The education system was built for quantity. VML Kids is built for every child — including the ones the system has let down. Our SEND support resources are free, always available, and built with professional oversight.
Children with special educational needs are not less able — they simply learn differently. But the education system is built on quantity, not quality, and quality cannot be achieved when quantity is the driving force.
Teachers want the best outcomes for the children they teach. They need specialist training to support SEND pupils effectively — and schools, state and private alike, rarely have the funding to deliver that training in any meaningful way.
Parents want the best education their child can access. Navigating the system — securing assessments, understanding EHC plans, fighting for provision — is exhausting, complex, and often deeply unfair. The outcome a child receives should not depend on how articulate or persistent their parent can afford to be.
Caught in the middle are the children themselves. They do not understand why other children find lessons easy while they struggle. They can be bullied. They can lose self-esteem. And when self-esteem falls, willingness to engage — across the board — falls with it. That is when a learning difference becomes a life-defining barrier, and it does not have to be.
We are stepping into the gap. Here is what we are committing to — for every stakeholder in a SEND child's life.
Teaching resources designed specifically to support SEND pupils in the classroom — practical, curriculum-aligned, and created to work within the constraints of a real school day.
Guides, screening tools, and plain-English information to help you navigate the process of securing formal assessment — whether your child is in state school, private school, or home educated.
Age-appropriate resources, learning aids, and support materials designed around how SEND children actually learn — building confidence, self-esteem, and better educational outcomes.
Guidance, training aids, and resources that make the SENCO's job a little more manageable — and give headteachers practical tools to improve provision without requiring additional budget.
Anonymised, aggregated data on SEND need within their area — giving LEAs the evidence base to make more informed decisions on educational financing, SENCO training, and school support.
National anonymised data that gives SEND campaigners, LEAs, and parents the evidence to demonstrate where DfE investment is most needed — and challenge the postcode lottery of provision.
We are developing online screening tools that will help parents, children, schools, and GPs better understand whether a child may have SEND requirements — and what those requirements might be.
These tools will be built with, and approved by, qualified professionals in each specific field. They are not clinical diagnostic instruments — a formal diagnosis will always require a separate assessment by a qualified clinician. What they will do is provide structured, evidence-based information that helps everyone involved make better-informed decisions.
A parent who completes one of our screening tools will have a structured report they can take to their school, GP, or CAMHS referral. A school receiving that report has a documented basis to act. That changes the conversation.
Age-banded screener covering phonological processing, rapid naming, and working memory — the core domains of validated dyslexia assessment instruments.
Number sense, subitising, and symbolic processing tasks based on validated dyscalculia assessment frameworks, with age-appropriate presentation.
Structured parent and teacher observation questionnaire based on the validated DCDQ framework. An occupational therapist assessment will always be recommended for formal diagnosis.
Parent-report screeners only. We will follow the M-CHAT-R/F for toddlers and the SCQ for children aged 4 and above. Multi-disciplinary clinical assessment remains essential for formal diagnosis.
Screener under development pending professional partnership confirmation. Instrument design and output language will be approved by a qualified clinician prior to launch.
SEND resources are available through a free account. No payment details required. No subscription pressure. Three account types are available at registration.
SEND Support Access
Full Platform Access
Full Access, Always On
Parents can connect their child's teacher or SENCO to their account at any time — giving school staff access to professional resources at no cost to the school.
At registration or at any point afterwards, the parent can add the professional school email address of their child's teacher or SENCO. This can be added, changed, or removed at any time.
The teacher receives an automatic email inviting them to register an associated account — linked to that child's profile. The professional email requirement ensures only verified school staff can accept.
The teacher gains access to their own portal with teaching resources, lesson-setting tools, training aids, and materials relevant to their associated pupils' SEND profiles.
If the school takes a VML Kids subscription, any teachers with associated accounts are automatically upgraded to full school subscription access. No re-registration required.
| Account Type | Term Time Access | Non-Term Access |
|---|---|---|
| Invited Teacher (via Free parent account) | 09:00–17:00 Mon–Fri only School hours | 4 hrs/week, Mon–Fri 09:00–17:00 window No weekends or evenings |
| School Subscription Teacher | 24/7/365 full access | 24/7/365 full access |
Teacher account hours are set by the teacher at registration based on their school's published timetable. The non-term allowance exists to support EHCP preparation and lesson planning — because teachers need down time too.
With your consent, anonymised data from registered accounts will be used to build the evidence base for better SEND provision nationally.
No child is identifiable from this data. No names, dates of birth, addresses, or any personal information are included. Data is collected only with your explicit opt-in consent during registration — with a clear explanation of what it is used for and who sees it. You can withdraw consent at any time.
This data serves a purpose beyond the individual. LEAs will be able to see aggregated need within their area, giving them genuine evidence to inform financing decisions. National data gives SEND campaigners and parents the tools to demonstrate, clearly and quantifiably, where the Department for Education must invest — and to challenge the postcode lottery of SEND provision that has gone largely unchallenged for too long.