We wanted a better future for our children. We just didn't think it should cost us our present.

We're parents of two boys.

We noticed they needed extra support with their learning, so we did what seemed like the obvious thing. We bought books. Maths books. English books. Revision guides. Practice books.

We imagined them picking up those books, working through the exercises and gradually getting better.

Instead, the books began gathering dust. The pile grew, but their enthusiasm didn't.

We realised something important.

Giving children more learning materials isn't necessarily the same as helping them learn.

They needed more than books. They needed encouragement, explanations they could understand and the confidence to keep trying when something was difficult.

We wanted our boys to do well, so we decided to pay for extra tuition.

At around £40 for an hour, for one child and one subject, it seemed manageable at first.

But we had two children. And they needed support in more than one subject.

When we added up the regular sessions we wanted for both boys, we were looking at approximately £15,360 a year.

That's a serious amount of money for a family. Money that could be going towards our mortgage or rent, savings, holidays, family experiences or simply making everyday life more comfortable.

And tuition wasn't just costing us money. There were sessions to arrange, timetables to manage and family routines to adjust. All because we wanted our children to do better.

We eventually tried teachers based overseas. The costs were lower, but the experience wasn't always what we hoped for.

Some sessions lost valuable time to technical difficulties. At times, communication and differences in teaching style made lessons harder for our boys to follow. And sometimes, despite everyone's best efforts, our children just weren't connecting with the lessons.

We were still spending money. Still rearranging our schedules. Still wondering whether we were doing enough.

And that was perhaps the hardest part.

We were putting so much into their education, but we weren't always seeing the confidence and enthusiasm we wanted them to develop.

Instead of asking, “How do we find another tutor?” we asked:

What if good extra learning support could fit around family life, rather than family life having to fit around it?

What if our boys could revisit a difficult lesson without waiting for another appointment?

What if they could practise at their own pace, without worrying about getting everything right the first time?

What if we could support both children without paying separately for every hour and every subject?

And what if we could spend less time managing their tuition and more time simply enjoying being their parents?

That summer, the idea for Clem was born.

We know how much difference a wonderful teacher can make. We also know that some children benefit enormously from face to face tutoring.

But we don't believe extra learning opportunities should be limited to families who can afford multiple weekly tutoring sessions.

We wanted to create another option. One that could help children practise, understand difficult topics, build confidence and prepare for the next stage of their education.

One that could support different children in the same household, even when they're studying different subjects or following different learning journeys. And one that could feel more realistic for an ordinary family budget.

Not because our children's futures are worth less. But because supporting those futures shouldn't be financially overwhelming.

We believe a child shouldn't feel ashamed because they need another explanation.

We believe making mistakes is part of learning.

We believe that confidence grows through small, meaningful successes.

And we believe parents deserve to know where their children are making progress and where they may need more support.

We also believe that products built for children carry a special responsibility. That means thinking carefully about safety, privacy, age appropriate learning, parental oversight and the boundaries of how Clem interacts with young learners.

These aren't simply boxes we want to tick. They're part of the responsibility we feel as parents ourselves.

Families everywhere share similar hopes.

Whether a child is learning to read, preparing for GCSEs, tackling an important examination or learning a new language, parents want to open doors for them.

But they also want to enjoy their children while they're growing up.

They want family evenings that aren't dominated by homework arguments. They want to celebrate improvements without constantly worrying about falling behind. They want to know they're making a positive difference, even when life is busy and money is tight.

That's the kind of family life we want Clem to support.

We'll keep working to make Clem a more helpful, accessible and responsible learning companion.

We'll listen to parents. We'll keep improving the learning experience. And we'll never lose sight of the reason we started: two boys who needed extra help, and parents who wanted to give them every chance to succeed.

We're not promising that every lesson will be easy or that technology can solve every learning challenge. But we are working towards a future where more children can discover what they're capable of, without putting unnecessary pressure on the people who love them.

Because their future matters. And so does your life today.