Before hire a STEM after-school company for a schoolIt is advisable to verify: that it has a documented pedagogical methodology, instructors with technical and pedagogical training, progressive itineraries by age, comprehensive administrative management, a protocol for the replacement of monitors, verifiable references from other centers, alignment with the LOMLOE, integrated teaching in English (not optional), periodic communication of results, materials included and a transparent pricing model.
Every school year, hundreds of school leadership teams and parent-teacher associations in Barcelona, Madrid, and other Spanish cities face the same decision: choosing a technology-based after-school program from an ever-expanding and increasingly difficult-to-compare range of options. Robotics, programming, artificial intelligence, 3D design, video games… All the proposals sound appealing. They all promise motivation, 21st-century skills, and innovative methodologies. But they don't all offer the same thing, and the difference between a program that generates genuine enthusiasm and one that accumulates complaints from families halfway through the year may not be immediately apparent in a sales pitch.
This guide compiles the 11 questions you should ask any supplier before signing the agreement. They are ordered from highest to lowest pedagogical and operational impact.
1. What is your methodology? Can you show me a real session?
A reputable company doesn't improvise. It should be able to clearly explain the pedagogical approach its program is based on: whether it uses Project-Based Learning (PBL), gamification, design thinking, or some combination of these approaches. And it should be able to show you something tangible: a teaching guide, a sample session, a video of a real workshop with students. Be wary of vague answers like "our instructors are very creative and adapt to the children." Creativity is valuable, but it doesn't replace a structured, proven, and consistent methodology throughout the course.
What you're looking for: a documented progression of content, sessions with a visible final product, and consistency between what is promised and what is actually taught.
2. What training do your instructors have?
The instructor's profile is the factor that most influences the actual quality of the activity. A monitor with basic Scratch knowledge is not the same as a professional with technical training in engineering or programming and prior experience in education with the corresponding age group. Specific questions: Do they have technical qualifications? Have they received specific pedagogical training? Are they trained in the company's methodology? What age groups do they have experience with?
What you're looking for: Instructors with dual technical-pedagogical profiles, expressly trained in the provider's methodology, not generalist monitors.
3. Does the program have progressive itineraries by age and level?
A programming curriculum cannot be the same for first-grade students as it is for second-year secondary school students. The company should be able to show you how the content and complexity are adapted to each educational stage. Also ask about continuity between grades: can students who start in third grade progress and delve deeper in subsequent years? Or do they start from scratch each year with the same content?
What you're looking for: itineraries by age and level with real progression throughout the courses, generating loyalty from students and families.
4. Who manages registrations, payments, and communication with families?
This point is critical for the PTA and the school office. Some providers expect the school to manage the entire process; others handle it from start to finish. Before signing, clearly define who is responsible for each part: online registration, collecting monthly fees, managing enrollments and withdrawals, regular communications to families about student progress, and handling any issues.
What you're looking for: a model in which the company assumes most of the administrative burden, with an identified, accessible interlocutor and a defined response time.
5. What is the protocol if an instructor cannot attend a session?
Absences of activity leaders are the most frequent source of conflict between after-school activity companies and schools. Before hiring, ask about the exact protocol: Does the provider replace the leader immediately? Do they make up the session? How far in advance do they notify the school and families? A reputable provider has clear and documented answers to these questions and a team with sufficient depth to cover absences without cancellations.
What you're looking for: documented protocol for session replacement and recovery, and a large team of instructors in the city where your center is located (Barcelona or Madrid).
6. Can you give me references for schools similar to ours?— Registration management and communication with families
Ask for specific references: schools with similar characteristics to yours—public, subsidized, or private; educational level; school size—that have been working with that provider for at least a full year. If possible, speak directly with the coordinator or the PTA board of one of those schools. A ten-minute conversation with a colleague is worth more than any sales brochure.
What you're looking for: Real and verifiable references from schools in Barcelona or Madrid with a profile similar to yours, without intermediaries.
7. Are the contents aligned with the curriculum and with the LOMLOE?
The LOMLOE (Organic Law for the Modification of the Organic Law on Education) explicitly incorporates digital competence and computational thinking as key curriculum competencies. A company familiar with the regulatory framework can pedagogically justify its program to the faculty and families, and facilitate its inclusion in the school's annual report.
Also ask if the provider can support the teaching team with materials or references that link the extracurricular activity with the curricular objectives of each stage.
