12 Questions Your Website Should Answer If You Sell to Schools

12 questions every education supplier website should answer to build trust, generate enquiries, and sell to schools more effectively.

Author

John Smith

Published: 10^th September 2026

A teacher, school business manager, or trust lead lands on your website because something has prompted them to look. They might already know your name, or they might have found you five seconds ago, but either way they’re trying to work out whether you’re relevant enough to spend any more time on.

This is where plenty of education supplier websites make people work too hard. The visitor has to dig around to find out who the product is for, whether another school has used it, how it fits with what they already do, or what they’re supposed to do next, and every extra bit of digging gives them another chance to lose interest.

Your website should answer the important questions quickly and clearly, so the school can understand where you fit without having to piece the whole thing together for themselves.

1. Is this actually for a school like ours?

Schools want to recognise themselves quickly. If you solely work with primary schools, make that clear. If your product is mainly used by SENDCos, heads of science, school business managers, or trust leaders, make that obvious too.

This becomes especially important when your offer spans different phases or settings. A secondary school should be able to see what applies to them without reading through pages aimed at primaries, and a special school shouldn’t have to guess whether your product has ever been used in a setting like theirs.

Good segmentation helps here. Separate landing pages for different school types can be helpful for more complex products or services, but snackable sections covering each school type on one landing page can do the trick for simpler services, too.

2. What does it actually help the school do?

A surprising number of supplier websites describe the product in detail before they’ve properly explained what the school gets from buying it. Features pile up, the language gets more buzzwordy, and somewhere along the way the actual reason to care gets buried.

Be specific about the job your product or service is helping the school do. If it saves teachers time, explain where that time is currently being lost. If it helps improve attendance, show what part of the attendance problem you tackle and what the school can realistically expect to change. Use real numbers and statistics where possible, and teachers will know you’re not just saying things for the sake of it.

The more specific you are, the easier it becomes for somebody to recognise their own problem in your copy. “Supporting better outcomes” could mean almost anything in education, and usually does.

3. How does it fit with the curriculum?

If curriculum relevance is part of your sales pitch, give schools enough detail to understand the fit without making them do the mapping themselves.

That could mean showing which subjects, key stages, topics, or learning objectives you support, or explaining how your programme sits alongside an existing scheme of work. A teacher should be able to see where it belongs in what they already teach and roughly how they would use it.

“Curriculum-linked” is usually too vague on its own. Plenty of things can claim a curriculum connection if you squint hard enough - schools need to know whether the link is strong enough to make the product genuinely useful.

4. How would this work in our school?

Once somebody understands what you sell, they’ll usually start trying to picture how it would work in practice.

This is where the questions your sales team hears every week become useful website content. How long does it take? What happens first? Does the school need to prepare anything? Can several classes use it? Does somebody come on site? If prospects keep asking the same question, your website probably needs to answer it earlier.

You don’t need to explain every operational detail on the homepage, but the basics should be easy to find. People are much more comfortable enquiring when they can already picture what they are enquiring about.

5. How much work will this create for our staff?

Schools are constantly weighing up the value of something against the time needed to make it work. A product can look excellent and still lose momentum if somebody starts wondering who is going to organise it, learn it, manage it, or keep it going once the initial enthusiasm wears off.

If your offer genuinely saves staff time or needs very little input from the school, be concrete about it. Explain what you handle and what the school has to do, because “easy to implement” tells them almost nothing.

If some work is required, explain that clearly too. Schools will accept effort when the benefit justifies it, and they’ll appreciate knowing what they’re signing up for before the purchase has made its way through three internal approvals.

6. Has another school like ours used it?

Testimonials help, but “Sarah, Teacher” saying she loved the product isn’t giving a prospective school much to work with. They need enough context to see whether the result is relevant to them, which means showing what the school was trying to improve, what changed after using you, and whether the setting looks anything like their own.

This is where proper case studies earn their place. A primary teacher should be able to find an example from another primary and see, for instance, how reading levels improved over a term. A MAT leader should be able to read about trust-wide implementation, consistency across academies, or how the rollout was managed centrally.

The more varied your customer base, the more useful that spread becomes. If you work with primaries, secondaries, special schools, and MATs, make sure the proof reflects that, so different visitors can find an example that feels close enough to their own situation to mean something.

