# LundyLoop Pro — Professional Implementation Guide ## Purpose LundyLoop Pro is designed for schools, alternative provision, SEND settings, pupil-referral services, vocational centres and participation projects that need to move beyond “we asked pupils” into a traceable answer to five operational questions: 1. Was there a safe, voluntary and accessible opportunity to form and express a view? 2. Was the learner’s actual communication preserved rather than polished into adult language? 3. Did the view reach a person with authority to respond? 4. Was a reasoned decision, action or alternative returned by a stated date? 5. Did the learner have a real opportunity to review or reopen the response? The tool should sit underneath a clear organisational participation policy. It does not create one by itself. --- ## 1. Establish governance before pupil use Name the following roles locally. One person may hold more than one role in a small setting, but the responsibilities should remain explicit. ### Participation Lead Owns implementation quality, monitors participation debt, reviews route settings and ensures staff do not use the system as a pupil-compliance score. ### Capture Facilitator Creates safe conditions, supports communication and records exact wording. This person must know the difference between scribing and interpreting. ### Accountable Audience Has authority to decide, act, commission a trial or give a reasoned refusal. “The staff team” is not an adequate owner unless a named person accepts responsibility. ### Return Owner Makes sure the response actually gets back to the pupil using the agreed communication route. The decision-maker and return owner may be the same person, but the return must not be assumed. ### Designated Safeguarding Lead or equivalent Owns safeguarding procedures outside LundyLoop. A safety concern bypasses the ordinary participation workflow immediately. ### Data Protection Lead or DPO Reviews purpose, lawful basis, privacy information, retention, device access, exports, any use of audio and whether a DPIA is required. --- ## 2. Configure the Decision Map Open **Settings** and replace the fictional defaults with local accountable roles for each topic. For every route, record: - the role with actual authority; - the escalation role; - the usual response period; - who will return feedback; - the approved location for any formal record that must be retained. Avoid routing everything to the headteacher or centre lead. A healthy system places decisions at the lowest role with genuine authority while maintaining an escalation path. ### Suggested routing test For each route, ask: - Can this role genuinely approve, refuse or trial the change? - Can they explain constraints in pupil-friendly language? - Can they meet the stated response time? - Who takes over during absence? - What happens when the matter spans more than one department? --- ## 3. Use the Decision Envelope before inviting a view The **Decision Envelope** prevents false consultation. ### Open The option or design can genuinely change. Several outcomes are possible. Example: the order of two learning activities, choice of evidence format, layout of a quiet workspace. ### Limited Some parts can change and some cannot. State both boundaries before asking for views. Example: the safety rule remains fixed, but the explanation, equipment, timing or supported route can change. ### Fixed The core decision cannot change because of law, safeguarding, assessment validity, safety or a non-negotiable organisational constraint. Participation can still shape implementation, explanation, support and alternatives. A Fixed envelope should not be presented as a vote on the fixed matter. The tool requires staff to describe what remains influenceable. --- ## 4. Standard operating workflow ### Stage A — Create Space Use an alias where possible. Offer calm time, a private or low-demand route, visual structure, a trusted adult or another reasonable access condition. Participation remains voluntary; “not now” is a valid response. Do not manufacture urgency unless the pupil needs a same-day response. ### Stage B — Preserve Voice Select the communication route actually used. Keep: - exact pupil wording; - communication support level; - adult interpretation; - any later pupil correction; - whether the preference should carry forward. These are distinct fields for a reason. Adult summaries should never silently replace exact wording. ### Stage C — Contract with an Audience Record one named owner, one accountable role, an escalation role, a response date, a return channel and a clear promise. The promise should say what the audience will do, by when, and how the pupil will hear what happened. Avoid vague wording such as “we will take this on board”. ### Stage D — Decide with evidence The audience acknowledges receipt and records what was considered. The tool provides prompts including: - the pupil’s exact view; - access or SEND needs; - safety and welfare; - fairness and impact on others; - curriculum purpose; - policy or assessment constraints; - available resources; - trial evidence. These prompts support transparent reasoning. They do not calculate the answer. ### Stage E — Use a Trial Licence where appropriate A trial is useful when uncertainty can be reduced safely. Record: - what will change; - how long the trial lasts; - what evidence will be reviewed; - who will collect it; - what happens if it does not work; - when the pupil will be involved again. Do not use a “trial” to delay an obvious reasonable adjustment or to shift the burden of proof onto the learner. ### Stage F — Return Influence Generate a full and friendly response, then adapt it to the pupil’s preferred route. Mark