A DPIA is completed; lawful basis and Art.9 conditions are identified; privacy notices issued; consent gathered where needed; retention schedule applied. If using third-party tools, Article 28 processor contracts are in place; if co-delivering, data sharing agreements/MOUs are signed. AADC standards are applied to any digital tools used by children.

Where on-site childcare/crèche is offered, an Ofsted/EYFS threshold assessment is documented (checking registration requirements vs. exemptions); ratios, staff suitability (DBS), paediatric first aid, and specific insurance cover are confirmed.

Sessions operate under a safeguarding framework: named DSL present/on call, DBS and safer recruitment checks for facilitators/volunteers, supervision ratios documented, risk assessments per venue/session (incl. childcare), incident/escalation routes (incl. LADO and Serious Incident Reporting), photography/recording policy, and online safeguarding controls for virtual delivery.

Parenting support or classes are offered at least once per year.

Content is relevant to the needs of parents in the community.

Facilitators hold relevant credentials (e.g., accredited parenting programme, teaching/counselling qualification, or 3+ years’ delivery experience), current safeguarding training (Level 2+), basic first aid (if children present), trauma‑informed practice awareness, and complete ≥6 hours CPD annually. Proportionality: Small organizations may meet this via an external accredited provider under an MOU/SLA, provided a named internal 'Programme Lead' maintains safeguarding oversight and confirms provider credentials/insurance.

A formal needs assessment (e.g., survey, focus group) is conducted at least annually to identify community parenting challenges and inform program content.

Curriculum materials are documented and explicitly integrate Islamic principles with evidence-based positive parenting techniques. Islamic content is formally reviewed annually by a qualified scholar/teacher (or panel) with a 'Shariah Content Review Log' maintained to track sources and approvals.

Curriculum includes modules on: positive non‑violent discipline (anchored in Rifq/Gentleness), emotional literacy (referencing Adab), prayer/routine building, digital safety/screen time (linked to Hifz al-Aql), SEND/neurodiversity, co‑parenting and father engagement, safeguarding awareness and thresholds, and signposting to statutory/voluntary services.

An Inclusion & Accessibility Plan is maintained with a budget for reasonable adjustments. At least two measures are implemented and tracked: free/subsidised places, evening/weekend scheduling, on‑site childcare (or vouchers), hybrid/online options, step‑free access, interpreters/translated materials, SEND adjustments, and travel support.

Participants are provided with take-home resources (e.g., summaries, reading lists, practical tools) to reinforce learning and application.

Content is tailored for different age groups (e.g., toddlers, teens)

Ongoing support options like peer groups are available.

A formal feedback mechanism is used to collect participant input after each session with a minimum 60% response rate; findings are analysed quarterly and a ‘You said, we did’ update is shared with participants and trustees; changes are tracked in a PDCA log.

An integrated Islamic and evidence-based (e.g., positive psychology) approach is used

Accessible formats (online, in-person, crèche facilities)

Caution: If using clinical screening tools (e.g., SDQ), ensure staff are clinically competent to interpret results and clear referral pathways are in place; otherwise, prefer non-clinical parenting confidence measures.

Co‑produced with parents (incl. fathers and SEND carers); trained parent champions/peer facilitators; validated evaluation tools (e.g., PSOC) used with appropriate consent; partnerships with local authorities/NHS/Family Hubs; multilingual provision.