7. What evidence is there that it works?

If your website says the product improves attainment, reduces workload, increases engagement, or saves schools money, show the proof as close to the claim as you can. Give people numbers, percentages, before-and-after results, survey findings, retention rates, or data from schools already using you.

That could be a 22% reduction in admin time, a rise in reading ages over two terms, 94% of teachers saying they would recommend the programme, or a trust renewing across all of its academies after a pilot. The exact measure will depend on what you sell, but the school should be able to see where the claim came from and what actually changed.

If you have independent research, external evaluation, published studies, or benchmark data, make that easy to find as well, because “proven to improve outcomes” carries a lot more weight when the evidence is sitting right underneath it.

8. Will it work for all of the pupils or staff who need it?

Schools are supporting pupils with a wide range of needs, so they need to be able to see how your product or service works for different learners. That could mean explaining how resources can be adapted, what accessibility features are available, how your offer supports pupils with SEND, or what flexibility teachers have when they need to use it differently with different groups.

The detail will depend on what you sell, but specificity helps. A SENDCo or teacher looking at your website should be able to find practical information about differentiation, sensory considerations, reading levels, physical access, or other relevant adaptations without having to contact you for the basics.

Saying something is “inclusive” is a starting point, but the examples underneath it are what make the claim useful. Show schools what inclusion looks like in practice, what can be adapted, and what support you provide, so they can judge how well the offer will work across the pupils they’re responsible for.

9. Will it fit with what we already have?

Schools will want to know how your offer works alongside the systems, schemes, resources, or suppliers they already use. If there are integrations, compatible platforms, recommended setups, or common combinations, spell those out clearly.

If moving to you means replacing something, explain the changeover as well. Schools may be weighing up a new supplier while worrying about data migration, staff retraining, existing contracts, or the disruption of changing something that is already embedded.

Your website should answer the practical compatibility questions before they become reasons to hesitate. The easier it is for a school to see how you fit into what they already have, and what switching would involve, the easier it is for them to keep considering you seriously.

10. Will this work for our type of school or trust?

If you work with maintained schools, standalone academies, and multi-academy trusts, make that clear. Buyers need to know whether your offer works just as well for one school as it does across a trust with 10, 40, or 90+ academies.

For a single school, the question may simply be whether the product or service fits their setting. For a MAT, it can become much more about scale: whether the offer can be rolled out centrally, whether individual academies can have their own access or flexibility, how reporting works across the trust, and whether your support model still holds up once dozens of schools are involved.

If your product genuinely scales, show what that means in practice. Don’t leave a trust buyer guessing whether your “MAT option” is just a larger licence with a different price attached.

11. Can I make the case for this internally?

The person reading your website may be the one who finds you, researches you, and becomes convinced that you’re worth considering, while somebody else controls the budget or signs off the purchase.

Your website should help that person take the idea further. Clear benefits, proper evidence, a useful case study, and a simple explanation of how the offer works all give them something solid to put in front of SLT, finance, IT, or whoever needs to join the conversation next.

Downloadable information can help here too. A good brochure, one-pager, or case study gives your contact something they can forward internally without having to write their own mini sales pitch on your behalf.

12. What can I do next?

Once a school has decided it wants to know more, don’t make the next step unnecessarily vague.

The right action will depend on what you sell. Some people will want a demo, some will need a quote, and others may want to see a sample or speak to somebody before deciding what to do next. Make the options easy to find and make it clear what happens after they click.

That last detail can make a bigger difference than suppliers realise. “Book a demo” feels much easier when the visitor knows roughly how long it lasts and what they’ll see, while “get in touch” leaves them wondering whether they’re about to trigger three calls and a six-email sequence because they asked one question.

A good education supplier website does a fair bit of selling before anybody from your sales team gets involved. By the time a school enquires, they should already have a decent idea of who you work with, how you could help, and whether there’s enough evidence there to justify taking the conversation further.

If you’d like us to look at how well your own website is doing that, book a free education strategy call with one of our team. We can look at how you’re currently marketing to schools, where prospective customers may be getting stuck, and what you could change to help more of the right schools move towards an enquiry.