Homework, AI revision, behaviour, attendance and gamification — one platform, built by someone who was in your students’ seats. UK-built, UK-supported, launching to schools soon.
One login, one place, for the work a secondary school does every day — not a roadmap of modules sold separately, but a single joined-up platform.
Practice and exam papers built around each student’s knowledge gaps, with mark-scheme logic that holds up — not the same generic paper for everyone.
Set it, students complete it, AI marks the first pass. Results land in one place instantly, freeing teacher time for feedback that counts.
One click exports a personalised revision pack to Word for any student — adaptive to how they learn, not how a textbook is structured.
XP, levels, streaks and leaderboards — the same psychology that makes great games hard to put down, applied to things that actually matter.
Merits, sanctions, detention registers and live AM/PM marks, all in one register instead of three systems that don’t talk to each other.
At-risk scoring, welfare notes and safeguarding records that surface the right student at the right time. GDPR-credible from the start.
Designed around one question: would a student choose to use this — not because they have to, but because they want to? Every screen earns its place.
One platform, one login, one price — instead of five invoices for tools that don’t talk to each other.
HEDU is the education platform from HCOMS — the UK studio that has built operations software for dioceses, housing portfolios and events since 2001.
Ethan spent years navigating school systems that felt designed for everyone except the students using them — clunky homework platforms, revision tools that made studying feel like punishment, parent portals that hadn’t moved on in a decade. The technology was there; it just wasn’t built for the people who open the app every morning.
He taught himself to code and designed HEDU from the ground up through a single lens: would a student actually use this? The revision engine adapts to how you learn. The homework system works like the apps students already use. The gamification isn’t patronising — it’s the same psychology that makes great games impossible to put down, applied to things that matter.
And he built the tools teachers need too: real-time attendance, behaviour tracking with automatic escalation, and assessment data that surfaces the right students at the right time — one platform, one login, connected in a way the existing tools never were.
Graham brings over 20 years of IT, business and operations experience to HEDU. He founded HCOMS in 2001 and has spent two decades building technology that actually gets used — every day, by real people with real jobs to do — rather than software that just looks good in a pitch deck.
That work has taken him into some unlikely rooms, from infrastructure for the Brabham BT62 supercar through to shared platforms across a growing network of Church of England dioceses, each with its own structure and processes. Building for organisations that varied, and making it feel simple, teaches you something most software companies never figure out.
As Ethan’s dad and co-founder, Graham handles everything Ethan doesn’t — school partnerships, commercial strategy, contracts and compliance. He’s the one who picks up the phone to a head teacher who’s heard a hundred pitches and needs a reason to believe this one is different.
We put our own platforms into production, so we back ourselves to know the difference between software that ships and software that just demos well.
Every school starts with a conversation about what actually isn’t working — no demo scripts, no feature checklists. An honest look at where things are failing and whether we’re genuinely the answer.
We build the thing that solves the real problem first and expand it outwards — not a long roadmap of features that never quite arrive.
The same team that onboards you is the team that picks up when something needs to change. Every school gets a direct line, not a support portal.
We change the system, not the student. If something is hard to use, we don’t ask students to try harder — we change the system so it works better for them.— HCOMS Education