Our Policies

Class Size Policy

At The Cipher Academy CIC, we are committed to providing high-quality, safe, and engaging learning experiences for every young person who attends our programmes. To ensure each learner receives the attention, guidance and support they need, we operate intentionally small and well-managed class sizes.

Standard Class Size

Our regular STEM and AI classes are limited to:

• Maximum of 12 learners per session

This allows our tutor(s) to:

• Provide individual support
• Manage different ability levels comfortably
• Give learners sufficient time during hands-on activities
• Maintain a calm and engaging learning environment

Enhanced Support Classes

Certain programmes involve more advanced or equipment-heavy activities. For these, we reduce class size to maintain safety and quality:

• AI Explorers (AI & Machine Learning): 8–10 learners
• Young Engineers (Engineering & Circuits): 6–10 learners
• Circuit-based or Robotics Sessions: 6–8 learners

Assistant-Supported Sessions

If an additional instructor, volunteer or teaching assistant is present:

• Class size may increase up to 15 learners, depending on the activity.
• We follow recommended UK Code Club and youth STEM supervision ratios.

Family STEM Days

Family-inclusive weekend events may have:

• 15–25 participants in an open, activity-station format.

Commitment to Safety and Quality

Our class size policy supports:

• Safeguarding best practice
• Individualised learning
• Greater participation and creativity
• A safe environment for hands-on experiments and coding
• Higher learner confidence and STEM enjoyment

Accessibility & Inclusion

Spaces are prioritised for young people from low-income or underrepresented backgrounds. We ensure no class becomes overcrowded and maintain a strict first-come, first-served allocation to keep learning fair and effective.

Safeguarding Ratio Policy

The Cipher Academy CIC – Supervision & Staffing Standards

Safeguarding is central to our mission. We maintain clear and strict supervision ratios to ensure every learner is safe, supported and able to engage meaningfully in our STEM and AI programmes.

Standard Tutor-to-Learner Ratios

These ratios reflect UK youth-work and education best practice:

With Additional Assistants

• If a volunteer, assistant or second tutor is present, ratios may increase to 1 : 12–15 depending on the programme.
• Complex or equipment-heavy sessions remain capped at 1 : 10 regardless.

Safeguarding Considerations

• All staff and volunteers follow safeguarding training.
• No session runs without at least one trained, responsible adult present.
• Young people are never left unaccompanied.
• One-to-one interaction happens only in open, visible spaces.

Behaviour & Additional Needs

Where behavioural or learning needs are identified:

• Additional staffing may be introduced, or
• The learner may be offered a more appropriate session type.

Risk Assessment

Keeping Learners Safe in Every Session

We take a proactive, structured approach to risk management. Every activity—whether coding, engineering, AI, or practical science—undergoes a full risk assessment.

Our Risk Management Process

We follow a 5-step approach aligned with UK Health & Safety Executive (HSE) guidance:

1. Identify Hazards
   Equipment risks, electrical components, screen fatigue, trip hazards, allergies, data & online safety.
2. Assess Who Might Be Harmed and How
   Learners, staff, volunteers, and parents where applicable.
3. Evaluate the Risk Level
   We classify risks as low, medium, or high, then apply mitigation strategies.
4. Implement Control Measures
   • Screen-time breaks
   • Safety briefings at the start of each session
   • Only age-appropriate tools
   • PPE for engineering sessions
   • Online safety filters
   • Secure storage of personal data
5. Review and Update Regularly
   Risk assessments are reviewed:
   • Before each programme cycle
   • After any incident
   • When new equipment or activities are added

Equipment Safety

Includes regular checks for:

• Laptops
• Circuit kits
• Robotics sensors
• Power cables
• 3D printed components
• Hand tools

Data & Online Safety

• No learner data is stored locally.
• All platforms are child-safe and monitored.
• Internet access is supervised at all times.

Programme Delivery Handbook

How We Deliver High-Impact STEM & AI Learning in Pilton

This handbook outlines the structured approach we use to deliver high-quality, responsive and inclusive learning programmes for young people aged 8–18.

1. Programme Structure

Each programme follows a clear 4-stage framework:

Stage 1 – Orientation & Baseline

• Introductions and expectations
• Ice-breaker activities
• Initial skill check or questionnaire
• Safeguarding briefing

Stage 2 – Core Learning

Delivered through:

• Short interactive teaching
• Hands-on practice
• Challenge-based tasks
• Pair or team problem-solving

Stage 3 – Application

Learners complete a small project such as:

• A coded game
• A maths challenge
• A simple machine
• An AI model
• A family-showcase presentation

Stage 4 – Reflection & Growth

• Mini-assessment or quiz
• Learner feedback
• Personalised development notes

The goal is to build confidence as well as competence.

2. Teaching Team

• Sessions are led by fully trained tutors with STEM expertise.
• Volunteers undergo safeguarding checks and induction.
• At least one adult is first-aid aware on site.

3. Learning Approach

• 60–90 minute sessions
• Mix of screen-based and practical work
• Real-world links to science, engineering, and AI
• Inclusive teaching (visual, hands-on, verbal and written learning)

4. Behaviour Expectations

We model and teach:

• Respect
• Curiosity
• Collaboration
• Safe use of equipment

Persistent behaviour challenges are handled through:

1. Warning
2. Cool-down break
3. Conversation with parent/guardian
4. Review of suitability for programme

5. Attendance & Registration

• Attendance recorded every session
• Parents sign learners in/out for safety
• Repeat absences may result in reallocation of the space to another child

6. Community & Inclusion Commitment

We prioritise:

• Low-income families
• Young people underrepresented in STEM
• Local Pilton residents
• Refugee or minority ethnic learners
• Girls and young women in STEM

"How We Teach" – Pedagogy Section

Our Approach to Building Confident, Creative and Curious Young Minds

The Cipher Academy CIC uses a teaching philosophy rooted in active learning, problem-solving and the belief that every child is capable of excellence when given the right environment.

1. Hands-On Learning

We learn by doing:

• Coding by building games
• Maths by solving puzzles
• Engineering by constructing real objects
• AI by training simple models

This makes STEM fun, memorable and confidence-building.

2. Scaffolding

We teach using step-by-step progression:

• Start simple
• Add complexity gradually
• Support reduces as learners grow

This ensures no one is left behind.

3. Challenge-Based Learning

Each session includes a clear goal, a problem to solve and a creative outcome to build persistence and problem-solving skills.

4. Mixed-Ability Friendly

We incorporate:

• Pairing
• Individualised tasks
• Optional extension challenges
• Visual aids and real-world analogies

Every learner can move at a pace that suits them.

5. Real-World Context

We show how STEM connects to:

• Local community issues
• Careers in Scotland's digital economy
• Everyday life
• Future technologies

This creates motivation and aspiration.

6. Encouraging Curiosity

Questions are welcomed. Mistakes are valued. The aim is for learners to leave each session feeling:

• Confident
• Curious
• Interested in exploring more