Question 1 of 9
Enrolment Machine
When a suitable family enquires, what usually determines whether they actually enrol? A It mostly depends on who answers, how quickly we get back to them and whether the family follows through. We don't really have a consistent enquiry-to-enrolment process. B We know what good follow-up looks like and our conversion can be strong when we're focused on it. But someone, usually me, has to keep chasing calls, messages and follow-ups, and when attention moves elsewhere, enquiries start slipping through. C We have a clear enquiry and enrolment process, the team is trained to follow it, and I regularly monitor and manage how well it's being executed. Conversion stays consistent because I make sure the process keeps happening. D The enrolment system is owned and managed beyond me. Conversion is measured, problems are identified and corrected, and the team continually improves the process without waiting for me to notice or direct it.
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Question 2 of 9
Demand Generation
If you needed significantly more enrolments over the next eight weeks, what would actually happen? A We'd mostly rely on word of mouth, post on social media and hope more enquiries came in. We don't really have a dependable way to create demand. B We know a few things that can bring enquiries in, such as boosting a post, running a small Facebook or Instagram ad or putting an offer out, and we've seen them work. But we tend to do them when numbers worry us, then stop once we're busy again. C We know how to run properly targeted campaigns and generate leads predictably. There is a repeatable process, other people can execute it, and I make sure campaigns are running, reviewed and adjusted consistently rather than only when we need enrolments. D Demand generation runs as an ongoing growth function across proven channels. The team can allocate budget, optimise campaigns, test new approaches and grow lead flow without waiting for me to initiate or manage it.
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Question 3 of 9
Capacity & Optimisation
When parts of your timetable aren't performing the way they should, what normally happens? A Classes generally stay where they are until low numbers or staffing problems eventually force us to do something. We don't systematically manage capacity. B Every so often we get on top of the timetable, consolidate classes and make some really good decisions. Then attention moves elsewhere and underperforming classes gradually creep back in or stay around longer than they should. C We review the timetable consistently and make deliberate decisions about what to grow, move, merge or close. My team has a process to follow, and I make sure those decisions continue to happen rather than waiting for a major clean-up. D Capacity is actively managed as part of the growth system. Leaders identify changes in demand, utilisation and profitability and reshape the timetable proactively without requiring me to drive the decisions.
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Question 4 of 9
Numbers & Profit
How consistently do your numbers actually influence the decisions you make? A I'm mostly running the business from the bank balance, gut feel and whether we seem busy. I don't have a clear enough picture of what's really making or losing money. B There are periods when we're really across the numbers, usually because something has worried us. Then operations get busy, I get pulled back into the pool, the reporting becomes patchy, or I can see something isn't right but avoid digging into it because I'm not really sure what to do about it. C We review the important numbers consistently and use them to make decisions. The information is there, people know what to prepare, and I maintain the management rhythm that keeps us looking at performance and acting on what we see. D The leadership team uses the numbers to run and improve the business independently. They identify problems, understand what is driving them and make informed commercial decisions without relying on me to interpret everything or tell them what to do next.
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Question 5 of 9
Owner Dependence
If you stopped actively managing the business for a month, what would realistically happen? A Things would unravel fairly quickly. Too many decisions, problems and day-to-day responsibilities still depend directly on me doing them. B I could organise things before I left and probably create some breathing room. But once somebody is sick, there's no cover, a parent problem escalates or something unexpected happens, I'm back on the phone, answering messages and solving it from wherever I am. C I don't personally have to do everything anymore. I have people, processes and clear responsibilities, and the business operates consistently because I actively lead, delegate, review and hold people accountable. If I genuinely stopped managing it for an extended period, however, performance would eventually begin to drift. D I can genuinely step away. Leadership, accountability and decision-making exist beyond me, so the business continues to operate, solve problems, improve and grow without requiring my involvement.
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Once a new teacher knows enough to get into the pool and take classes, what happens next? A Training is mostly informal. Someone shows them the basics, they start teaching, and we hope they work it out as they go. B We usually train them enough to get them safely teaching and cover the classes we need covered. Then they're largely left to their own devices. Ongoing observation, coaching and development tend to disappear because the immediate priority is simply having somebody in the water. C Teachers continue through a structured development process. Expectations are clear, teaching is observed, feedback is given and people are coached against defined standards. I don't personally deliver all of that development, but I lead the people and processes that ensure it consistently happens. D Teacher development is embedded into the organisation. Leaders coach other leaders, standards keep rising and the team continually builds capability without needing me to initiate, supervise or maintain the development process.
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Question 7 of 9
Curriculum
How consistent is the actual teaching experience across different teachers and different weeks? A It varies significantly depending on who's teaching. Different teachers can effectively deliver very different experiences and progression. B We have a curriculum and standards, and teaching can be excellent. But consistency slips when we're very busy and simply trying to cover every class, or when we're quieter and nobody feels much urgency to monitor quality. It still depends too much on the teacher and how much attention is being paid. C The curriculum, progression standards and quality processes are consistently followed because I make sure the team is trained, observed and held accountable for them. Different teachers can have their own style without the required standard disappearing. D Curriculum quality continually develops without relying on me as the quality-control mechanism. Leaders use student progress, observations, family feedback and teaching outcomes to identify improvements and lift the standard across the organisation.
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Question 8 of 9
Exceed Expectations
What happens to the family experience when you aren't the person creating it? A There isn't really a deliberate experience. Families are treated according to who happens to be working, how busy everyone is and what kind of day they're having. B We know how to give families a fantastic experience and we've seen how strongly they respond. But a lot of that energy still comes from me. When I'm visible, greeting people or actively around the team, everyone lifts. When my attention moves elsewhere, the experience can fall back to simply delivering the lesson. C We've defined what the family experience should feel like and trained the team to deliver it consistently. I reinforce those expectations, coach the team and hold people accountable so the standard is maintained even when I'm not personally greeting every family. D The experience is bigger than me. Leaders and team members understand the brand deeply enough to protect it, identify opportunities to improve it and create new reasons for families to stay and talk about us without needing my energy to drive it.
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Question 9 of 9
Retention & Raving Fans
How early do you normally know that a family is starting to disengage? A Usually when they cancel. By the time we know there's a problem, the family has normally already decided to leave. B Sometimes we catch it beforehand, especially when the right person notices something or we're particularly focused on retention. But too often we still find out what was really wrong when the cancellation comes through. C We have clear signs and processes for identifying families at risk. The team knows what to look for, follows up consistently and acts before problems become cancellations because I make retention a regular management priority. D Retention is an organisational capability. The team identifies patterns across attendance, progress, complaints, cancellations and feedback, then uses what it learns to improve the underlying customer experience without waiting for me to direct the response.
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