Whole Person Coach Training Policy & Programme Document
Krama Coaching Academy – Level 1 Coach Diploma
Mission, Vision & Learning Philosophy
Our mission is to support the development of thoughtful, skilled and grounded coaches who are able to work with people as whole human beings — not simply as problems to solve or goals to achieve.
The Whole Person Coaching Diploma bridges traditional coaching approaches with a more integrated, human-centred way of working. Alongside core coaching skills, the training includes awareness of the body, nervous system, emotions, beliefs, values and lived experience, helping coaches to work with greater presence, confidence and care.
Our wider vision is to contribute to a coaching culture that honours the complexity of being human and moves beyond formulaic approaches towards work that is responsive, relational and ethically grounded.
Through this training, we aim to nurture reflective practitioners who continue to learn, grow and evolve throughout their coaching lives, and who are able to hold space for meaningful and lasting change in others.
Learning philosophy and management
Our learning philosophy is based on the understanding that coaching is not only a skillset, but also a way of being. The programme is therefore designed to support both coaching competence and the personal and professional development of each participant.
Learning is experiential, reflective, integrative and relational. Students learn through taught content, discussion, coaching practice, observation, feedback, self-reflection and peer learning. Models and theories are offered as helpful frameworks, while students are encouraged to develop their own authentic coaching style rather than simply replicate a formula.
This philosophy guides programme delivery by ensuring that sessions include a balance of knowledge, practice, reflection and integration. It also guides programme management through clear expectations, supportive structures, regular practice opportunities, mentor coaching, observation, feedback and assessment processes.
Our intention is to create an ethical, inclusive and supportive learning environment where students are encouraged to take responsibility for their learning while being held within a clear and responsive programme structure.
Disability & Non-Discrimination Statement
Disability, Non-Discrimination & DEIJ Statement
Krama Coaching Academy is committed to providing a learning environment that is respectful, inclusive and accessible wherever reasonably possible.
We welcome students from a wide range of backgrounds, identities, experiences and life circumstances, and we recognise that diversity enriches both the learning environment and the coaching profession. We aim to create a training space where participants feel respected, valued and able to take part fully in the programme.
We do not discriminate on the basis of disability, race, ethnicity, nationality, colour, age, sex, gender identity, sexual orientation, marital or civil partnership status, pregnancy or maternity, religion or belief, neurodivergence, socioeconomic background, or any other protected characteristic.
We are committed to supporting students with disabilities, learning differences, health conditions or other access needs wherever this can reasonably be accommodated within the structure and requirements of the programme. This may include, where appropriate:
Considering requests for reasonable adjustments
Providing materials in accessible formats where possible
Offering flexibility around participation, engagement or communication
Making reasonable adaptations to support learning, practice and assessment
Creating a respectful and supportive learning environment
Students are encouraged to let us know about any access needs or requests for reasonable adjustments as early as possible, ideally before enrolment or at the start of the programme. Requests will be considered on an individual basis and handled with sensitivity and respect.
While every reasonable effort will be made to accommodate individual needs, there may be practical limitations depending on the nature of the request, the delivery format, the size and structure of the group, and the requirements of the programme.
We also expect all students, trainers, mentors and anyone involved in the programme to contribute to a learning environment that is free from discrimination, bullying, harassment or behaviour that undermines the dignity, safety or participation of others.
Any concerns relating to discrimination, harassment, accessibility or inclusion should be raised with the Programme Director in the first instance. Concerns will be taken seriously and addressed in line with the programme’s complaints and grievance procedure.
Complaints, Grievance & Appeals Policy
Complaints, Grievance & Appeals Policy
Krama Coaching Academy is committed to providing a high-quality learning experience and to addressing concerns in a fair, respectful and timely manner.
We recognise that concerns may occasionally arise in relation to programme delivery, course content, learning materials, communication, group dynamics, trainer or mentor conduct, accessibility, discrimination, or assessment decisions. Students are encouraged to raise concerns as early as possible so that they can be addressed constructively.
Informal Resolution
Where appropriate, students are encouraged to raise concerns informally in the first instance with the course facilitator, trainer or Programme Director. Many concerns can be resolved through open conversation, clarification or agreed next steps.
If a student does not feel comfortable raising the concern directly with the person involved, or if the issue cannot be resolved informally, they may move to the formal complaints process.
Formal Complaints
Formal complaints should be submitted in writing within 7 working days of the issue arising, or as soon as reasonably possible.
The complaint should include:
A clear description of the concern
Relevant dates, context or examples
Any steps already taken to resolve the concern
The desired outcome, where known
Review Process
Formal complaints will be acknowledged within 5 working days.
The Programme Director, or another appropriate person where needed, will review the concern and may gather further information from relevant parties. A written response will normally be provided within 10–14 working days of acknowledgement.
Where a concern requires additional time to review properly, the student will be informed of the reason for the delay and the expected timeframe for response.
Appeals
If a student wishes to appeal an assessment decision, this should be submitted in writing within 14 working days of receiving the decision.
