We did a lot of research and customer interviews before making changes to our subscription model, and what we found was that the vast majority of 5 and 10-license subscribers really struggled to meaningfully embed the software in school.
In reality, having a limited number of licenses created technical headaches for support teams as they tried to move licenses on and off devices as needed. Teachers were unable to plan ahead with the certainty that pupils would have access to Clicker on that particular day or in that particular lesson. Often, teacher access wasn’t accounted for when allotting the licenses, which meant the majority of staff weren’t able to become familiar with the software or use it regularly, which puts a lot of pressure on one or two staff members to keep that momentum going. As children who relied on Clicker moved into different areas of the building, or out of intervention groups, or into different year groups, Clicker wasn’t always available or familiar to the new staff members supporting them, which caused stress and halted progress. And when new cohorts entered the school or unexpected arrivals joined mid-term, there were no extra licenses to support those children who would have really benefited from Clicker.
Ultimately, schools were not seeing value for money from this subscription type, and children were not getting the consistent support they needed.