WHAT THE EXPERTS SAY....
THE HIDDEN UPSIDE OF THE EDUCATION ECONOMY
Comment by President of Tutor Doctor, FRANK MILNER W
hile many sectors continue to feel the strain of economic uncertainty, one industry has quietly proven its resilience: education. That resilience stems from a simple truth – education is one of the few universal needs that transcends economic cycles. As a result, demand for personalised learning support has evolved into a robust growth market. In the UK, the online tutoring sector alone is projected to achieve a compound annual growth of 11.8% until 2030, reflecting a sustained appetite for additional learning support beyond the classroom. Parents, schools and local authorities alike are investing in tutoring, hybrid models and specialist provision to help learners thrive. Families prioritise learning outcomes regardless of wider financial pressures because they understand the long-term impact. Education is not viewed as a discretionary expense; it’s an investment in future opportunity. At the same time, schools and local education authorities are navigating increasing complexity in the classroom – particularly around SEND provision and differentiated learning needs. This growing complexity drives sustained demand for targeted academic support. That demand is further underpinned by societal priorities, from rising parental expectations to growing teacher workload pressures.
Put simply, the foundations of this sector are structural, not circumstantial, and that is what gives it strength.
It would be easy to attribute the growth of the education economy solely to the pandemic, and while lockdown undoubtedly accelerated change, it did not create the underlying need.
Spending extended time learning at home gave many parents a clearer understanding of how their child learns best. In doing so, it accelerated a shift towards personalised support that was already beginning to take shape.
Personalised tutoring is no longer viewed as a temporary ‘catch-up’ measure but as a proactive academic solution. Technology has accelerated this shift. Hybrid models, improved digital infrastructure and better data tracking have made personalised learning more accessible, transparent and scalable. That combination – behavioural change and professionalisation – is what brings around evolution.
Academic success and commercial success are inseparable. Improved student outcomes reinforce trust. That trust leads to repeat engagement,
stronger partnerships and lasting relationships. It creates stability for the long haul.
Our partnerships with schools and local authorities have opened up an additional and highly effective revenue stream, but that financial success would not exist without its potential to deliver genuine
academic progress. The two must go hand in hand. The education economy demonstrates that purpose-led services can also be commercially strong. In fact, it’s precisely because we focus on impact that Tutor Doctor’s model is sustainable. When outcomes improve, confidence grows, and that confidence underpins financial resilience further down the line.
In education, technology is an enabler – not a replacement. Digital tools improve access, streamline scheduling and enhance reporting from lessons. In our case, our own tutor-matching systems and online portals help ensure the right fit between tutor and student, while improving insights when it comes to tracking progress. But that is nothing without human relationships. Confidence, motivation and engagement are built through connection. The real strength of the education sector lies in balancing innovation with personalisation. That blend – solid, scalable infrastructure and personal support – is what makes the education economy both distinctive and future-ready. Education’s strength lies in its necessity and adaptability. Every child needs an education, and families will endeavour to prioritise it regardless of economic cycles. As the sector evolves – through stronger school partnerships, changing beliefs about specialist provision and the utilisation of technology – the education economy becomes more resilient, not less. The growth we are seeing is structural and not a passing trend, and that’s why I’m confident the education economy will continue to expand and innovate – even in uncertain times.
THE SCHOOLS WHITE PAPER AND SEND REFORMS: STAYING GROUNDED IN THE FACTS
Comment by SEND expert and Thought Leader at Twinkl, GEORGINA DURRANT W
ith the whirlwind
of press coverage around the SEND reforms, it can be easy to lose sight of our responsibility to stay grounded in the facts. These are proposals, nothing more at this stage, and they certainly do
not change the law. The legal rights surrounding Education, Health and Care Plans (EHCPs) remain exactly the same, and local authorities continue to have the same statutory duties. A 12-week consultation will follow, but until any future decisions are made and implemented, children and young people’s EHCP rights remain fully intact and enforceable.
24
www.education-today.co.uk
The Year 3 protection is a crucial part of these reforms. It gives families with older children the confidence that their child’s support won’t suddenly shift during the transition. That breathing space is essential if we want families to engage meaningfully with the consultation rather than feeling panicked or rushed.
Although the reforms have now been formally launched, apart from clarity around EHCPs, there’s very little that feels new. The early drip-feed of information shaped the conversation long before the full proposals were ready, which has left many families and professionals feeling fatigued and overwhelmed rather than informed. Now that the White Paper is finally out in the open, we can move past speculation and focus on responding clearly and constructively during the 12-week consultation.
April 2026
The introduction of Individual Support Plans for every child with SEND is a significant proposal. If implemented well, ISPs could give over a million children a legal entitlement to personalised support for the first time. But we need to be honest about the scale of change this would require in schools, and the level of training, capacity and specialist input needed to make it meaningful.
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