How to run a paid language immersion weekend

You've found a lovely venue, a teacher is interested, and the idea sounds easy to sell. Spend a weekend speaking another language, meet people at a similar level, and finally get some practice beyond an app. Then someone asks whether beginners can come. Someone else wants a private room. Your teacher asks how many hours they're actually teaching.

A paid language immersion weekend needs a defined starting level, a useful speaking goal and a programme that gives people supported practice. Decide those first, then choose day-only or residential delivery, cost the whole weekend and set a booking deadline before your supplier commitments become expensive. For a first event, I'd usually start with a day-only offer for one carefully defined group.

That still gives you plenty to organise. You're selling sustained learning time, and the details determine whether people get it. A crowded lunch table doesn't automatically become a language lesson because the menu is in Spanish.

We'll use an invented example throughout: a two-day Spanish speaking weekend for adults who already manage basic everyday exchanges. It has twelve paid places, two language teachers and an event host. Accommodation and evening activities aren't included. These are choices for our example, not recommended staffing ratios, market prices or evidence of likely sales.

Decide what people should be able to practise

The first thing you want to do is choose the situation your learners care about. Travelling independently? Talking with relatives? Handling everyday conversations after moving abroad? Those interests can overlap, but they don't automatically need the same vocabulary or teaching approach. A weekend built around business presentations is a different purchase from a relaxed introduction to ordering lunch.

Our example focuses on everyday travel conversations. Participants practise asking for information, following a reply and keeping an exchange going when they don't understand. The teachers choose a small set of situations that can develop across both days. That creates a reason to attend the whole weekend instead of buying two unrelated conversation classes.

Write the promise as something the teaching can support. We might offer guided practice in asking about a journey, explaining a simple preference and checking that we've understood a response. We shouldn't promise fluency by Sunday or a guaranteed jump to another qualification level. Your ticket description needs to distinguish the practice you provide from the progress an individual might make.

Ask the teachers what they can observe at the end. Could a learner make the request with less prompting? Can they ask for clarification instead of abandoning the conversation? Can they adapt a phrase to a slightly different situation? Those are useful questions for planning activities. They don't turn your weekend into an accredited assessment.

Keep the offer narrow enough that a buyer recognises it. A language weekend for every age, ability and purpose may sound inclusive, but it leaves the teaching team with several incompatible jobs. You can create another date for absolute beginners or advanced discussion once you've tested demand. You don't have to include them in the first sale.

The wider guide to organising a paid workshop covers the basic event sequence. Here, the extra work is deciding who can use sustained speaking practice together and what makes a weekend worth the additional commitment. Agree that with the teachers before you choose a venue whose cost forces you to sell a much broader offer.

Check speaking fit before confirming a place

Someone may have studied Spanish for years and still find an unscripted conversation difficult. Another person may speak comfortably with family but struggle to read a worksheet. A label such as intermediate won't tell your teachers enough about either person. Ask about the actions the weekend requires, particularly listening and spoken interaction.

The Council of Europe's Common European Framework of Reference self-assessment grid distinguishes listening, reading, spoken interaction, spoken production and writing. That gives you a useful starting point for discussing ability without treating language proficiency as one undivided skill. Have a qualified teacher interpret the relevant descriptions for your programme rather than inventing your own certificate level.

For our weekend, the public description might say that learners can already introduce themselves and manage a short, familiar exchange with help. It should also explain what the weekend doesn't provide: the first introduction to Spanish, advanced debate or examination preparation. The teacher must check that these descriptions match the actual tasks, including any support agreed with the learner.

Use an enquiry followed by a short teacher conversation before sending the booking invitation. Explain this sequence publicly so buyers don't mistake an enquiry for a reserved ticket. Give a response time and say when a place becomes confirmed. If your booking system doesn't manage teacher approval, keep that decision with a named member of the team.

The conversation should resemble the weekend's work. The teacher might ask the learner to explain a familiar preference and respond to a follow-up, while allowing the support the programme can provide. Agree a suitable alternative when someone needs an adjustment to the assessment method. The aim is to understand participation needs, not to reward confidence on a phone call.

Dartmouth's Rassias Center describes placement interviews and level-dependent minimum enrolment in its weekend programme information. The page identifies itself as informational, so it isn't a current availability or price comparison. Its useful example is the connection between learner fit and whether an appropriate group can run. You need both answers before promising a place.

