications or policies;
• business-continuity information;
• accessibility information;
• complaints and escalation procedures;
• framework or procurement details.

Documents should be current, clearly dated and easy to identify.

Do not publish expired insurance certificates or policies carrying old company details. A school may reasonably question how carefully the supplier manages the underlying requirement.

Use accurate language.

A website should not say:

“All our staff are fully DBS approved.”

DBS checks do not constitute general government approval, and the type and relevance of a check depend on the individual’s role and activity.

A clearer explanation might say:

“Staff assigned to regulated or eligible school-based work receive the level of DBS check appropriate to their role. We confirm the checking and supervision arrangements for each service during onboarding.”

Likewise, avoid saying “DfE approved” unless the business can identify the specific framework, programme or approval to which the statement refers.

Framework membership should include:

• the framework name;
• the provider or contracting authority;
• the relevant lot;
• the reference number where applicable;
• the expiry date;
• how a school can use it.

Department for Education buying options give schools access to suppliers and terms that have already been procured through framework arrangements, but being on one framework does not make a supplier universally approved for every school purchase.

Data-protection wording also needs care.

A public privacy notice should explain clearly why personal data is collected, how it is used, how long it is kept and who it may be shared with. The Information Commissioner’s Office advises organisations to make privacy information clear, accessible and easy to understand.

A privacy notice aimed at website visitors is not necessarily the same as the data-processing documentation a school needs before purchasing software.

An EdTech supplier may also need to explain:

• which pupil, staff or parent data is processed;
• whether the supplier acts as a processor or controller;
• where data is hosted;
• which subprocessors are used;
• how long information is retained;
• how data is returned or deleted;
• how incidents are handled;
• how users authenticate;
• which security controls are in place.

Do not force an IT manager or data protection officer to request every elementary fact by email.

Show the people, organisation and contact details behind the business

Schools are cautious when a supplier website makes the company difficult to identify.

A polished brand is not a substitute for basic organisational transparency.

The website should clearly state:

• the business’s legal or trading name;
• the type of business;
• the registered company name where different;
• the company number where applicable;
• the registered office where required;
• the VAT number where applicable;
• the main service area;
• a working email address;
• a telephone number where telephone contact is offered;
• how enquiries are handled.

UK limited companies are required to display specified company information on their websites and business communications, including the registered company name, number, registered office address and place of registration.

Even where a sole trader or partnership has different disclosure requirements, schools still benefit from knowing who operates the business and how to contact them.

An About page should provide relevant confidence rather than a long autobiography.

Useful information includes:

• why the business works with schools;
• relevant professional experience;
• the experience of delivery staff;
• the size and structure of the team;
• where the team is based;
• how customer support is organised;
• whether subcontractors are used.

For services built around individual expertise, show the actual professionals involved.

A school buying educational psychology, safeguarding consultancy, staff training or specialist SEND support wants to know who will perform the work, not only who founded the company.

Profiles may include:

• name;
• role;
• relevant qualifications;
• professional registrations;
• school-sector experience;
• areas of specialism.

Keep these claims accurate and current.

Do not list employees or advisers who are no longer involved. Do not use stock portraits to represent a delivery team that does not exist.

The contact route should also feel proportionate.

A school should not be forced to complete a 20-field form merely to ask whether the supplier serves its region.

A useful enquiry form might ask for:

• name;
• school or trust;
• role;
• email;
• telephone number if relevant;
• the product or service of interest;
• a short description of the need.

Explain what will happen after submission:

“A member of our school partnerships team will reply within two working days. We will first confirm whether the service fits your need before suggesting a meeting.”

This is more reassuring than a generic “Get in touch” form with no expected response.

Do not require visitors to surrender excessive personal information before accessing basic product information. Every additional field creates friction and data-protection responsibility.

Make the website accessible, usable and suitable for busy school staff

School staff may visit the website on a desktop during planning time, on a phone between meetings or through assistive technology.

A site that is difficult to use creates a poor impression of the product and the supplier.

Basic usability should include:

• clear navigation;
• readable text;
• strong colour contrast;
• descriptive headings;
• meaningful link text;
• keyboard accessibility;
• useful alternative text for informative images;
• captions or transcripts for important video content;
• forms with clear labels and error messages;
• pages that work well on mobile devices;
• documents that can be opened and understood;
• reasonable loading speed.

Do not make essential information available only inside a complicated PDF. Pricing, product summaries and contact details should normally exist as accessible web content.

PDFs can still be useful for:

• formal brochures;
• technical specifications;
• policy documents;
• printable one-page summaries;
• procurement packs.

However, a PDF should support the website rather than replace it.

Accessibility is especially important for suppliers providing websites, apps, learning platforms or digital services to schools.

Public-sector bodies are subject to accessibility requirements for their websites and mobile applications, and Department for Education guidance tells schools and colleges to discuss accessibility requirements and accessibility statements with digital suppliers.