it returned only when the learner has actually received it, not when an email was drafted or a meeting was scheduled. A legitimate “no” or partial decision can still be authentic participation when the view was genuinely considered, constraints were explained and a Plan B was explored. ### Stage G — Invite Review Record separately: - whether the pupil felt listened to; - whether the outcome helped; - their own review words; - whether another cycle is required. A pupil can feel listened to and still disagree. They can also like an outcome while reporting that the process did not feel respectful. Do not collapse these measures. --- ## 5. Operational cadence ### Daily or each session - Check the priority queue before collecting new views. - Return any outcome due that day. - Escalate where the accountable owner is unavailable. - Use the privacy shield whenever the screen is unattended or visible to unintended viewers. ### Weekly The Participation Lead should review: - open obligations and overdue days; - decisions made but not returned; - pupil reviews due; - concentration of obligations on one role; - under-used communication routes; - reopened loops; - retention dates; - live tokenism warnings. ### Half-termly or at the end of a pilot Use the QA workspace and redacted CSV to examine process patterns. Discuss them with pupils rather than interpreting the dashboard without them. --- ## 6. Indicators worth monitoring Use indicators as questions for improvement, not as targets that encourage superficial closure. - Percentage of captured views with a named accountable owner. - Median time from capture to returned feedback. - Number and age of overdue adult obligations. - Percentage of decisions with a specific reason or Plan B. - Percentage of returned outcomes followed by a pupil review opportunity. - Difference between “felt listened to” and “outcome helped”. - Number of loops reopened. - Distribution of communication routes and support methods. - Concentration of cases by audience role. - Number of cases transferred to approved safeguarding or formal-record systems. A falling reopen rate is not automatically positive; it may mean issues are resolved, or it may mean pupils no longer feel able to challenge a response. --- ## 7. Four-week pilot sequence ### Preparation week Agree purpose, roles, route map, privacy information, retention, device access and safeguarding bypass. Test with fictional data only. ### Week 1 — Staff rehearsal Use Tokenism Detective and the flagship demonstration dataset. Rehearse exact scribing, Decision Envelopes, reasoned refusals, Plan B and 4F feedback. ### Week 2 — Limited live pilot Use the system with a small voluntary pupil group and low-risk matters. Keep formal safeguarding, SEND and assessment records in existing approved systems. ### Week 3 — Return discipline Pause new collection if participation debt grows. Concentrate on returning decisions, inviting pupil review and identifying routing bottlenecks. ### Week 4 — Joint evaluation Review redacted process data with pupils and staff. Decide what to retain, change or stop. Do not treat software adoption as evidence that Article 12 practice is already effective. --- ## 8. Practical use cases Suitable examples include: - lesson pacing, worked-example visibility and choice of practice route; - workshop noise, equipment access and sequencing; - pupil-facing behaviour routines and how they are explained; - Arts Award, ASDAN or project-topic choices; - quiet-space design; - clubs, trips and enrichment planning; - format of feedback or review meetings; - testing a new arrival or transition routine. Do not use the ordinary workflow to hold detailed disclosures, medical information, disciplinary investigations, allegations against adults or information that belongs in a safeguarding, SEND, health or statutory record. --- ## 9. Accessibility practice The flagship includes light/whiteboard mode, larger text, easy-read spacing, reduced motion, large touch targets, read-aloud where supported, presentation blur and multiple communication routes. Local staff still need to consider individual access requirements. A menu of options is not evidence that the environment was genuinely inclusive. Where a pupil uses AAC or support from another person, record the route and support accurately. Do not infer that supported communication is less authentic than speech or independent typing. --- ## 10. Backup and continuity - Export a protected backup only where local policy permits. - Prefer encrypted export for portable files when Web Crypto is available. - Keep the password separately using an approved method. - Test restoration with fictional data before relying on a backup process. - Do not keep plain backups in Downloads folders, shared desktops or personal cloud storage. - Remember that local browser records can be deleted by clearing site data, changing profile or losing the device. The QA package includes a verified plain-backup import test and a separate Web Crypto round-trip unit test. These do not replace local disaster-recovery testing. --- ## 11. Five-minute pupil introduction Use the pupil explainer before live capture: > **Safe Space:** You get time and a route that works for you. You can say “not now”. > > **Your Words:** We keep what you actually say. Adult explanations are stored separately. > > **The Right Ears:** A named person who can make or explain the decision receives it. > > **Real Change:** You are told what happened, what could not happen and why. Then you can tell us whether the process felt fair or whether the loop needs to reopen. Avoid promising that every first choice will happen. Promise a genuine hearing, due consideration and a returned response.