If someone doesn't fit this date, explain why in relation to the programme. They may need foundational teaching before this group, or a more demanding conversation course. Don't collect payment on the assumption that the teachers will somehow accommodate them. If you take payment before checking, you also need a clear and lawful remedy when the suitable group isn't available.

Keep placement notes private and useful. Record the starting task, the support agreed and the group decision. Avoid collecting unrelated personal history. A teacher's working note about a learner shouldn't appear on the shared arrival sheet or become a public ranking of everyone attending.

Decide how long a booking invitation remains open. A suitable learner who hasn't paid isn't yet a confirmed booking, but you also shouldn't invite more people to buy than the group can accommodate. Track outstanding invitations against the places actually available, explain any expiry and send a clear response when the cohort fills. Keep a separate interest list for another date rather than treating it as extra inventory for this one.

Count taught practice separately from time on site

What does immersion mean in your offer? Buyers could reasonably imagine a weekend entirely in the language, a series of lessons with social time, or a residential stay with optional conversation. Explain your version. Otherwise the same word creates different expectations before anyone reaches the venue.

For our example, the programme runs from 10 am to 4 pm on Saturday and Sunday. Each day contains four seventy-five-minute teacher-led blocks, a forty-minute lunch and two ten-minute breaks. That is five hours of planned teaching per day, or ten hours across the weekend. The remaining two hours across both days are lunch and breaks, not additional instruction.

Within a teaching block, people still listen, read instructions, think and receive feedback. Ten taught hours doesn't mean every person speaks for ten hours. Be clear about group work and the amount of individual attention you actually provide. This distinction matters when a buyer compares your weekend with private tuition.

Our illustrative daily timetable is:

• 10:00 to 11:15: first taught block, including the day's orientation or opening review.

• 11:15 to 11:25: break.

• 11:25 to 12:40: second taught block.

• 12:40 to 1:20: lunch without a formal teaching promise.

• 1:20 to 2:35: third taught block.

• 2:35 to 2:45: break.

• 2:45 to 4:00: fourth taught block, including review and the next step.

On Saturday, the teachers introduce a supported exchange, let pairs try it, then change one condition. A learner asking about transport might first use a prompt sheet, then respond when the preferred departure isn't available. Sunday returns to the same practical goal with a new partner and less support where appropriate. The teachers decide the progression; the organiser protects the time and resources needed to deliver it.

Build feedback into the exercise. If the teacher only speaks at the front, learners may repeat the same misunderstanding throughout the day. Agree when teachers listen to pairs, what they correct immediately and what they discuss with the group later. Avoid interrupting every sentence if the activity's purpose is to sustain an exchange. That teaching choice belongs with the professional leading the lesson.

The British Council's guidance on planning for mixed ability points out that learners have different strengths across language skills and recommends planning support around them. Apply that within your defined group. It doesn't justify admitting any starting level to a weekend whose teachers have prepared for a narrower range.

Leave lunch as a real break in this pilot. People may choose to speak Spanish, but nobody is buying an extra lesson with their sandwich. If you later advertise a hosted conversation lunch, assign a teacher, define the activity, allow staff breaks elsewhere and include the paid time. A change in the wording should correspond to a change in delivery.

Rehearse one complete block before finalising the offer. Include explaining the task, forming pairs, trying it, changing partners and receiving feedback. A plan that only times the conversation misses the instructions and movement around it. Cut an activity if necessary rather than borrowing the breaks or the advertised finish time.

Pay for teaching, preparation and event work

Speaking a language and teaching it are different jobs. Ask prospective teachers about adult learners at the starting level you've chosen, their approach to supported speaking and their experience managing small groups. Request a sample activity or short rehearsal. Familiarity with the language alone doesn't show that someone can diagnose a misunderstanding and help a learner try again.

Agree who designs the programme, reviews enquiries and makes placement decisions. Put those hours in the fee alongside the two delivery days. Include material preparation, a team briefing and the review afterwards. If you leave these jobs outside the agreement, you either lose the work or depend on a teacher repeatedly doing it unpaid.

In our example, both teachers support the same twelve-person cohort. They coordinate practice groups and feedback rather than running two separately marketed levels. The event host manages arrivals, venue issues, meal arrangements and booking questions. The host isn't an unpriced substitute teacher when the lesson becomes busy.