The appeal should include:
The assessment decision being appealed
The reason for the appeal
Any relevant supporting information
Assessment appeals will be reviewed by the Programme Director and, where possible, by an appropriately qualified person who was not directly involved in the original assessment decision. A written outcome will normally be provided within 14 working days.
Outcome and Confidentiality
All complaints, grievances and appeals will be treated seriously and handled with confidentiality, sensitivity and respect.
The aim of the process is to reach a fair and appropriate outcome, which may include clarification, further discussion, agreed actions, additional support, review of a decision, or confirmation that the original decision stands.
Where an appeal has been reviewed through the full process, the final decision will be considered complete unless new and relevant information becomes available.
Enrolment Agreement
By enrolling in the Whole Person Coaching Diploma, students agree to participate in the programme in a respectful, professional and ethical way.
Students agree to:
Engage respectfully with trainers, mentors and other students
Contribute to a supportive, inclusive and confidential learning environment
Maintain confidentiality within coaching practice sessions, group discussions, mentoring and peer learning spaces
Not record sessions, take screenshots, or share another student’s personal information without permission
Take responsibility for their own learning, participation and development
Attend live training sessions wherever possible and communicate in advance where absence is unavoidable
Complete the required coaching practice, mentor coaching, written reflections, observed sessions and assessment requirements
Give and receive feedback in a constructive and respectful manner
Work within the boundaries of coaching practice and the ethical expectations of the programme
Students are expected to attend a minimum of 80% of live training sessions to be eligible for certification. Where attendance falls below this level, additional requirements may be set at the discretion of the programme. This may include watching session recordings, completing reflective work, attending catch-up sessions, undertaking additional practice, or completing further mentoring or assessment tasks.
Certification is not automatic and is dependent on meeting the programme requirements, including attendance, participation, coaching practice, mentor coaching, completion of required written work or reflections, and successful assessment against the relevant ICF-aligned coaching competencies.
The programme includes coaching education, mentoring, feedback and personal reflection. It is not a substitute for therapy, medical care, legal advice, financial advice or other specialist professional support. Students remain responsible for their own wellbeing, choices and professional practice during and after the programme.
In return, Krama Coaching Academy agrees to:
Deliver training aligned with the stated programme aims, learning outcomes and ICF Core Competencies
Provide a clear structure for learning, practice, mentoring, observation, feedback and assessment
Offer appropriate support and communication throughout the programme
Provide opportunities for coaching practice, reflection and developmental feedback
Assess students fairly against the stated assessment criteria
Maintain a respectful, inclusive and supportive learning environment
Where reasonable changes to dates, delivery arrangements, trainers or programme structure are required, Krama Coaching Academy will communicate these clearly and ensure that the programme continues to meet its stated learning outcomes wherever possible.
Course materials, recordings and resources are provided for students’ personal learning and professional development. They must not be copied, shared, reproduced, sold or used to create training materials without written permission.
By enrolling, students confirm that they have read and understood the programme requirements, attendance expectations, assessment process and relevant programme policies.
Payment & Fees Policy
Payments and Fees Policy
All programme fees for the Whole Person Coaching Diploma are clearly stated at the point of enrolment.
Fees are payable in pounds sterling and may be paid either in full or through an agreed payment plan. Payments may be made by credit or debit card via Stripe, or by bank transfer.
A student’s place on the programme is confirmed once the required initial payment has been received and enrolment has been accepted by Krama Coaching Academy.
Students enrolling on a payment plan are responsible for completing all scheduled payments in full, regardless of attendance, participation or completion of the programme, unless otherwise agreed in writing.
Missed or late payments may result in suspension of access to live sessions, recordings, learning materials, mentoring, feedback or assessment until the account is brought up to date.
Where a student is experiencing genuine financial difficulty, they are encouraged to contact the Programme Director as early as possible. Where appropriate, reasonable flexibility may be considered at the discretion of Krama Coaching Academy, but this is not guaranteed.
Refunds, cancellations and withdrawals are covered separately in the programme refund policy.
Refund Policy
Refund Policy
Students may cancel their enrolment within 14 calendar days of purchase and receive a full refund, provided the programme has not yet started and they have not accessed course materials, recordings or other digital learning resources.
Cancellation requests must be made in writing by email. The cancellation date will be taken as the date the written request is received.
Where a valid cancellation request is received within the 14-day cooling-off period, refunds will normally be processed within 14 days.
After the 14-day cooling-off period has passed, or once the programme has begun, programme fees are non-refundable. This includes non-attendance, withdrawal from the programme, change of personal circumstances, or failure to complete the programme requirements.
Students paying by instalment remain responsible for completing all agreed payments, unless otherwise agreed in writing.
Where Krama Coaching Academy cancels a programme before it begins, students will be offered either a full refund or the option to transfer to a future cohort where available.
Where Krama Coaching Academy needs to make reasonable changes to dates, delivery arrangements, trainers or programme structure, this will not normally constitute grounds for a refund, provided the programme continues to meet its stated learning outcomes and requirements.
This policy does not affect any statutory rights that may apply.
