A strong provider should be able to explain fit, safety, delivery, evidence and limitations in language a school can scrutinise—and should welcome thoughtful questions.
1–2. Fit and intended outcomes
First ask what need the service is designed to address. Then ask who it is not suitable for. Clear boundaries are a sign of maturity, not weakness.
Ask what progress could realistically look like and over what period. The answer should be specific enough to review but cautious enough to respect the complexity of children’s lives.
3–4. Safety and accountability
Understand how staff are checked, trained, supervised and supported. Ask how a concern is recorded, who receives it, how acknowledgement is evidenced and what happens when the usual contact is unavailable.
Confirm the division of responsibility. A provider’s process should complement the school’s safeguarding procedure, never obscure it.
5–6. Delivery and participation
Clarify the model: frequency, duration, group size, space, staffing and what happens when a child or practitioner is absent. Ask how non-attendance is interpreted and followed up.
Participation should include the child’s experience, not merely their presence. Look for a service that adapts thoughtfully without losing the purpose of the work.
7–8. Evidence and learning
Ask which measures are used, why they fit, how much follow-up data is normally available and how limitations are reported. Beware of percentages with no denominator or claims that confuse association with proof of cause.
Finally ask what the provider changed because of its evidence. A learning organisation should be able to describe an adaptation, not just a success story.
- Can reporting connect the original referral to delivery and review?
- Are missing and incomplete records visible?
- Can the school access its authorised evidence during delivery?
- Can funders receive useful aggregate insight without case-level exposure?