Ask what happens if someone needs extra help. Can one teacher assist briefly while the other continues the planned activity? What would require a private discussion with the organiser? The answer needs a practical limit. An open promise of unlimited individual coaching can absorb the time that everyone else bought.

Agree cover before announcing the teachers' names. A substitute needs the relevant teaching ability, programme materials and preparation time. If the replacement can't deliver the advertised service, deal with that as a change to the offer. Don't quietly replace taught practice with a social gathering because somebody fluent is available.

Set boundaries around social time too. If teachers are expected to eat with learners, answer questions after the finish or attend an evening gathering, agree and pay for it. A residential address doesn't make a teacher available all night. Protecting those boundaries makes the format more realistic to repeat.

Choose a room where people can hear each other

Visit with speaking practice in mind. Twelve adults talking in pairs create a different sound problem from twelve people watching a presentation. Try conversations at several tables while another group talks nearby. A room that photographs well may make it exhausting to distinguish a new word from the background noise.

Check whether the layout supports the activities without blocking routes or requiring everyone to move furniture repeatedly. Test the demonstration position, lighting and any audio equipment the teachers will use. Agree somewhere for a private placement or support conversation. Make sure a quieter area is actually available when other venue customers arrive.

Confirm the safe layout and occupancy with the venue, including workers and any support people. The Health and Safety Executive's venue and site design guidance, for Great Britain, covers suitability, circulation, exits and clear allocation of shared responsibilities. It doesn't provide a language-class capacity formula. Apply the relevant local requirements to the actual event.

Accessibility needs to include the learning activity. Ask how people will access written prompts, hear instructions and take part in changing pairs. Give learners a private way to discuss adjustments before booking. A step-free entrance doesn't answer whether someone can follow an instruction delivered while several conversations continue nearby.

Get the access hours right. Our example needs setup and teacher briefing before 10 am and time after 4 pm to pack and review. Confirm both days, secure storage if anything remains overnight, cleaning and the person who can solve a room problem. Don't assume that a Saturday hire includes Sunday morning access.

Ask the caterer what information they need and when it becomes binding. The Food Standards Agency's allergen guidance for food businesses, applying to England, Wales and Northern Ireland, covers providing allergen information and managing allergens. Elsewhere, check the local rules. In every case, let the responsible food provider answer ingredient and preparation questions accurately; language practice must never make an allergy enquiry harder to understand.

Decide whether accommodation improves the offer enough

A residential weekend can make sense when learners travel a long way or want evening interaction. It also adds room allocation, arrival arrangements and commitments that exist outside the lesson plan. Before choosing it, ask whether buyers actually need you to organise accommodation, and whether the additional price supports the extra work.

For a pilot, day-only delivery lets you test the learning offer without buying rooms. Explain that accommodation, travel and evening meals are outside the ticket. Don't describe the event as an inclusive retreat if learners must organise most of the stay themselves. Publish finish times early enough for people to judge their journeys.

If you sell a residential option later, define the room arrangement before pricing. Is it a single room, a shared room with a named companion, or a bed allocated by the organiser? Include nights, arrival and departure times, bathrooms, meals and any supplements. A vague room promise creates a customer service job you could have prevented on the sales page.

Confirm accessible room availability separately from general room availability. Agree how dietary and access requests reach the responsible provider, who responds and what happens if the requested arrangement cannot be supplied. Don't accept a booking first and hope the hotel has a suitable room left later.

There may also be travel-law obligations. The UK government's package travel guidance for businesses explains rules for combining travel services, including circumstances involving accommodation and other services. A short language weekend needs assessment on its actual arrangements. Don't infer an exemption from references to long-term language study, and don't assume separate invoice lines settle the question.

Before selling accommodation with teaching, get advice for where you trade and where the event takes place. Ask about your responsibilities, required information and financial protection if the arrangement falls within relevant rules. The legal result can depend on how services are combined and sold. Calling something an optional extra doesn't answer that by itself.

If learners book independently, describe that honestly and avoid making promises about someone else's availability or cancellation terms. Referrals and linked booking arrangements may still need review. Choose the model you can actually support, then make the contracts, ticket description and buyer communications agree.

Work out the minimum bookings using the whole weekend

Let's price the day-only pilot. Every amount in this example is invented and expressed in USD. These are arithmetic assumptions, not supplier quotes, language-school benchmarks or Loopyah fees. To keep the example readable, it assumes no sales tax applies. Your real calculation needs the tax treatment, transaction charges and supplier terms for your business.

