NeuroLuntu — Early Access

The problem

The information already exists. It has just never been in one place.

An Education, Health and Care Plan (EHCP) or other support plan. An educational psychology report. Speech and language assessments, occupational therapy notes, termly reviews, clinic letters, a behaviour plan. Each written by a different professional, at a different time, for a different reader.

They live in a cupboard, in an inbox, on a local authority portal, and in three different filing systems that don't talk to each other. So the same story gets retold from scratch to every new professional, and the person who most needs the whole picture — the parent — is the one holding the least organised copy of it.

For many families the folder is thin: a concern raised at school, a GP letter, a referral that has been waiting for a year or more. That is the stage we understand least well, and the one we most want to hear about.

Connecting those dots is the entire job. Not more information. The same information, finally usable by the people around the child.

What it does

From a folder of reports to something you can use every day.

Bringing the paperwork together is only half of it. The harder half is turning a pile of paperwork, which often contains dense professional terminology, into something practical — and that is where most families and schools run out of time.

Our AI reads everything in the child's file and drafts in minutes the resources that would otherwise take hours. Not generic templates with a name dropped in: each one is built from this child's documents, interests and routines. A staff briefing a supply teacher can read in a few minutes. A social story about the thing they are actually anxious about, using the characters they actually like. Answers to the intake form every new service sends, and a parent's views for a request to the local authority, drafted from what is already in the file.

And they come out designed and print-ready — properly laid out, illustrated around that child's own interests, ready for the wall or the book bag. That matters more than it sounds. Resources like these are meant to be ones a child recognises themselves in, but almost nobody in a family or a classroom is a designer, and making one by hand is an evening's work that most people simply never get to. This is the part that usually doesn't happen at all.

Two-page briefings

What a new adult needs to know before they meet the child, on two pages, with every point linked back to the report it came from.

The first two pages of an A4 staff briefing for a fictional boy, Alfie, with his photo in the corner. Sections cover strengths, interests and motivators, how he learns best, barriers to learning with what helps for each, a table of support through the school day, and background staff should know. Every point carries a numbered source reference, and each page is footed 'AI-generated by NeuroLuntu AI. A draft for a person to review, not a decision.'

Example from the reports of a fictional child.

Visual resources for the child

Illustrated, print-ready posters and tools built around their interests — social stories for a worry or an event, step-by-step schedules for a hard transition, calming toolkits drawn from what the reports say already works.

A six-panel illustrated social story titled 'Alfie Stays Calm When He Loses', drawn with puppy characters in football kits. Panels: someone else wins and Alfie takes a big breath; Alfie uses his stop and breathe card; Alfie gives the winner a high five; Alfie says good game to everyone else; Alfie helps tidy the football away; Alfie smiles and plays again tomorrow.

Example from the reports of a fictional child.

Forms, requests and meetings

Answers for the forms services send, a parent's views for a local authority needs assessment request, and contributions to reviews, in the formal language each process expects.

Plain-English replies

Ask a question about the file and get a draft reply, cited back to the report it came from.

Every one is a draft for a human to check, linked back to the documents it drew on. The AI drafts; the adult who knows the child decides — and that review is the control, not a formality.

Who it's for

The child comes first. We get there by empowering the people around them.

Designed first for parents and carers — and built to make working with schools and specialists easier, rather than adding another system for them to maintain.

At the centre

The child is the whole point — every decision here is measured against whether their day gets better. The way we do that is by connecting and equipping the three groups of adults whose decisions shape it, so that everyone supporting that child is working from the same understanding of them.

It is why the name is what it is. NeuroLuntu takes its second half from the isiXhosa uluntu — humanity, community, the people — the same root as ubuntu.

Parents & carers

The primary user

The journey is confusing, bureaucratic and emotionally exhausting. Medical and educational terminology sits between a parent and the only thing they actually want, which is for their child to do well.

One parent told us they were discharged after diagnosis with no roadmap at all, and accepted a plan they didn't understand because at least it was something.

And practitioners tell us the question parents ask most often is "Am I imagining it?" — that families need to be believed, and to hear what is good about their child, at least as much as they need information.

Make sense of it, and stay in control of who sees what.

Educators & SENCos

The daily reality

There is never enough time or budget to support children the way schools would like to. Admin overhead eats the hours that should go to the child.

Getting to what matters for Tuesday's lesson shouldn't mean reading forty pages — and a child moving class or school shouldn't mean starting from nothing.

Less admin, so more of the resource reaches the child.

