Shaped by teacher review and pupil perspectives
We believe PSHE should be enjoyable for every student, and that no one should be left behind, whatever their differences.
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Oliver vaped and struggled with his mental health at school. He has dyslexia and can’t remember listening to a single personal development lesson. The lessons weren’t built for how he learned, they didn’t feel relevant and they didn’t count towards his GCSEs, so he switched off.
Sam grew up in L8, one of Liverpool’s most deprived communities, and saw health inequalities, addiction and educational disadvantage up close long before he studied the science behind them.
Together they started Beat Modules on one belief: education is the most effective intervention there is, but only when it reaches the young people who need it.
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Every young person deserves personal development education they can engage with and absorb, regardless of how they learn.
We’re building a digital platform that strengthens decision-making and equips young people with real tools for real situations. For teachers, it means the confidence to deliver complex topics with less preparation.
Our story so far
Meet the people behind Beat Modules
Select a photo to read more about each person.
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Co-founder and CEO
Oliver holds a Master's in Biomedical Science and Translational Medicine, with a specialism in complex diseases. Before founding Beat Modules, he worked in GCSE tutoring, public health, and science education.
As a learner with dyslexia who struggled to engage in school, he experienced firsthand what happens when education isn't designed for how you think. That lived experience drives everything Beat Modules builds. Oliver takes a research-led approach to ensure the platform delivers rigorous, non-preachy education and is built for learners that traditional formats leave behind.
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Co-founder and COO
Sam is a biomedical scientist. At Beat Modules, he leads marketing, operations and educational content, making sure every module is built to engage young people facing the kinds of challenges he witnessed his community face growing up. His focus is on ensuring the education isn't just well-researched but effective in the real world.
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Chief Technology Officer
Tony leads product development and built the platform architecture. He owns the codebase from end to end, including the infrastructure and the content management system.
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Marketing Lead
Harsha runs our content, SEO and website work, and leads the persona and positioning research behind our marketing.
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Design and front end
Eman builds the front end and everything pupils touch on the platform. She joined through a University of Liverpool internship and is a final year computer science student.
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Game design and animation
Dee creates the game art, animation and assets for our games, including the new Chain Link design, and works on front end design with Eman.
The teachers we work with
These teachers and school leaders review our modules and advise on how they are taught. Choose a teacher to read about their experience.
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Teacher supporter and co-developer
“I'm delighted to be able to support Beat Modules. It is an innovative, theory-driven and evidence informed approach to teaching PSHE education. The gamification and peer led approaches make it engaging for young people in ways that few, if any, other approaches do. Although it can be used on a ‘whole class’ level, it also provides an excellent way to support ‘intervention’ students to reach parts of the curriculum that other approaches don't!”
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Educational leadership
Mark Upton has over 40 years' experience including 20 in China, setting up and running schools as founding head or group director of education. For over 25 years he has continually applied, refined and adapted his Cambridge University MEd research into educational leadership, continual improvement, the dynamics of change, school culture and experiential learning via his consultancy and professional development services. Mark believes student wellbeing and empowerment lie at the heart of learning, hence his enthusiasm for Beat Modules' initiatives.
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PSHE and personal development
Emily Renny is an experienced senior leader and Personal, Social, Health and Economic (PSHE) education specialist, with 18 years' experience in teaching and leading personal development. She is currently an Assistant Principal in charge of Personal Development at a large comprehensive secondary school in Berkshire, where she leads on the development of a broad and inclusive programme that supports students' wellbeing, character and preparation for life beyond school. Emily is passionate about empowering young people with the knowledge, skills and confidence they need to thrive, both personally and academically.
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Teaching and learning, inclusion and safeguarding
Emma Thom has 13 years' leadership experience as Deputy Headteacher of Teaching and Learning, Inclusion and Safeguarding. She is an Advanced Skills Teacher and a former Evidence Lead in Education. She is passionate about student and teacher wellbeing and has shared good practice at a national level on social, emotional and mental health. Emma's background in pastoral and curriculum leadership has allowed her to adopt a holistic approach to school improvement. Her work on creating a culture of belonging was recognised as good practice by Ofsted and local authorities in the West Midlands, UK.
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Education Consultant
Peter is an experienced education and policy leader with a background spanning senior leadership, curriculum development, safeguarding and inclusion. At Beat Modules, he draws on this expertise to independently review and audit PSHRE content, helping ensure the curriculum is engaging, accessible, evidence-informed and aligned with statutory requirements. His work supports Beat Modules in delivering high-quality learning that reflects the realities of schools and the diverse needs of young people.
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Small classes and high levels of need. Pupils can have text read aloud, switch on a coloured overlay and log in without giving their name. Talk to us about the content, delivery and access requirements for your setting.
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Teaching that fits statutory RSHE guidance and the rising level of SEND need in mainstream classes.
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One curriculum and one set of reporting across every school in your trust.
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Prevention work delivered and evaluated across a whole area.
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Youth centres and community settings working with young people outside school.
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Researchers review our content and advise on how we evaluate it. Students join the team through university internship schemes.
Who we work with
Select a setting to see where we fit.
Where we’re going
What we are building next.
A teacher-led mode, so a whole class can play together from one screen
New modules, starting with Beat Digital Addiction
Let’s work together
Tell us about your school or organisation and we’ll be in touch.