A clear learning purpose.
Each programme should name the capabilities being practised, the tasks that bring them into use and the observations that will inform useful feedback.
Learning standards & student safetyLearning standards.
Learning standards.
Clear arrangements.
What families and schools should be able to establish before a programme begins: the learning purpose, the people, participation support and practical responsibilities.
Talk about your requirementsThe standard we are preparing to deliver
These principles describe the intended operating model. Curriculum review, facilitator preparation, venue arrangements and programme-specific procedures must be completed before delivery begins.
Adults ready to facilitate.
Delivery readiness includes relevant experience, role-appropriate checks, rehearsal, inclusion planning and a clear route for raising concerns.
More than one way to contribute.
Thinking time, written responses and supported practice can be part of participation. Nobody should have to share a private experience to take part.
Safety & responsibilityClear arrangements.
Clear arrangements.
Before the first session.
School delivery. Agree supervision, attendance, designated school contacts, room suitability and how a concern is escalated. The written scope should make school and Figured responsibilities explicit.
Family delivery. Agree the educator, location, adult availability, authorised collection and emergency arrangements before confirming a place. Online delivery needs an agreed platform and appropriate adult support.
Individual sessions. Agree appropriate visibility, communication channels and supervision arrangements. No private social-media contact between an educator and a child should be needed.
Raising a concern. Before delivery, families and schools must receive a monitored contact and a named escalation route. Immediate danger should be addressed through local emergency services and the responsible adult.
Learner voice & scopeSupport the learner.
Support the learner.
Respect the boundaries.
Learners should understand the activity and have an appropriate way to ask for help, take a pause or use a fictional example. Participation adaptations and support needs are discussed with the authorised adult.
Educational coaching is not diagnosis, psychological treatment or a clinical assessment. Where the learner needs support beyond the programme’s scope, suitability and appropriate next steps must be discussed.
Progress reporting should describe the task, the behaviour observed and the support used. A successful practice task does not establish lasting change in every setting.
Photography, publicity and testimonials require separate permission. Ordinary participation should not depend on agreeing to publicity.