DRAFT. For the safeguarding lead only. Not for parents. First names or nicknames only.
Terms (Tutor, human tutor, safeguarding lead) are defined in parent-in-the-loop-design.md, section 1.
Week: [dates] Prepared by: Tutor (draft for the safeguarding lead)
PER CHILD (one line each)
[Name] | Attendance: [x of y sessions] | Level indicator: [pre-A1/A1/A2/A2+] | Recurring struggles: [items] | The safeguarding lead to review practice plan: [no / yes - why]
GROUP PATTERNS
- [Pattern, how many children]
SUGGESTED PRACTICE ACTIONS FOR NEXT WEEK
1. [Action]
FOR THE SAFEGUARDING LEAD TO DECIDE
- [Open questions]
Rules:
- Facts only. No labels or diagnoses. No mood or personality words; write what the child did.
- "The safeguarding lead to review the practice plan" means: the same struggle for 3 or more sessions ("still practising"), or a parent question. It is not a referral. Any suggestion to see a teacher or specialist is the safeguarding lead's own decision, made by hand. Tutor never suggests it.
- A parent note for a 3-session pattern uses only this sentence: "This has been hard for several sessions. We will try a different way to practise it. The safeguarding lead is happy to talk it through with you."
- Safeguarding concerns are NOT kept only here. They go to the safeguarding lead at once, with an incident note (see child-session-rules-and-escalation.md).
- The level indicator in this weekly sheet is for the safeguarding lead only. It is indicative only. (It is not in the per-session parent note.)
Week: 19-25 October 2026 (INVENTED DATA)
| Child (invented) | Attendance | Level indicator | Recurring struggles | The safeguarding lead to review practice plan |
|---|---|---|---|---|
| Child A | 2 of 2 | A1 | "th" in "three" (4 sessions, still practising) | Yes: still practising for 4 sessions. The safeguarding lead to review the practice plan. |
| Child B | 1 of 2 | pre-A1 | Colour words; short answers | No |
| Child C | 2 of 2 | A2 | Past tense -ed endings ("walked") | No. Improving. |
Group patterns (invented) - 2 of 3 children find "th" hard. (This is common for [language] speakers.) - 2 of 3 children waited for Tutor to speak first.
Suggested practice actions for next week 1. Add a 2-minute "th" game at the start of each session. 2. Use more "echo and repeat" turns, so a child can join in before speaking alone. 3. Practise -ed endings with action words: walked, jumped, played.
For the safeguarding lead to decide (invented) - Review Child A's practice plan. Does the safeguarding lead want to send Child A's parent the "different way to practise" sentence? Do they want to talk it through with the family?
Draft teaching and safeguarding resources. Not legal advice. Check local law before use.