A digital supplier should be ready to provide:

• an accessibility statement;
• the accessibility standard against which the product has been assessed;
• known limitations;
• testing information;
• a route for reporting accessibility problems;
• a plan for resolving significant issues.

Do not state that a product is “fully accessible” without evidence and qualification. Most complex digital products have limitations, and transparency is more useful than an absolute claim.

The website’s cookie and privacy experience also matters.

A visitor should be able to understand which cookies are used and make appropriate choices. The ICO states that valid consent for non-essential cookies must be freely given, specific, informed and expressed through a clear positive action. Merely hiding cookie information inside a hard-to-find policy is not sufficient.

A supplier website loses credibility when:

• the cookie banner has no meaningful reject option;
• tracking begins before a choice is made where consent is required;
• privacy links are broken;
• forms do not explain how information will be used;
• the website uses inaccessible pop-ups that block the page;
• essential text is too small or low contrast;
• navigation fails on mobile.

School visitors may reasonably assume that a company selling digital quality, compliance or communications expertise will apply those standards to its own website.

Give each school buyer a clear next step

A supplier website should support several stages of the buying journey.

Not every visitor is ready to book a sales call.

Some are researching a problem. Others are comparing suppliers. Some need a quotation immediately. Others have already spoken to the sales team and are returning to find technical documents.

The site should offer next steps appropriate to those stages.

For early research

Useful actions include:

• read a practical guide;
• view use cases;
• watch a short product demonstration;
• download a school overview;
• see example projects;
• check whether the service fits the school type.

For active evaluation

Useful actions include:

• view pricing;
• compare packages;
• read case studies;
• review implementation;
• access technical information;
• book a demonstration;
• request a sample;
• arrange a site survey.

For procurement and approval

Useful actions include:

• request a formal quotation;
• download supplier details;
• view insurance and compliance information;
• review standard contract terms;
• check framework availability;
• contact the security, procurement or finance team;
• request references.

For existing customers

Useful actions include:

• access support;
• report a problem;
• book training;
• find account-management contacts;
• access documentation;
• review renewal information.

Make actions specific.

Prefer:

• Request a school quotation;
• Book a 30-minute demonstration;
• Check whether we cover your area;
• Download the data and security pack;
• Arrange a classroom furniture survey.

Avoid relying only on vague labels such as:

• Learn more;
• Get started;
• Discover;
• Unlock your potential;
• Begin your journey.

Contact forms should change according to the action.

A quotation form might need:

• school or trust name;
• postcode;
• pupil or user numbers;
• required product or service;
• preferred timescale;
• important specifications.

A demonstration form may need much less.

Do not ask every visitor to complete the company’s full sales-qualification process before they can speak to anyone.

The website should also give internal champions material they can share.

A useful one-page summary might contain:

• the problem addressed;
• the product or service;
• the intended users;
• the main benefits;
• the price or pricing model;
• implementation requirements;
• evidence;
• contact details.

This helps the original visitor take the offer to a business manager, headteacher or trust colleague.

Common supplier website problems that make schools cautious

The website does not say what the company actually provides

Broad mission statements dominate the page, while the visitor must search for the real product or service.

Education is mentioned, but not explained

The company includes schools in a list of sectors but provides no school-specific use cases, processes or evidence.

Every price is hidden

The school cannot judge whether the offer is remotely affordable without arranging a sales meeting.

The website makes major claims without evidence

Statements about attainment, workload, savings or wellbeing are not supported by a clear mechanism, method or case study.

Testimonials are anonymous and generic

The visitor cannot tell whether the testimonial came from a school, another sector or an invented profile.

Case studies focus only on praise

They do not explain the original problem, implementation or measurable result.

The company is difficult to identify

There is no legal name, company number, address or clear information about who provides the service.

The contact route is unnecessarily difficult

The visitor must complete a long form, create an account or book a call merely to ask a simple question.

The compliance section contains unsupported badges

The site claims to be approved, accredited or compliant without explaining by whom, for what or until when.

Policies and certificates are out of date

Expired or inconsistent documents suggest weak internal control.

The site promises effortless implementation

It provides no explanation of staff time, training, data, installation or operational changes.

The mobile version is difficult to use

Menus, forms, tables or pop-ups fail on smaller screens.

Essential information is locked behind lead forms

The supplier asks for personal details before revealing ordinary information such as product specifications or approximate pricing.

The website is written only for end users

It tells teachers why the product is exciting but gives finance, IT, safeguarding and senior leaders no information to approve it.

The site has no clear next step

Visitors can read about the business but cannot tell whether they should request a quote, book a demonstration, order online or speak to someone.

A practical supplier website checklist

A strong supplier website does not need to be enormous. It needs to make the right information easy to find.