Partial Completion Policy
Partial Completion Agreement
A certificate of completion for the Whole Person Coaching Diploma will only be issued once all programme requirements have been met. This includes attendance, participation, required coaching practice, mentor coaching, written reflections or assignments, observed sessions, and successful completion of the final assessment process.
Where a student does not complete the full programme, Krama Coaching Academy may, where appropriate, provide a written record of the training hours completed. This record will reflect the live coach-specific education hours attended and completed, but will not constitute full certification or confirmation of successful completion of the diploma.
Requests for a record of partial completion should be made in writing within 60 days of the student leaving the programme part way through or within 30 days of the programme end date, whichever is applicable.
Students who are unable to complete the programme may also be offered the opportunity to rejoin a future cohort, subject to availability, suitability, programme changes and any additional fees. Any previous learning, attendance or assessment activity may be considered on an individual basis, but credit towards a future cohort is not guaranteed.
Individual circumstances will be considered with care wherever possible, while also maintaining the integrity of the programme, the assessment process and the requirements for certification.
Transfer of Credit Policy
The Whole Person Coaching Diploma is designed as a complete and integrated training experience. The programme brings together coaching skills, ICF Core Competencies, mentor coaching, observed practice, reflection, feedback and assessment within a specific whole-person coaching approach.
For this reason, transfer of credit from other coaching programmes, courses or training providers is not normally accepted. All students are expected to complete the full programme in order to ensure consistency of learning, shared group experience, alignment with the programme approach, and appropriate demonstration of coaching competence within this training.
Prior learning, professional experience and previous coaching education are recognised as valuable and may support a student’s development during the programme. However, they do not replace the required attendance, participation, practice, mentor coaching, observation, reflection or assessment requirements of the Whole Person Coaching Diploma.
In exceptional circumstances, requests relating to previous learning or training may be considered on an individual basis, but acceptance of transfer credit is not guaranteed and remains at the discretion of Krama Coaching Academy.
Illness & Extenuating Circumstances Policy
Illness and Absence Policy
Students are expected to attend live training sessions wherever possible, as the programme includes experiential learning, coaching practice, group discussion, observation, feedback and mentoring.
We understand that illness, emergencies or unexpected life events may occasionally affect attendance. If a student is unable to attend a session, they are asked to inform the Programme Director as soon as possible.
Where a session is missed, the student will normally be expected to review the session recording, complete any required learning materials or reflective tasks, and undertake any additional practice needed to support their learning.
Students are expected to attend a minimum of 80% of live training sessions to be eligible for certification. Where attendance falls below this level, or where repeated absences affect the student’s learning, participation, coaching practice or readiness for assessment, the situation will be reviewed on an individual basis.
Depending on the circumstances, an agreed support plan may include:
Reviewing recordings and completing reflective work
Completing additional coaching practice
Attending a catch-up session or additional mentoring
Delaying assessment until the student is ready
Deferring to a future cohort, subject to availability and any additional fees
In cases of significant illness or disruption, the student may be offered the option to pause or defer their training and rejoin a future cohort where this is possible.
All situations will be considered individually, with care for the student’s circumstances while also maintaining the integrity of the programme, the learning process and the requirements for certification.
Ethical Marketing Statement
Ethical Marketing Agreement
Krama Coaching Academy is committed to honest, transparent and ethical marketing.
We aim to represent the Whole Person Coaching Diploma as clearly and accurately as possible, including programme content, learning outcomes, delivery format, attendance requirements, assessment processes, fees, accreditation status and certification requirements.
We do not make unrealistic claims, guarantee particular outcomes, or use manipulative, pressurised or misleading sales tactics. Prospective students are encouraged to make informed decisions about whether the programme is the right fit for their needs, experience and professional intentions.
Where the programme refers to accreditation, credentialing or professional bodies, this will be stated accurately and in line with the programme’s current accreditation status.
We are committed to communicating clearly before enrolment so that students understand what is included in the programme, what is expected of them, and what is required for successful completion and certification.
Ethical Standards & Practice Statement
This programme aligns with the ethical standards of the International Coaching Federation.
Participants agree to adhere to the ICF Code of Ethics throughout the programme.
This includes:
Maintaining confidentiality
Working within the scope of coaching
Respecting client autonomy
Acting with integrity and professionalism
Ethical practice is embedded throughout the training.
Programme Description
This is an ICF-aligned coach training designed to develop confident, capable, and reflective coaches.
The programme is structured around the development and demonstration of the ICF Core Competencies, with at least 80% of training focused on competency-based learning.
It includes:
Live online training sessions
Coaching practice
Group and individual mentor coaching (minimum 10 hours)
Ongoing feedback and assessment
Participants are assessed through:
Observed coaching practice
Recorded coaching sessions
Feedback aligned with ICF competency markers
Certification is awarded upon successful demonstration of coaching competence at an ACC level, alongside completion of all requirements.
Completion Timeline
The live training component of the programme runs over approximately 4.5 to 5 months.
Participants are expected to complete all programme requirements, including coaching practice and assessment, within approximately 6 to 12 months from the start date.
This allows for integration, practice, and flexibility alongside other commitments.