Specialists

Context before the appointment

Specialist time is the scarcest thing in the system. Families often arrive carrying occupational therapy, educational psychology and school reports, and practitioners tell us that context is genuinely useful when it is organised rather than a pile to sift.

A clear summary of what is already documented before you meet the child, with each point traced back to the report it came from, so you can check it rather than take it on trust.

Better context, less chasing.

How we're building it

Constraints we decided early, and won't trade away.

These aren't features. They're the rules the product is built inside — and with children's clinical data, they matter more than anything we could add.

The family controls the data

Parents decide what is shared, with whom, and in how much detail — including how much a document reveals when it goes to school staff. Nothing spreads by default. This is the foundation everything else sits on.

Grounded in the child's own documents

Output is built to stay inside the child's own file, with what it says linked back to the passage it drew on, so you can check it against the source. Where the documents are silent, contradictory or out of date, our job is to surface that for a human rather than smooth it over.

Not a medical device

It never diagnoses or hints at a diagnosis, never maps a child against clinical criteria, and never reasons about medication. It is not a diagnostic assessment and doesn't carry one out. It organises and explains what is already documented about a child's needs, so it works with or without a diagnosis.

Parents are the experts, and the adult decides

Parents know their own child best, so nothing here explains their child back to them or talks down. Output is a draft to review, never an answer to act on unread. The people who know the child keep authority over anything that leaves the platform — and anything that does leave carries the label with it, in the file, not just on the screen.

Accessible because the users need it

Designed to WCAG 2.2 AA, with reduced motion and readability treated as requirements rather than polish. Many of the adults using this are neurodivergent themselves.

Nobody should feel watched

A record home and school both see could easily make a parent feel monitored, or a teacher feel scrutinised. We treat that as the most likely way this goes wrong, and test features against it: does this make the relationship between a family and a school more open, or more careful? A feature that improves information and leaves either side more guarded has failed.

Data & trust

The questions you should be asking us.

If you work in special educational needs and disabilities (SEND) you will want to know exactly what happens to a child's documents before you would recommend anything to a family. So do we, before we ask anyone to rely on it. Rather than a polished policy page that outruns the product, here is an honest split of what is decided and what is not.

Decided, and built in

The family decides what is shared, with whom, and in how much detail — including how much a document reveals when it goes to school staff.
It never diagnoses or hints at a diagnosis, never maps a child against clinical criteria, and never reasons about medication. It is not a diagnostic assessment and doesn't carry one out.
Everything produced is a draft for an adult to review, and that review is the control rather than a formality.
Output is built to stay inside the child's own documents, linked back so you can check it.
A child's documents are treated as health information, the most protected kind under UK GDPR, and we are building to that standard.
Deleting a child removes everything. The record, the uploaded PDFs, the photo, every generated document and image, and the chat history — each removed by name, not left to chance.
Anything produced says it is AI-generated, on the file itself — not only inside the app, so the label survives being downloaded, printed or forwarded. We follow the EU AI Act's transparency rules here as best practice.

Still being worked through

How long data is kept, and where it lives once this is more than a prototype.
The contractual terms with the AI providers we use — including written no-training and retention guarantees, and where each one processes data.
Our precise responsibilities under UK GDPR, and how they sit alongside a school's.
How consent is evidenced when a document is shared onward to a school or clinician.

These are being worked through with professional advice, because getting them wrong would matter far more than moving quickly. If you want to interrogate any of it, that is a conversation we actively want — it is part of why we are doing research now rather than selling.

Working prototype · Not yet available

Where we've got to.

It's built, and it works. It reads real documents, drafts resources from them, and a family has already used it on its own child's reports.

We're pre-launch by choice. Before this goes further we want it shaped by the people who would have to live with it — so right now we're in research rather than selling, and we won't claim outcomes we haven't measured yet.

"It would have been most useful right at the beginning — when I understood the least and had to make the biggest decisions."
Parent of a teenager with an EHCP, research session, 2026

"'Am I imagining it?' — honestly it is so common that they question themselves and want validation. It also really helps families to hear the positives about their child."
Development therapist at a children's charity, research session, September 2026

Get involved

If you're the parent or carer of a neurodivergent child, or an educator or professional who works with them, we'd like to hear from you.

We're speaking with parents and carers, including families still waiting for an assessment, SENCos and teachers, and clinicians working in SEND. Usually a short conversation, sometimes a look at the prototype, always shaped around what you'd actually need it to do.

No preparation needed, and no commitment beyond the conversation.

Take part in research Make an enquiry

How we use what you send us: privacy notice.

If you're a school or service wondering whether this could help, an enquiry is welcome too — we'd rather hear what you need early than guess at it.