Suppose the ticket costs $395 and leaves $375 after the assumed transaction charges. Lunches, refreshments and individual materials cost $45 per learner across both days. Each sold place therefore leaves $330 towards the costs that don't fall simply because one fewer learner attends.

The fixed budget is $3,300. That includes $1,600 for both teachers' agreed preparation, placement and delivery work; $650 for the venue; $350 for the host; $200 for booking administration and organiser time; $150 for promotion; $100 for shared resources; and $250 for overhead and reserve. Staff food is included in the relevant staffing allowances. These components must all appear in the quotes or your own cost allowance.

At twelve paid places, retained ticket income is $4,500. Learner-dependent costs are $540, leaving $3,960 towards the fixed budget. The illustrative surplus is $660. Check it another way: gross sales are $4,740, assumed transaction charges total $240, and the other planned costs total $3,840. The same $660 remains.

Ten paid places contribute $3,300 and cover the fixed budget exactly. Nine contribute $2,970 and leave a $330 loss. Eleven contribute $3,630 and leave $330. In this example, ten is the operating break-even count under the stated assumptions, not a sensible universal minimum for a language weekend.

I'd prefer a launch decision that includes some room for error. If you decide the pilot needs at least $300 left under this budget, eleven full-price paid bookings meet that requirement. Ten don't. Make that choice before sales open, then explain the minimum-booking condition and decision date to buyers in the terms appropriate to your event.

Discounts change the result even when every place sells. Suppose two of the twelve places retain $335 each after charges, rather than $375. Their contribution after the $45 learner cost is $290 each. Ten standard places contribute $3,300, and the two discounted places contribute $580. The surplus becomes $580. You've filled the room, but reduced the money left by $80.

The attendance-dependent assumption needs checking too. Suppose the full $540 for twelve learners' meals and individual supplies becomes non-refundable after your order deadline. Ten attendees don't bring that commitment down to ten. With ten standard sales, the result is $3,750 minus $540 minus $3,300, a $90 loss. Your initial break-even calculation no longer describes the purchase you've made.

Accommodation makes the exposure larger. Imagine a separate residential proposal that adds twelve rooms at $120 each and $240 of extra coordination cost. The commitment is $1,680. If each residential upgrade retains $160 after its applicable deductions, twelve upgrades bring $1,920 and leave $240 towards that additional commitment. Ten bring $1,600 and leave an $80 loss if all twelve rooms remain payable.

That simplified comparison excludes any additional legal, insurance or financial-protection costs, which would also need quotes before sale. It shows why a room allocation can't be funded by assuming every teaching ticket includes an upgrade. You can sell a successful day programme and still lose money on unused accommodation.

Keep the payment dates alongside the totals. Deposits are part-payments of a cost, not another expense to add to it. But they still need cash before the event. Check when ticket proceeds become usable, which balances are due and how much money must remain available if you cancel and owe refunds. Future sales aren't a substitute for that cash plan.

Choose the booking deadline around supplier commitments

The decision date should come from your agreements. When can you release the room? When do the teachers need confirmation? When does catering become a minimum charge? Put these dates in one place, then choose a buyer-facing confirmation process that leaves enough time to respond properly.

For our invented pilot, suppose the teachers and venue allow a final commitment three weeks before the weekend. We would review paid, suitable bookings before that deadline, leaving time to act. If the caterer needs its guarantee earlier, the schedule must change. A neat promotional countdown doesn't override the supplier contract.

Check group fit alongside the total. Twelve enquiries aren't twelve suitable paid places. Nor do ten bookings for the travel-conversation group justify opening a second group for advanced discussion because two other people asked. Each added group needs a teaching plan, enough suitable buyers and its own cost calculation.

If sales are below the chosen minimum, use the options you prepared. You might defer the date, cancel with the remedy buyers are entitled to, or deliberately fund an affordable pilot loss. You could also reduce a genuinely flexible cost without reducing the service sold. Removing a teacher or half the teaching time is a change to the offer, not an invisible saving.

Ask suppliers to describe the cost of stopping at each decision point. You may owe a non-refundable preparation fee even before the final balance becomes due. To calculate the loss if you cancel, compare the money retained after buyer refunds and unrecoverable transaction charges with supplier amounts you must still pay. Include refunds still owed, and count each loss once. The operating break-even calculation assumes the weekend happens. You also need to know what stopping costs and how much more you risk by continuing.

