Keep these four fields in your follow-up list
- Reason for contact: balance, expiry, missed classes or feedback
- Owner, contact date and most recent outcome
- The learner’s or family’s actual plans and concerns
- Next action, agreed time and completion status
1. Distinguish attendance, credit use, payments and renewals
Attendance records who arrived. Credit use records sessions or value consumed under the pass rules. Payments record money received in a period. A renewal is a later purchase. These measures are connected but not interchangeable; bonus credits, make-ups and refunds can change their interpretation.
Swipe the table sideways to see every column.
| Record | Daily check |
|---|---|
| Attendance | Correct present, leave, absent and cancelled statuses; missed or mistaken entries |
| Credit use | Which pass, how much was used, the corresponding class and any reversal needed |
| Pass | Remaining rights, eligible classes, validity and bonus or freeze conditions |
| Payments / renewals | Existing new orders or payments and pending refunds, to avoid duplicate contact |
2. Resolve daily exceptions before contacting families
Teachers finish attendance and useful class notes; office staff review exceptions before service follow-up. If a record is disputed, inspect its source and the agreed rule, correct it through the appropriate process and then confirm it with the learner or guardian.
- After class, check missing attendance, last-minute leave, make-ups and duplicate entries.
- Have the authorised person reverse or correct incorrect attendance or deductions, with a recorded reason.
- Review attendance and pass changes together rather than correcting only one side.
- For refunds or transfers, confirm progress with finance before updating the conversation.
3. Group by the reason for follow-up
Set thresholds around your class frequency, sales cycle and service practice. These are examples of an operating method, not built-in system segments or automatic predictions of purchase intent.
Swipe the table sideways to see every column.
| Situation | What to understand first | Useful next action |
|---|---|---|
| Few credits left; regular attendance | Plans to stay in the class and suitable times | Confirm learning plans, then discuss available class arrangements |
| Many credits left; expiry approaching | Scheduling difficulties, absence or unclear pass rules | Help arrange attendance and address extensions or other issues under agreed rules |
| Several recent missed classes | Timing, wellbeing or class experience | Understand the cause and agree a return-to-class plan with the teacher |
| A class or service concern | Teacher observations and the learner’s experience | Assign someone to resolve it and agree a review date |
4. Give each role a clear part of the work
Where possible, one person coordinates contact with each family. Teachers provide observations, office staff check schedules and passes, advisors discuss plans using verified information and finance checks orders and receipts.
- Teachers record specific participation, completed work and next-stage suggestions rather than vague praise.
- Office staff provide checked balances, expiry and available classes.
- The contact owner records the outcome: continuing, timing undecided, a problem to resolve or not renewing for now.
- Every unfinished task has an owner and next contact time. Check for duplicate outreach before a handover.
5. Start from useful service facts
These examples are for team practice. Adjust them to the actual record before sending. Confirm the learner’s plan before discussing another purchase, and record their preference if they are not ready.
- Regular attendance: “Your recent classes have gone ahead as planned. Are you hoping to keep the same times next term? We can look at the available classes together.”
- Expiry approaching: “Your pass still has credits available and our records show its expiry is approaching. Which upcoming class times could work for you?”
- Repeated absence: “We have missed you in the last few classes. Has the timing become difficult, or is there something else we should understand before planning the next sessions?”
- Avoid an unverified “last credit remaining” message or promises of guaranteed progress or promotion.
6. Review follow-up quality as well as renewals
At a regular weekly review, count learners awaiting contact, contacted, with issues resolved and with a completed renewal. Identify new additions and unfinished work carried over from earlier weeks. Do not compare different groups or observation periods as if they were equivalent.
- Check omissions first: how many learners have no owner or next action date?
- Check service next: have scheduling, leave and feedback issues been resolved?
- Define outcomes consistently: are renewals counted by learner or family, and how are duplicate orders and refunds handled?
- For a renewal percentage, use the same learner cohort and observation period for numerator and denominator and record the definition.
- Avoid focusing only on receipts while overlooking absence, disputed balances and unresolved feedback.
Questions from studio teams
How many remaining credits should trigger a renewal conversation?
There is no universal threshold. Weekly classes and intensive programmes need different lead times. Consider remaining credits, weekly frequency, expiry and family plans, then review the approach regularly.
Does higher credit use mean the business is doing better?
Not on its own. Review paid versus bonus credits, attendance, remaining balances, service feedback, refunds and later purchases. Concentrated make-ups or an intensive programme can also increase credit use in a short period.
trainingOS
Put one workflow to the test in trainingOS.
trainingOS attendance, credit records, passes, teacher notes, follow-up tasks and reports provide a shared record for this work. During the trial, have a teacher and office colleague reconcile one class, then let an advisor complete the follow-up handover.
This guide does not promise a higher renewal rate or imply that the system predicts or completes renewals automatically. Your organisation should agree segments, contact timing, class advice and permissions around its actual operating rules.