Learning through coaching conversations

Case study

Coaching has helped Lark Rise Lower School to create a culture of learning and reflection.

Summary

The headteacher and deputy headteacher at Lark Rise Lower School have used coaching to establish a learning culture that promotes personal reflection and good work-life balance for all staff.

Key learning/outcomes

Learning has become part of everyday conversation in the school and it has become normal for staff to support each other with learning.
Full use is made of staff talents and members of staff have opportunities to develop their qualifications and responsibilities.
The focus on personal development and reflection helps staff to feel valued and encourages loyalty to the school.
The school’s Ofsted report highlighted effective coaching and mentoring as a key factor in achieving high quality pupil learning.
Pupils experience learning as something that everyone engages in.

Background

Lark Rise Lower School is located in Dunstable, Bedfordshire, in an urban area of social need. The school has 280 pupils aged from 3-9, plus 40 members of staff. Lark Rise received ‘excellent’ Ofsted reports in 1999 and 2004.

The headteacher and deputy headteacher both have masters degrees in educational management. The headteacher’s course included a module on mentoring, while the deputy’s course included work on guidance and counselling. The school is committed to securing high educational standards and sees developing a culture of teaching and learning as a key part of this.

Key challenges and issues

Work-life balance

The headteacher and deputy head were keen to improve staff wellbeing and encourage good work-life balance for all staff.

Developing a focus on teaching and learning

The leadership team wanted to create a culture of learning and reflection throughout the school, for all members of teaching and support staff.

Solution or approach

Strong leadership

The headteacher and deputy head have led the creation of coaching culture within the school, providing a clear vision and direction for staff. The model of coaching used is called GROW (goal, reality, options, what), which explores goals, the reality, options and the action you will take.

Performance management

Every member of staff meets with the headteacher to plan their performance management objectives. The meeting is based on a learning approach, with the member of staff taking the driving seat by reflecting on their current practice and future aspirations.

Coaching conversations

Coaching takes place within formal structures and also informally amongst peers. Line managers provide support to staff through ‘coaching conversations’, while the deputy headteacher has informal coaching sessions with all staff.

Developing responsibilities

Opportunities for professional development have been created for all support staff. For example, support staff take responsibility for pupil activities on Friday afternoons to provide time for teaching staff and a parent-helper has become a teaching assistant.

Sharing learning

Whenever a member of staff attends a continuing professional development activity outside the school, they provide feedback to the rest of the staff. Everyone is seen as having skills and expertise to offer and everyone takes a responsibility for sharing good practice and coaching others.

Further information

For further information contact Lark Rise Lower School