A school will ask you for proof. This page tells you exactly what's verifiable today, what isn't yet, and how to handle that honestly — because a credible "not yet, here's why that's actually a good sign" beats an invented statistic every time.
EMI's model is built on Topping, K.J. (2015), Peer Learning, published in Educational Psychology Review. The finding, in plain terms: students learn more effectively when they engage with multiple problem-solving approaches, discuss ideas with peers, recognise common errors, and practise under structured conditions — compared to working alone or in passive 1-1 tutoring. You can name this source directly; it's already cited on the EMI homepage, not something invented for this page.
This is a real, checkable structural fact, not a soft claim: facilitators are Honours and Masters graduates recruited from universities across the UK, Africa, and South Asia, and every one has personally sat the examination system they teach. A facilitator from Zimbabwe who sat Cambridge CAIE in Harare understands that exam's pressure and context in a way no UK-only tutor can replicate for a student in Lagos or Nairobi. The full Facilitators page names real people with real credentials — not anonymous claims.
Enhanced DBS clearance is required before a facilitator's first session, not after. Safeguarding training is completed before working with minors. The full Safeguarding Policy and Child Protection Policy are public documents a school can read themselves — point them there rather than just asserting it verbally.
One free workshop, no payment required, is the single most credible thing you can offer. It removes the need for a school or parent to take your word for anything — they experience the real session, with a real facilitator, on a real past paper. When in doubt, lead with the trial offer rather than a pitch.
EMI does not yet have published cohort outcome data — grade improvement statistics, pass rates, or named student results. We won't invent numbers to fill that gap, and you shouldn't either if a school asks directly.
If asked, say this: "We're early enough that we don't have a published outcomes report yet, and I'd rather tell you that honestly than make up a number. What I can tell you is the model is built on peer-learning research, every facilitator has sat the exact exam they teach, and the best way to judge it is the free trial — see the actual workshop before committing to anything." That answer builds more trust than a vague statistic would, and it's true.
Objection handling, the 5-minute pitch, and board coverage all live there.