Homepage

• Clear statement of what the business provides
• Recognisable school audience
• Main practical benefit
• Service area
• Primary next step
• Links to school-specific information

School product or service pages

• Problem addressed
• Intended users
• How the offer works
• What is included
• Expected benefits
• School responsibilities
• Implementation
• Pricing or realistic pricing guidance
• Relevant evidence
• Clear next step

Pricing and procurement

• Pricing model
• VAT status
• Setup, delivery and training costs
• Contract duration
• Renewal arrangements
• Purchase-order and invoice information
• Framework details where relevant
• Quotation process

Evidence

• Relevant case studies
• Named or clearly contextualised testimonials
• School-sector experience
• Accurate impact evidence
• Relevant references
• Verifiable awards or accreditations

Assurance

• Company information
• Insurance
• Safeguarding information where relevant
• Health and safety information where relevant
• Privacy notice
• Data and security documentation where relevant
• Accessibility information for digital products
• Complaints and escalation route
• Current document dates

About and contact

• Legal identity
• Relevant team members
• Qualifications and experience
• Geographic coverage
• Email and telephone details
• Simple enquiry form
• Expected response time

Usability

• Mobile-friendly pages
• Clear navigation
• Readable text and contrast
• Accessible forms
• Meaningful headings and links
• Reasonable loading speed
• Working downloads
• Clear cookie choices

Review the site using different roles.

Ask someone to visit as:

• a teacher deciding whether the product looks useful;
• a school business manager checking price and terms;
• a headteacher looking for strategic relevance;
• an IT manager checking technical suitability;
• a safeguarding lead checking pupil-facing delivery;
• a trust leader considering use across several academies.

Each person should be able to find the information relevant to them without arranging a meeting or searching through unrelated pages.

Existing school customers can also help audit the website.

Ask them:

• Which information did you need before buying?
• What could you not find?
• What did you have to request by email?
• Which colleague needed different information?
• What nearly delayed approval?
• What would have made the website more useful?

The best supplier website is not necessarily the most visually elaborate. It is the one that reduces uncertainty and helps a school move responsibly from interest to decision.

Frequently asked questions

Do school suppliers need a dedicated education website?

Not necessarily. A business serving several sectors can use one website, but it should create a clear school-specific section explaining the education use case, delivery model, experience, pricing and assurance information.

Should a school supplier publish its prices?

Fixed-price products should generally show clear prices. Complex services may require individual quotations, but the website should still provide starting prices, typical ranges or an explanation of the factors that determine cost.

What should appear on a school supplier homepage?

The homepage should explain what the supplier provides, which schools or roles it serves, the main problem addressed, the service area and the most appropriate next step.

What makes a school case study credible?

A credible case study identifies the type of school, the original problem, the work provided, the implementation process and the result. It should distinguish customer satisfaction, usage and operational outcomes from stronger educational impact claims.

Should a supplier put safeguarding information on its website?

Suppliers working directly with pupils or on school sites should make relevant safeguarding information easy to find. This may include policies, recruitment and checking arrangements, supervision and the process for reporting concerns. The information should match the actual service.

Should DBS certificate details be published?

Suppliers should not publish sensitive personal certificate information. They can explain their checking process, the roles for which checks are undertaken and how schools receive appropriate confirmation during onboarding.

What does an EdTech supplier need on its website?

In addition to clear product and pricing information, an EdTech supplier should provide implementation, support, data protection, security, integration and accessibility information. Schools may also need a data-processing agreement and detailed technical documentation during due diligence.

Does a supplier website need an accessibility statement?

Whether it is legally required depends on the organisation and service. However, suppliers of websites, apps and digital products to schools should be prepared to explain product accessibility and provide an accessibility statement. Their own public website should also be usable by disabled visitors.

What company information should a limited company display?

A UK limited company should display the company’s registered name, number, registered office address and place of registration on its website and relevant business communications. The trading name should not make the legal organisation difficult to identify.

Should insurance certificates be publicly downloadable?

They can be, but this is not essential. Some suppliers provide a summary publicly and make the full current certificate available during procurement. The important point is that the document is current, accurate and available promptly.

Should supplier contract terms be available online?

Publishing standard terms can improve transparency, particularly for subscriptions and repeatable services. Complex or negotiated contracts may require a separate process, but the website should still explain the likely term, renewal arrangements and key commercial commitments.

What should a school supplier contact form ask for?

Ask only for information needed to respond effectively, such as the person’s name, school or trust, role, email, area of interest and a short description of the requirement. More detailed information can be gathered later when it is relevant.

Should basic information be placed behind a download form?

Usually not. Product descriptions, typical pricing, implementation and essential assurance information should be available without requiring personal details. Lead forms are more appropriate for valuable optional resources or personalised quotations.

How can a supplier prove that it works with schools?

Use relevant case studies, contextualised testimonials, accurate customer numbers, team experience and references. Obtain permission before naming schools or staff and avoid broad claims that cannot be verified.

What is the most important page after the homepage?

For many suppliers, it is the main school product or service page. It should combine the problem, offer, intended audience, process, pricing, evidence, implementation and next step in one clear route.

How often should a school supplier website be reviewed?

Review essential information at least regularly and whenever prices, products, staff, policies, insurance, service areas or contract terms change. Time-sensitive documents should have named owners and review or expiry dates.