A school asks for references.
For some suppliers, that immediately creates uncertainty.
Should you send testimonials?
Should you provide the name of your biggest client?
Should you ask a friendly headteacher to write something?
Should the reference describe outcomes, reliability, safeguarding or all of the above?
Supplier references are not quite the same as marketing testimonials.
A testimonial is designed to build confidence.
A reference is usually part of due diligence.
The school is trying to reduce risk before committing money, pupils, staff time or access to its site and systems.
It may want reassurance that:
- you deliver what you promise;
- you are reliable;
- you communicate properly;
- you handle problems professionally;
- your product or service works in a real school environment.
For larger contracts, references can sit alongside formal procurement checks, compliance documents, insurance and financial information.
For smaller purchases, they may be much more informal.
The important thing for suppliers is to understand what a useful reference actually proves.
First, understand why the school is asking
Not every reference request means the same thing.
A school may be trying to verify
- quality;
- reliability;
- experience in education;
- implementation;
- customer service;
- value for money.
The request may also come from procurement
A teacher or department leader may already want your service.
Finance or procurement may then ask:
“Can you provide two recent school references?”
At that point, the reference is less about persuading the original buyer and more about demonstrating that you are an established, low-risk supplier.
Ask what the school needs
If the request is vague, it is reasonable to ask:
“Would you like named contacts who can be approached directly, written references, or examples of previous school work?”
That prevents you sending the wrong thing.
A reference is different from a testimonial
Suppliers often use the terms interchangeably.
Schools may not.
A testimonial is usually public-facing
For example:
“The platform has saved our pastoral team hours every week.”
That can work well on:
- your website;
- a proposal;
- a brochure;
- a sales presentation.
A reference allows verification
A proper reference might include:
- school name;
- contact name;
- role;
- email or telephone where permission has been given;
- brief description of the work provided.
The prospective school can then ask its own questions.
Both are useful
But they serve different purposes.
A case study demonstrates value.
A reference helps verify that the value claim is credible.
For advice on building stronger proof, see How to Get a Case Study or Testimonial From a School and Use It to Win More Work.
Choose references that resemble the prospective school
The biggest client on your customer list is not automatically the best reference.
Similarity often matters more than prestige
If you are selling to a 300-pupil primary school, a reference from another primary school may be more persuasive than one from a university or multinational company.
If you are approaching a MAT, a trust-level reference may carry more weight than a single academy reference.
Match on factors such as
- school phase;
- size;
- type of service;
- contract value;
- implementation complexity;
- trust structure.
The closer the comparison, the easier the reassurance
The prospective buyer can think:
“They have already done this successfully in an organisation like ours.”
This is especially useful where primary and secondary schools use your offer differently. See Selling to Primary Schools vs Secondary Schools: What Changes?.
Use recent references where possible
A client from eight years ago may still like you.
But it does not necessarily prove how your current product, staff or service operates.
Recent references are stronger because they reflect
- your current team;
- current delivery standards;
- current systems;
- current pricing and implementation model.
Older references can still have value
Particularly where they demonstrate:
- a long-term client relationship;
- contract renewal;
- reliability over time.
A useful combination can be
- one recent implementation;
- one long-standing customer.
That demonstrates both successful onboarding and retention.
Make sure the reference can speak about the relevant work
The headteacher is not always the best referee.
Choose somebody who actually knows what happened
Depending on your offer, that might be:
- a school business manager;
- SENCO;
- IT manager;
- head of department;
- trust procurement lead;
- operations director.
The referee should be able to answer practical questions
For example:
- Was implementation smooth?
- Did the supplier meet deadlines?
- Were problems resolved?
- Was communication good?
Seniority is useful only when combined with knowledge
A headteacher who signed the contract but had no involvement after that may provide a weaker reference than the business manager who worked with you every week.
The AllSchools guide Who Buys Products and Services in UK Schools? explains why different roles may be involved at different points in the buying process.
Expect questions about reliability, not just results
Suppliers naturally want references to talk about outcomes.
Schools may care just as much about what you were like to work with.
A referee may be asked
- Did the supplier deliver on time?
- Were invoices accurate?
- Was communication responsive?
- Did staff turn up when expected?
- Did they resolve problems properly?
- Would you use them again?
This matters because operational risk matters
A brilliant product delivered badly can still create a problem for a school.
A slightly less exciting supplier who is consistently reliable may be easier to approve.
Do not underestimate ordinary professionalism
A reference saying:
“They always respond quickly, meet agreed dates and sort issues without fuss.”
can be extremely valuable.
Schools may ask about outcomes
Where your offer is supposed to achieve something measurable, expect questions about whether it actually did.
