Choose a programme against a specific student-development need. Agree observable learning goals, age-appropriate practice, facilitator responsibilities, safeguarding, a realistic review method and classroom follow-through before commissioning.
Start with the school’s existing provision
Map the intended programme against what already happens in pastoral learning, classroom routines, enrichment and student leadership. Identify a gap where an external partner could add prepared activities, specialist facilitation or additional opportunities to practise.
“Build leadership” is broad. “Help learners invite contributions and agree roles in a shared task” gives the school and provider something more concrete to design around. Choose a manageable goal for the age group, time available and setting.
Look inside the learning design
Ask to see how a session moves from explanation into practice, feedback and another attempt. Understand how quieter learners participate, how different needs are supported and whether the level of challenge is appropriate.
- What will each learner do rather than only hear?
- How are roles and opportunities to contribute distributed?
- What does the facilitator notice and respond to?
- Can the activity be adapted without asking learners to disclose private experiences?
- What will a teacher be able to use between sessions?
Agree responsibilities before delivery
Confirm the facilitator team, preparation and school-specific vendor or instructor requirements. Agree who manages attendance, supervision, access needs, consent, incidents and escalation. An external programme does not remove the need for an explicit school-provider arrangement.
Set out the room, materials, timetable, group size, liaison person, total payable fee and cancellation or rescheduling terms. Establish which learner information is genuinely necessary, who can access it and how long it is retained.
Be precise about evidence and follow-through
A useful review distinguishes what was observed in a practice task from what teachers or families later report in everyday settings. Neither should be presented as proof of lasting change everywhere. Agree the observation method and reporting scope before the programme begins.
Ask for a practical next step: a classroom prompt, a shared feedback routine or a follow-up conversation. Decide what would justify repeating, adapting or not continuing the programme. Participation alone is different from demonstrated capability.
Explore Figured’s school pathways
Figured Foundations is the proposed core life-skills programme. School adaptations are separately scoped. Speak, Connect & Lead is a focused communication and collaboration pathway in preparation for ages 9–12: six 60-minute sessions for up to 24 learners, with a proposed lead facilitator and assistant, materials, transfer prompts and a cohort review. Delivery and readiness requirements are agreed with each school.
Read the learning standards and safety principles, explore school partnerships and formats and fees, or start a school enquiry. An enquiry is not a booking or a commitment to purchase.
About this guide
This guide explains Figured’s educational perspective and offers practical starting points, not a developmental assessment or a claim of measured programme outcomes. Individual needs and school requirements vary. For a question or correction, contact the Figured team.