Preview the questions

1Before enrolment, how do you explain how long it may take to build a practice?

• 0Not discussed.
• 1We mention that it can take time.
• 2We explain the usual early steps.
• 3We explain why timescales vary.
• 4We give realistic examples of different journeys.
• 5We update our examples using graduate experiences.

2Before enrolment, how do you explain the financial realities of self-employment?

• 0Not discussed.
• 1We briefly mention costs or earnings.
• 2We explain typical start-up and running costs.
• 3We also explain uncertain income and take-home earnings.
• 4We show example budgets for different ways of working.
• 5We update the examples using current costs and graduate experiences.

3Before enrolment, how do you explain what it takes to attract clients?

• 0Not discussed.
• 1We explain that clients do not come automatically.
• 2We describe basic ways to attract clients.
• 3We also explain the time, effort and uncertainty involved.
• 4We give realistic examples of ethical ways to build a client base.
• 5We update those examples using graduate experiences.

4How do you help applicants consider their career goals?

• 0We do not address this.
• 1We offer informal advice if asked.
• 2We explain different career options.
• 3We prompt applicants to consider their preferred work and income.
• 4We offer a structured discussion of their plans and expectations.
• 5We provide guidance tailored to their plans and expectations.

5How do you teach the rules and responsibilities of running a safe, ethical practice?

• 0Not taught.
• 1Mentioned briefly.
• 2Covered in planned teaching.
• 3Explained through real-world examples.
• 4Students apply the rules to practice scenarios.
• 5Their decisions are assessed and they receive feedback.

6How do you teach students the financial basics of practice?

• 0Not covered.
• 1Fees or earnings are mentioned.
• 2Income, costs and record-keeping are explained.
• 3Pricing, financial responsibilities and viability are also covered.
• 4Students complete a simple financial plan.
• 5Their plans are reviewed and they receive feedback.

7How do you teach students to attract clients and build professional relationships?

• 0Not covered.
• 1Tutors share informal tips.
• 2Students learn the basics of ethical promotion.
• 3Teaching also covers referrals and maintaining professional relationships.
• 4Students practise applying these ideas.
• 5They receive feedback on their work.

8How do you decide what business topics to teach, and when?

• 0There is no planned approach.
• 1Topics are chosen informally.
• 2We have a written teaching plan.
• 3People with relevant business expertise help shape the plan.
• 4We also consider what students need at different points in training.
• 5We review the plan using student and graduate feedback.

9How do you help students choose a suitable route into work?

• 0We do not address this.
• 1We offer informal advice.
• 2We explain the main work options.
• 3We compare employed, self-employed and mixed routes.
• 4Students consider which route fits their own goals.
• 5They receive individual feedback on their chosen route.

10How do you help students plan their first steps after qualification?

• 0No support is provided.
• 1We offer general advice.
• 2We provide a practical checklist or template.
• 3Students prepare their own action plan.
• 4They receive feedback on the plan and its priorities.
• 5We offer a follow-up to review progress after qualification.

11How do you help students identify business skills they may need later?

• 0We do not address this.
• 1We mention that further learning may be needed.
• 2We identify common business skills graduates may need.
• 3Students review their own skills and gaps.
• 4They identify their personal learning priorities.
• 5They leave with a plan for further business learning.

12How do you connect students with business support for after qualification?

• 0No support is signposted.
• 1We encourage graduates to seek help.
• 2We provide a list of support options.
• 3We explain what each option can help with.
• 4We give clear details of access, contacts and costs.
• 5We actively connect students with suitable support before they leave.

13What practical business support can graduates use after qualifying?

• 0No support is available or signposted.
• 1Occasional informal advice is available.
• 2Resources or one-off sessions are available.
• 3Structured business support is available.
• 4Support covers different business needs and stages.
• 5Graduates can get feedback on actions they take in their businesses.

14How is business support matched to graduates' needs?

• 0No support is matched to individual needs.
• 1Everyone receives the same general advice.
• 2Support is organised by business topic.
• 3Graduates are helped to choose relevant support.
• 4Support responds to their individual challenges.
• 5Their needs are checked again and support is adjusted.

15How do graduates find out about and access business support?

• 0They are not given information about support.
• 1Information is available if they ask.
• 2Information is provided at graduation.
• 3Access details, contacts and costs are clear.
• 4Graduates are reminded of available support after qualifying.
• 5We check what stops graduates accessing support and address barriers.

16How do you check whether graduates use what they learn from business support?

• 0We do not check.
• 1We hear informal comments.
• 2We collect attendance or satisfaction feedback.
• 3We ask whether graduates have applied what they learned.
• 4We follow up to find out what they have changed in practice.
• 5We use those findings to improve the support offered.

17How do you follow up with graduates?

• 0We do not follow up.
• 1We keep in touch informally with some graduates.
• 2We occasionally survey graduates.
• 3We contact each cohort, including those not practising.
• 4We follow up at set times after qualification.
• 5We track response rates and check which graduates are missing.

18What do you find out about graduates' work and progress?

• 0Nothing.
• 1Whether they are working as practitioners.
• 2How they are working, including employment and working hours.
• 3Their progress, such as client activity or earnings where relevant.
• 4Whether their work is financially sustainable and satisfying.
• 5Whether their outcomes match their own career goals.

19How do you compare applicants' expectations with graduates' experiences?

• 0We do not compare them.
• 1We hear informal feedback about unexpected challenges.
• 2We gather some information before and after training.
• 3We ask comparable questions before and after training.
• 4We review the differences across graduating groups.
• 5We use the findings to improve information for applicants.

20How do graduate outcomes help you improve training and support?

• 0They are not used.
• 1Feedback sometimes leads to informal changes.
• 2We formally review graduate feedback and outcomes.
• 3We agree and record improvements based on the findings.
• 4We put those improvements into practice.
• 5We review later evidence to see whether things have improved.