What you're looking for: pedagogically justifiable programs within the LOMLOE framework, with the ability to connect to the educational project of the center.
8. In what language is the activity taught? Is English integrated into the program or is it an optional supplement?Subject and sample of end-of-year projects
This is probably the question that most distinguishes truly innovative providers from the rest, and the one that the fewest centers ask in the selection process. Technology is, by its very nature, a global field where English is the working language: programming languages, technical documentation, design interfaces, robotics commands, artificial intelligence terminology… everything is in English. A student who learns to program in English from primary school onward isn't making a double effort; they're learning in the language in which that technology exists.
Most after-school technology companies offer classes in Spanish or the co-official language of the region. Some offer English as an additional module or separate session. Very few integrate it as the language of instruction throughout the entire program, from day one and at all stages. Ask directly: Do the instructors work exclusively in English with the students? Is this the norm or an option? How do they manage comprehension in preschool and the early years of primary school?
A program where English is the natural language of the sessions offers the school a very strong differentiating factor for families: their child learns robotics, programming, or 3D design in real technical English, not in a language classroom. This has educational and communicative value that very few providers can consistently offer.
What you're looking for: a company where English is part of the program's DNA, not an added complement later to stand out in the market.
9. How are the results communicated to families and the school throughout the year?
Families want to know what their children are learning. The school administration needs to be able to assess whether the activity meets the promised expectations and justify its continuation to the school board.
Ask how student progress is reported: Are there regular group reports? Individual communication? Is there a showcase of projects at the end of the course? Is there a channel where families can see their children's work?
What you're looking for: clear and regular mechanisms for communicating progress, with tangible visibility of learning for both families and the management team.
10. What materials and equipment does the program include? Are there any hidden costs?
Some providers require the school to have its own equipment—computers, tablets, 3D printers—which can be a real barrier. Others bring all the necessary materials for each session. Also clarify who is responsible for the equipment in case of damage or loss, and whether there are additional costs for consumables, upgrades, or specific materials for certain projects throughout the year.
What you're looking for: Total transparency regarding what the company is providing and what the center needs to contribute, without any financial or logistical surprises mid-year.
11. What is the pricing model and what happens if registrations are lower than expected?
Price matters, but understanding the complete financial structure is even more important: Is the fee per enrolled student? Per session? Is there a minimum number of students required for the activity to be viable? What happens if enrollment falls below the agreed minimum in the second term? Knowing these conditions beforehand prevents future conflicts and allows the PTA or the school to clearly communicate the registration and cancellation policies to families.
What you're looking for: Total transparency in the economic model, with clear conditions on minimums, cancellations, and coverage of sessions in case of low incidence.
Quick checklist for principals and PTAs
Before making your final decision, review this checklist. If you can't check all the items, ask for clarification before signing.
[ ] The company has a documented methodology and can demonstrate a real session
[ ] The instructors have proven technical and pedagogical training
[ ] There are progressive itineraries by age and level, with continuity between courses
[ ] The company assumes full administrative management (registrations, collections, families)
[ ] There is a documented protocol for instructor absences
[ ] You can speak with direct references from similar schools in Barcelona or Madrid
[ ] The contents are aligned with the key competences of the LOMLOE
[] English is the working language of the program, not an optional add-on.
[ ] There is regular and tangible communication of results to families and the center.
[ ] Equipment and materials are included with no hidden costs
[ ] The pricing model, minimums and cancellation conditions are completely transparent
How does IGNITE Serious Play answer each of these questions?
Regarding each of these questions, our answer is concrete: We have our own documented methodology—the IGNITE Method's guarantee of success.— based on Project-Based Learning, gamification, and progressive learning pathways from preschool to secondary school. Our instructors have advanced technical training and are specifically trained in our methodology. We handle all administrative tasks. We have teams in Barcelona and Madrid with sufficient depth to cover any absences. We can provide direct references from over 150 schools we currently work with.
And regarding English: it's not just a marketing promise. It's how our instructors work in every session, with every group, in every city. Students learn technology exactly as they will in their professional environment: in English, naturally, without language being a barrier but rather an advantage that is built session by session from day one.
If you are planning to incorporate technology-based extracurricular activities into your school in Barcelona or Madrid for the next academic year, the best time to explore options is now, before the extracurricular activity planning process begins.