Suppose eleven places meet the example's target, but two learners want to move to another date. Recalculate before approving anything outside their existing rights and terms. The event may lose both contribution and group balance. Treat statutory rights separately from discretionary requests, and don't promise transfers that your next date can't accommodate.

Make one person responsible for the decision and communication. The teachers need a confirmed learner list; the venue needs a clear instruction; buyers need a direct answer. Keep a record of the decision, the costs accepted and any changes offered. You shouldn't have to reconstruct the weekend's status from separate messages sent by several people.

Make the ticket page answer the awkward questions

The strongest description lets someone decide whether this weekend fits them. Lead with the language, starting ability and practice goal. Then explain the two-day structure, who teaches it and what the ticket buys. Attractive photographs won't resolve uncertainty about whether the course is too difficult or whether accommodation costs extra.

A sample core description for our invented offer could read: "Spend Saturday and Sunday practising everyday travel conversations in Spanish. This adult weekend is for people who can already manage a short familiar exchange with help. Two teachers lead a twelve-person group through ten hours of guided activities, with pair practice and feedback. Lunch and learning materials are included on both days. Travel, accommodation and evening activities are not included. Contact us for a short suitability conversation before booking."

That paragraph still needs dates, venue, arrival instructions, access information, the total price and booking conditions. Add the actual tasks and a clear explanation of how placement works. Say whether the advertised hours include breaks. Explain what someone receives afterwards, including whether there is any personal feedback beyond the weekend.

For the pilot, one ticket represents both days. Don't offer a casual Sunday drop-in if Sunday's activities depend on Saturday's preparation. If you want separate-day tickets, ask the teachers to design for that first and recalculate the available places. A cheaper ticket isn't harmless when it changes the group's starting point halfway through.

Loopyah's ticket-selling tools support ticket types and quantities, and the confirmation email links to the buyer's QR tickets. Use the booking options to represent the actual service you've defined. The teacher still decides suitability; a ticket name doesn't perform placement or reserve accommodation with a hotel.

Read your terms for the cases most likely to cause an argument. What happens if you don't reach the minimum? What if someone cancels after you've guaranteed meals? Can a ticket transfer to a person whose speaking needs haven't been checked? What happens if the teacher changes? Our course booking and cancellation terms guide develops those decisions. Have the actual terms checked against applicable consumer rights.

Finally, read the page as a gift buyer. They may know the recipient studies Spanish without knowing their starting ability or availability for both days. Offer a way to ask before purchase, and complete the suitability conversation with the learner. The person paying isn't always the person the teachers need to prepare for.

Keep the total commitment visible when you describe the price. A learner comparing a local weekend with a residential course needs to add their own travel, overnight stay and meals outside the programme. You don't need to estimate those personal costs for everyone, but you should make the exclusions unmistakable. An inexpensive-looking ticket can become poor value for someone who discovers the missing accommodation only after paying.

Promote the teaching people will actually receive

Show one activity rather than relying entirely on the atmosphere of a weekend away. A short teacher demonstration can explain how a supported exchange works and what happens when a learner doesn't understand. Label demonstrations clearly and get permission from anyone appearing. Don't present a rehearsed scene as an ordinary participant's result.

Choose promotion around the learner you've defined. Past students of the teachers, local language-learning networks and relevant cultural organisations may be better starting points than a broad promise of an immersive escape. Give partners the entry description as well as the dates. Otherwise they may send absolute beginners to an offer that requires existing speaking experience.

Listen to the questions between enquiry and purchase. If several suitable learners ask whether they must speak Spanish during every break, the event page needs a clearer explanation. If they ask about overnight stays, make the day-only boundary more visible. Answering those concerns improves the offer without immediately reducing the price.

Track the steps that matter commercially: enquiries, completed suitability conversations and paid bookings. Keep the reporting simple enough to use. A large interest list can contain people at several levels, people unable to attend the dates and people who like the idea at a different price. Don't count them all as a future full cohort.

Use the first campaign to test a specific offer. Changing the level, duration and inclusions every few days makes it difficult to know what people responded to. If you change an advertised element after someone buys, check the effect on their booking and communicate it properly. Promotion can't quietly rewrite the service already sold.