Examples include
- Did workload reduce?
- Did attendance improve?
- Did staff use the system?
- Did pupils engage?
- Did the project remain within budget?
Avoid claims your referee cannot support
If your proposal says:
“Improves attainment by 25%.”
and your reference school has never measured that, the mismatch can reduce confidence.
Use evidence honestly
A strong reference might say:
“The system reduced manual reporting time for our pastoral team.”
That may be more credible than an extravagant claim about whole-school outcomes.
Expect implementation questions
Implementation risk becomes particularly important with software, services and larger contracts.
The prospective school may ask your referee
- How long did implementation take?
- Was training useful?
- Were there unexpected costs?
- Did staff need significant internal time?
- Was the supplier available after launch?
This is one reason references should match the sale
If your prospect is planning a trust-wide rollout, a reference from one tiny pilot may not answer the questions they have.
Be consistent across your materials
If your landing page says:
“Implementation usually takes two weeks,”
but every referee says it took six months, expect questions.
Your website, proposal and reference experience should tell broadly the same story.
See How to Build a School-Specific Landing Page That Supports Sales for more on presenting implementation clearly.
For sensitive work, references may include safeguarding and conduct
If your staff work directly with pupils or regularly enter school sites, the school may want more than a commercial reference.
Questions can include
- Did staff behave professionally?
- Were safeguarding procedures followed?
- Were concerns handled appropriately?
- Were agreed site procedures respected?
A reference does not replace compliance checks
The school may still need to review:
- DBS arrangements where relevant;
- insurance;
- safeguarding policy;
- risk assessments;
- data-protection information.
References support that due diligence.
They do not replace it.
See School Supplier Compliance Checklist and What Documents Should a School Supplier Have Ready?.
Ask permission before sharing contact details
Do not automatically hand out a client's personal contact details every time somebody requests a reference.
Ask the referee first
You might write:
“We have a secondary school considering the same service you use. Would you be happy for me to provide your work email as a reference?”
Explain what the enquiry is about
This helps the referee understand what they may be asked.
Do not repeatedly burden the same customer
If one supportive school receives reference requests every week, goodwill can disappear quickly.
Rotate referees where possible.
Prepare the referee, but do not script them
There is nothing wrong with telling a referee that somebody may contact them.
There is something wrong with attempting to dictate what they should say.
A useful heads-up might include
- the prospective school;
- what they are considering;
- who may contact them.
For example:
“Thanks for agreeing to help. Greenfield Academy is looking at the same three-year support package you use and may email you about implementation and ongoing service.”
Do not send suggested answers
The whole value of a reference is independence.
If it sounds rehearsed, it becomes much less useful.
Do not hide every imperfect experience
No long-term client relationship is perfect.
Schools know this.
A credible reference can include a problem
For example:
“We had an issue during the first month, but the supplier responded quickly and resolved it.”
That can be more reassuring than:
“Nothing has ever gone wrong in four years.”
Problem-solving is part of reliability
Buyers want to know what happens when:
- delivery is delayed;
- technology fails;
- an employee is absent;
- a mistake happens.
A referee who can explain that you responded professionally may strengthen your case.
Have a simple reference sheet ready
Do not start searching through old emails every time procurement asks for references.
Maintain a short internal reference list
For each approved referee, record:
- school or trust;
- contact;
- role;
- service provided;
- contract period;
- permission status;
- best types of enquiry for that referee.
You can then choose the most relevant examples quickly
For example:
Primary software enquiry: use Primary School A.
MAT rollout: use Trust B.
SEND service: use SENCO at School C.
Include references in your broader sales readiness
A well-prepared supplier sales pack may already contain:
- case studies;
- testimonials;
- pricing;
- compliance information;
- references available on request.
See What to Include in a School Supplier Sales Pack.
Know when formal written references may be required
For some procurement exercises, informal contact details will not be enough.
A tender may ask suppliers to provide
- a specified number of references;
- contracts delivered within a stated period;
- projects of comparable size;
- reference questionnaires completed by customers.
Read the requirement exactly
If a tender requests:
“Two contracts of similar scale delivered within the last three years,”
a glowing testimonial from an unrelated small customer may not qualify.
Do not improvise around procurement wording
Provide exactly what is requested or ask a clarification question through the procurement process where appropriate.
The AllSchools guides School Procurement Thresholds: What Small Suppliers Need to Understand and How to Write a Proposal That Wins School Contracts provide useful background.
If you are new to schools, use the strongest relevant evidence you have
New suppliers face an obvious problem:
schools want references because you have worked with schools, but you need a school client before you can build those references.
Do not invent education experience
Instead, provide relevant commercial references where appropriate.
