Early years & elementary specialists
Most families choose on reputation, proximity or fees, then spend years wondering why their child is struggling. We start somewhere else. We start with how your child learns, then go and find the classroom that was built for them.
We take no commission from any school. So the recommendation you get is the one we believe in, not the one that pays us.
Sample learning profile
Age 6 · Primary 1
Indicated fit
Small classes, strong visual teaching, structured movement breaks. Avoid large lecture-style early-years settings.
Who we work with
Children end up in classrooms that don’t suit them. Teachers get handed an age group nobody trained them for. We work on both ends of that.
You’re making a decision that shapes the next ten years of your child’s life, usually off the back of one school tour and a few recommendations. We give you something better to work with: a clear picture of how your child learns, and a shortlist of schools that fit it.
Early years matters more than any stage that follows it, and gets the least support of any of them. We train the people teaching it, and help school leaders put in the structure that keeps standards steady when a good teacher resigns.
What we do
Every piece of work starts the same way. We look properly at the real situation first, whether that’s one child, one classroom or a whole school. Recommendations come after that, not before.
For parents
Pick a school that fits how your child learns, not the one with the biggest signboard.
Read more about School Placement AdvisoryFor parents and schools
Find out how a child learns before anyone decides how well they learn.
Read more about Pupil Assessment & Learning ProfilingFor teachers and schools
Training that survives contact with a real classroom, for the people who shape a child’s first years.
Read more about Early Childhood Educator TrainingFor proprietors and school leaders
Put in the structure that makes good teaching repeatable instead of accidental.
Read more about School Systems & Structure ConsultingHow it works
No jargon, no long retainers, and nothing you can’t act on yourself.
Start with a free call. Tell us what’s going on, whether it’s one child, one class or a whole school. If we’re not the right people for it, we’ll say so.
That might mean assessing your child, sitting in on a classroom, or reviewing how your school is currently set up. Whichever one fits.
In plain English, specific to your situation, and detailed enough that you won’t need us on the phone to explain what it means.
Support through admission, follow-up after an assessment, or training spread across a term. Advice that stops at the report rarely changes anything.
No commission, no referral fees, from any school, ever. The moment a consultant is being paid to send your child somewhere, their advice stops being worth anything to you. This isn’t a line for the website. It’s the reason we’re useful to you at all.
Questions
If yours isn’t here, just ask. We answer every message ourselves.
Start with the child, not the school. Once you know how your child takes information in, how they handle structure and what pace suits them, you stop asking “which school is the best?” and start asking “which of these is built for a child like mine?” The second question is a much easier one to answer, and it’s the one we help you answer.
No. We’re based in Osogbo, but we work with families and schools right across Nigeria. Where distance makes an in-person session awkward we can run consultations and assessments virtually, and we travel for school-based training and audits.
It’s a structured session, though for younger children it looks a lot more like guided play than an exam. We’re watching developmental readiness, how your child goes at a problem, where their attention holds and where it slips, and how they respond to different kinds of instruction. Nobody passes or fails. You get a written profile of what we saw and what to do about it.
Sometimes, but much less often than people assume. Underperformance usually comes down to one of three things: a mismatch between how your child is taught and how they learn, a gap left behind at an earlier stage, or a classroom that just doesn’t suit them. An assessment tells you which one you’re dealing with before anybody starts putting a label on your child.
Both. Schools usually book us in-house for their whole early-years team, which lets us build the sessions around what we’ve seen in their own classrooms. Individual teachers can join our open cohorts instead. Either way, we can run it virtually if that’s easier.
No, and that’s deliberate. We don’t take commission or referral fees from schools. If a school were paying us to send your child there, our advice would be worth nothing to you. That independence is the whole point of what we do.
It depends what you need. A single consultation, a full assessment and placement process, and a term-long training programme are very different pieces of work. Tell us your situation through the form and we’ll send you clear pricing before you commit to anything.
Usually two to four weeks from the first conversation to a written shortlist, depending on how quickly we can schedule the assessment and how many schools we need to look at. After that you’re on the schools’ own admission timelines, so it’s worth starting a term before you actually need the place.
Tell us about your child, your classroom or your school. The first conversation is free, and if we’re not the right people to help you, we’ll tell you that.