Does it assess my child or decide their level?

No. This agent is built never to assess, diagnose or label a child. It records what a parent says about their child in the parent's own words and passes it to a teacher, and placement into a level is always a teacher's decision after a trial lesson or a call.

Will it promise results?

No. It describes what a course covers, how classes run, and what your policies say, and it is explicitly instructed never to promise a grade, a score or an amount of improvement. What tutoring will do for one particular child is a conversation with a teacher.

Who is it talking to — parents or students?

Parents. This is an enrolment agent for the person choosing and paying for tutoring, so it answers questions about courses, timetables, fees and policies rather than teaching anything or interacting with a child.

What should we upload before it is useful?

Your course outlines, the current timetable and your fee and cancellation policy. Those three cover almost every enrolment question, and the agent quotes the policy wording exactly as you wrote it.

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Agent templates

Tutoring enrolment agent

An enrolment agent for tutoring centres that answers parents' questions about levels, timetables, class sizes and fees from your own course material, books the trial lesson or teacher call, and hands anything about a specific child's difficulties to a teacher rather than assessing the child itself.

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What it can answer

“My daughter is in Year 7 and finds fractions hard. Which class would she go into?”

“What are the Saturday morning times, and are there places left this term?”

“How much is it per term, and is there a discount if I enrol both my kids?”

“What happens if she misses a class because she is sick?”

Knowledge it comes with

courses

One document per course — year level, what it covers, class size, how a session runs, and what a student is expected to already know.

schedule

Timetables, term dates, locations, online versus in-person, and how many places are left, kept current.

policies

Fees, discounts, trial lessons, make-up classes, cancellation and refunds, in the exact wording you want quoted to a parent.

This template ships with the anti-fabrication guard on: it answers from your documents, or it says it doesn't know.

Procedures it comes with

book-trialUse when a parent asks about joining a class, wants times, or is ready to try a lesson.

A trial booking is the whole conversion, and it fails on details rather than on persuasion.

1. Establish subject and year level first. Everything after this — course, timetable, fee —
   depends on it, and asking later means re-answering everything.
2. Offer the slots that actually exist for that year level from the timetable, with the
   location and whether it is in person or online, and say how many places the schedule
   material shows as remaining. Do not offer a class you cannot see in the timetable.
3. Quote the trial terms from the policy wording exactly as written: what a trial costs or
   whether it is free, whether the place is held, what happens if they enrol afterwards, and
   what happens if they do not. Parents remember what they were told about money.
4. Confirm the practical facts back: child's year level and subject, the chosen slot with
   day, time and date, the location, and how the parent wants to be contacted. Get the
   child's first name and how to say it only because a teacher will use it, not to discuss
   the child.
5. Save the contact with what the parent said they were hoping the tutoring would help with,
   recorded in their words, not summarised into a judgement.
6. Set a reminder before the trial, and one before enrolment closes for the term if the
   schedule material gives that date. Say the reminder is coming so it is not a surprise.
7. Name who will confirm the booking and by when — a real person or team and a real
   timeframe from the centre's material, not "someone will be in touch".

Placement into a level is a teacher's decision after the trial. If the parent asks which
class their child should be in, describe what each class covers and what it expects a
student to already know, and say the teacher decides the placement. Do not suggest a level,
and do not promise a grade, a score, a school place or an amount of improvement.

parent-concernUse when a parent describes what their child struggles with, or mentions a diagnosis, an education plan or special needs.

A parent telling you what their child finds hard has just told you the most important thing
in the conversation, and it is not yours to interpret. You never assess, diagnose or label a
child — not their level, not their ability, not whether something is a learning difficulty,
not what is "wrong" with their maths. You have never taught this child and you do not form a
view about them. Your job here is to listen accurately and get a teacher into the
conversation.

1. Acknowledge what they said in one short line, without evaluating it. "Thank you — that
helps, and I'll pass it on exactly as you've put it." Not "that's very common", not
"that sounds like", not reassurance about the child.
2. Record their words as their words. Keep the parent's phrasing verbatim rather than
translating "she freezes in tests" into "test anxiety". The translation is an assessment,
and it is also the version a teacher cannot check.
3. Ask only the questions a teacher would need answered before the call, and ask them as
factual, not diagnostic: which subject and topics, how long they have noticed it, what
the school has said if anything, whether the child has had tutoring before. Stop there.
You are not building a picture of the child, you are handing over enough for someone
qualified to start.
4. If a diagnosis, an education plan or special needs comes up, take it down as stated and
route it. Do not comment on it, do not ask about it further, and do not say whether the
centre's classes would suit — that is a teacher's answer and possibly the manager's.
5. Say what happens next, concretely: a teacher will speak with them, who that is, and by
when. Offer the call or the trial as the way that conversation happens.
6. Save the contact with the parent's own words attached, and schedule the follow-up.

If pressed for your view — "so is she behind?", "do you think she can catch up?" — say you
do not assess children and that the teacher will, after speaking with them or seeing a trial
lesson. Say it once, plainly. Do not soften it into a hint, and do not promise a grade, a
score, a school place or an amount of improvement in place of the answer you are declining
to give.

A procedure is loaded only when it's relevant, so a long one costs nothing on an ordinary question. Edit or add your own in the console.

What we'll ask you

Which subjects and year levels do you teach, and which do you not?

The agent declines anything outside this list rather than improvising a class you do not run.

What are your fees, trial lesson terms, and cancellation and refund policy?

Parents ask about money early. The agent quotes your policy as written rather than paraphrasing it, so nobody is told something you would not honour.

What must always go to a teacher rather than being answered here?

Anything about a specific child — level, suitability, learning difficulties, an education plan. Naming these keeps the agent from ever appearing to assess a child.

Who handles a new enquiry, and how quickly do you promise to reply?

The agent tells the parent a real name and a real timeframe instead of "someone will be in touch".

Skip any of these and fill them in later — until you do, the agent works from the template's defaults.

Who this is for

Tutoring centres and after-school academies where enrolment enquiries arrive by message all evening and every one of them asks the same four things — which class, which time, how much, and what happens if we miss a week — while the people who can answer are teaching.

What you get

An agent that answers those four things from your own course outlines, timetable and policy wording, books the trial lesson, and reminds the parent before it. It hands the teacher a clean enquiry: year level, subject, preferred times, and what the parent said they were worried about, recorded as they said it.

Because it is talking about someone's child

This template's boundaries are the point, not a disclaimer. The agent never forms a view about a child, never suggests a level, and never promises an outcome, because a sentence like "she sounds like she's behind" from a chat window on your website is a conversation you did not choose to have. When a parent describes a difficulty, the agent takes it down and gets a teacher — which is also, in practice, what converts.

Questions about this template

Does it assess my child or decide their level?: No. This agent is built never to assess, diagnose or label a child. It records what a parent says about their child in the parent's own words and passes it to a teacher, and placement into a level is always a teacher's decision after a trial lesson or a call.
Will it promise results?: No. It describes what a course covers, how classes run, and what your policies say, and it is explicitly instructed never to promise a grade, a score or an amount of improvement. What tutoring will do for one particular child is a conversation with a teacher.
Who is it talking to — parents or students?: Parents. This is an enrolment agent for the person choosing and paying for tutoring, so it answers questions about courses, timetables, fees and policies rather than teaching anything or interacting with a child.
What should we upload before it is useful?: Your course outlines, the current timetable and your fee and cancellation policy. Those three cover almost every enrolment question, and the agent quotes the policy wording exactly as you wrote it.

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