For example:
- a public-sector customer;
- a children's organisation;
- a regulated service;
- a business using the same product at similar scale.
Explain the difference clearly
You might say:
“We are relatively new to the school market, so our current references are from organisations using the same service in similarly regulated environments.”
A pilot can help build the first school reference
Where commercially sensible, a tightly defined first-school pilot can create:
- real implementation experience;
- a case study;
- a future referee.
See Should You Offer Schools a Free Trial or Pilot?.
Know what weak references look like
A reference can technically exist while adding very little confidence.
Weak references include
- someone who barely remembers the project;
- a client from many years ago for a completely different service;
- a personal friend with an impressive job title;
- a school that used only a free trial when the prospect is buying a major contract.
Another warning sign is unverifiable praise
For example:
“A leading UK school described us as transformational.”
If there is no school name, role or context, a procurement team may give that statement little weight.
Specificity creates trust
For example:
“Northfield Academy has used our managed IT service since 2024 across 900 devices. The school business manager is available as a reference.”
That is much stronger.
Use references at the right stage of the sale
You do not necessarily need to give every cold prospect direct access to your customers.
References are most useful when
- the school has genuine interest;
- the solution appears to fit;
- the buyer is validating the supplier;
- procurement specifically requires them.
Earlier in the sales process, use lighter proof
This might include:
- client logos where permission exists;
- testimonials;
- case studies;
- published outcomes.
Protect your customers' time
A reference should help close a credible opportunity.
It should not become a routine step for every person who downloads your brochure.
A supplier reference checklist
Before providing references to a school, check:
Relevance
- Is the referee from a similar organisation?
- Did they use the same service?
- Was the project comparable in scale?
Recency
- Is the work recent enough to reflect your current delivery?
Knowledge
- Does the contact actually know how the project went?
Permission
- Has the referee agreed to be contacted?
- Have you confirmed which contact details can be shared?
Preparation
- Does the referee know who may contact them?
- Do they know what service is being considered?
Consistency
- Will their experience broadly match the claims in your proposal?
Backup
- Do you have another suitable reference if the first person is unavailable?
Frequently asked questions
How many supplier references do schools usually want?
There is no universal number. Informal purchases may need none, while tenders often specify a particular number such as two or three. Follow the school's request or tender documentation.
Should references come from schools?
Ideally, where you already work in education. A school reference demonstrates experience in the same environment. New entrants can use relevant references from other sectors if they are transparent about that.
Can I use a testimonial instead of a reference?
Not where the school specifically wants a referee it can contact. Testimonials are useful evidence but do not provide the same independent verification.
Should I send referees automatically with every proposal?
Usually not. You can state that references are available and provide them when the opportunity reaches a serious validation stage or procurement requires them.
Do I need permission before sharing a referee's email address?
Yes, you should agree with the contact that they are willing to act as a reference and that their contact information can be supplied for that purpose.
Who is the best school referee?
The best person is usually someone sufficiently senior to be credible but close enough to the work to answer detailed questions about delivery, reliability and outcomes.
Should I tell referees what to say?
No. You can explain who may contact them and what service is being discussed, but a reference gains its value from being independent.
What if a reference had a problem with our service?
That does not automatically make them a bad referee. If the issue was resolved well, their experience may demonstrate your ability to respond when something goes wrong.
Can I use the same reference repeatedly?
You can, with permission, but avoid overloading one customer with requests. Maintain several suitable referees if possible.
Do references replace case studies?
No. Case studies allow you to present the work clearly and at scale. References give prospective schools the opportunity to verify your claims independently.
Do references replace compliance documents?
No. Schools may still need to check insurance, safeguarding, data protection, DBS arrangements or other documentation. References are one part of supplier due diligence.
What if I have never worked with a school before?
Use the most relevant legitimate references you have, explain that you are new to the school market and focus on transferable delivery experience. A carefully structured pilot may also help you build your first education reference.
When should I ask a school to become a referee?
Usually after you have delivered enough value for the school to have a meaningful experience of working with you. A successful implementation, project review or renewal can all be natural moments to ask.
Schools do not ask for references because they want another piece of marketing.
They ask because buying from a supplier creates risk.
Will you deliver?
Will you communicate?
Will the implementation work?
Will problems get resolved?
Would another school use you again?
A good reference helps answer those questions.
Choose referees who are relevant.
Use recent examples.
Ask permission.
Let them speak independently.
And make sure the experience they describe matches the promises you are making to the new school.
The strongest supplier reference is not necessarily the one containing the biggest compliment.
It is the one that makes the prospective buyer think:
“They have already done something like this successfully for a school like ours.”
That is the reassurance a reference is supposed to provide.