Prepare learners without giving them another course to finish

Send a short preparation message once the weekend is confirmed. Repeat the arrival details, finish times, inclusions and what to bring. Explain the kinds of activities they'll do and who to contact if they're unsure about taking part. A learner shouldn't have to search through promotional posts to find the practical information.

The teachers might invite participants to think about a travel conversation they find difficult. That gives the team useful context without requiring a long workbook. If preparation is essential, state it before purchase and give enough notice to complete it. Don't discover on Saturday that half the group didn't know there was required pre-work.

Loopyah's attendee email tools let you build a message and send yourself a test. Prepare the event information carefully, then check the test on a phone. Suitability conversations, dietary arrangements and private learner needs still require the responsible people to review and act on them.

Give the host a current arrival list with only the information needed for that role. Give the teachers the agreed learning notes separately. Check that dietary and access arrangements have an answer from the responsible provider, rather than merely a tick showing that a request arrived. Unanswered requests should remain visible until someone resolves them.

Brief both teachers together. Agree the opening activity, group rotations, break cover and how they'll hand over useful observations between days. Decide where the host records a changed lunch order or late arrival so that it doesn't become an interruption to every activity. Prepare printed prompts or another usable fallback for any teaching that depends on a screen.

Walk through an actual learner's Saturday and Sunday. Can they find the room, take a break, obtain the agreed meal and leave at the published time? Can they hear the instructions from the least convenient position? Fix those details before spending more time on a decorative welcome pack. They determine whether someone can use the programme they've paid for.

Run the weekend without turning practice into pressure

At the start, explain what the group will practise and how people can ask for help. Describe your approach to the target language, including when another language can be used for access, welfare or essential instructions. A strict language rule should never stop someone explaining a health concern or understanding what to do in an emergency.

Begin with a manageable exchange. The teachers can see how the planned group works in practice without making everyone perform a long introduction to the whole room. Keep a supported version of the activity ready and a worthwhile extension for people who finish comfortably. Our mixed-ability workshop guide explores that wider teaching decision.

If someone appears misplaced, speak privately and find out what's happening. They might be tired, unable to hear or unfamiliar with the task, rather than at the wrong level. Use the prepared support first where appropriate. If the actual need is outside the offer, the organiser should discuss available remedies while the teachers continue the programme.

Keep the host available during taught blocks. A booking dispute, food delivery or locked door shouldn't take one of the teachers out of the room for half an hour. Record disruptions so the evening review distinguishes teaching problems from venue or administration problems. Those causes need different fixes before the next weekend.

Finish Saturday with enough time for teachers to compare observations after learners leave. Which instructions were unclear? Did everyone get the planned feedback? What can change on Sunday without removing a promised activity? Keep the second day's work connected to the first rather than adding a completely new programme overnight.

On Sunday, check the advertised practice goal using a task the teachers have prepared. Compare the support people needed with their starting task, without claiming that a brief exercise proves a new formal level. Our guide to measuring workshop learning outcomes explains how to keep that evidence proportionate to the promise.

Decide whether the next weekend deserves another booking

Send the resources you promised when you said you would. A useful follow-up might include the prompt sheet, the situations practised and a modest suggestion for continuing independently. Keep any invitation to another paid event separate from the service you've already sold, with the permissions appropriate to promotional messages.

Ask learners about the actual experience. Was the starting description accurate? Did the activities give them usable speaking time? Where did they need support they couldn't obtain? Ask about meals, noise and practical access too. Someone may enjoy the teaching while finding the room too difficult to hear in for another full weekend.

Review the work with the teachers, then close the budget. Include the placement conversations that took longer than expected, unused catering commitments, refunds and extra administration. Compare what remains with the organiser time you've allowed. If the apparent surplus depends on unpaid preparation, change the price or delivery plan before repeating it.

Keep interest in future levels separate. Learners who enjoyed this group may want more practice at the same level, while other enquiries may point to an absolute-beginner weekend. Those are different products to test. Neither interest list pays for a second teacher team or another venue deposit until people make suitable paid bookings.

Before committing to the next date, put the revised learner description, teaching schedule and full-cost budget together. Check that the people likely to book can use the programme, that the teachers can deliver the promised attention and that the minimum bookings cover the commitments. If accommodation is still untested, keep the next date day-only and improve the teaching offer first.