Why Prioritising Value Over Cost Matters in Virtual School Procurement
Balancing limited budgets with growing responsibilities has always been a challenge for Virtual School Heads. The extension of your role, increasing complexity of data needs, and rising expectations for outcomes mean decisions about where and how to invest resources are under closer scrutiny than ever.
It’s no surprise that procurement decisions often start with cost but, increasingly, it’s clear that a low upfront price doesn’t always translate to long-term value – particularly when it comes to systems and services intended to support vulnerable children.
The Hidden Cost of Choosing “Cheap”
When choosing providers based on cost alone, it’s easy to underestimate the operational impact:
- Disconnected systems that don’t talk to each other
- Hours lost to chasing schools or correcting inaccurate records
- Missed opportunities for early intervention due to lack of visibility
- Difficulty evidencing outcomes when needed most
For many Virtual Schools, this means that the time saved upfront can quickly be lost along with confidence in the quality of the information being used to support decisions.
What Does Good Value Look Like?
For Virtual Schools, value is less about features and more about how those features support better outcomes. Useful indicators of good value include:
- Reliable coverage across all schools, including APs and independent provisions
- A system that reflects the full educational journey, from EYFS to Post-16
- Flexible data collection methods that adapt to local context
- Analytics that help you understand patterns, identify risk and allocate resources
- Tools that support high-quality, evidence-led PEPs
The most effective services tend to be those that reduce manual effort, improve accuracy, and offer insights that strengthen strategic decision-making.
A Practical Example: Attendance Monitoring
Monitoring attendance for vulnerable cohorts can be particularly complex. Some schools are happy to connect directly via automated systems while others require a more hands-on approach.
Where only one method is offered, data can quickly become patchy or delayed. Hybrid models – where automated extraction is combined with dedicated call handlers – provide a more resilient, accurate picture. For Virtual School Heads, this enables timelier response, better targeting of support, and improved reporting confidence.
Data that Supports Decision-Making
Analytics shouldn’t be an afterthought. With extended duties now covering Children with a Social Worker and Kinship cohorts, the ability to examine data across attendance and attainment is essential.
Value lies in being able to answer questions like:
- Which children are disengaging before it’s visible in their attainment?
- How are different settings supporting progress, and where are the gaps?
Effective platforms allow for interrogation of this kind, without exporting multiple spreadsheets or relying on anecdotal evidence alone.
Planning Ahead
With new grant funding confirmed for 2025–26 to support extended VSH responsibilities (DfE grant determination letter), many Virtual Schools are now considering how to make best use of additional resources. Choosing the right tools and partners will be key to building a sustainable approach to your extended remit.
When reviewing or renewing systems, consider:
- Does this support my team to work efficiently, not just compliantly?
- Will this hold up to scrutiny from Ofsted, senior leaders, or partners?
- Can it grow with us as our role and responsibilities evolve?
Welfare Call’s approach is built around those questions. Our work with over 95 Local Authorities reflects a consistent focus on partnership, adaptability, and supporting Virtual Schools with the tools and insight they need, whether that’s through hybrid attendance collection, Ofsted-recognised PEP platforms, or data-led cohort analytics.
For more information about how other authorities have approached this, or to request case examples, speak to your Account Manager or drop us a line.